劍橋雅思6Test4閱讀Passage3原(yuan)文(wen)翻譯persistent bullying，今(jin)天中國教育在(zai)線就來為大(da)家分(fen)析這(zhe)個(ge)問題。

persistent bullying校園欺凌

劍(jian)橋雅思(si)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(chi)續的(de)欺凌(ling)(ling)是孩子(zi)可能面對的(de)最糟糕的(de)經歷之(zhi)一。如何預防？謝(xie)菲(fei)爾(er)德(de)大(da)學心理學教(jiao)(jiao)授(shou)，彼得·史密斯，開展了一項由(you)教(jiao)(jiao)育(yu)部(bu)資助的(de)謝(xie)菲(fei)爾(er)德(de)反欺凌(ling)(ling)干預項目。以下是他的(de)發現。

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(ling)可采取多種(zhong)形式，從口頭上(shang)（被(bei)嘲笑或冠以侮辱性的名字）到身體(ti)上(shang)（被(bei)踢(ti)或推），還有(you)各種(zhong)各樣的間接形式，如被(bei)排(pai)文章來自(zi) 雅思除在社會群體(ti)之(zhi)外。我與艾琳·惠特尼（Irene Whitney）進行的一(yi)(yi)項調查發現，在英國小學(xue)，有(you)四分(fen)之(zhi)一(yi)(yi)的學(xue)生(sheng)報告遭受欺凌(ling)的經歷，其(qi)中十(shi)分(fen)之(zhi)一(yi)(yi)的案(an)例是(shi)持(chi)續(xu)了很(hen)久。中學(xue)中的欺凌(ling)現象較少(shao)，約有(you)二(er)十(shi)五分(fen)之(zhi)一(yi)(yi)的學(xue)生(sheng)遭受持(chi)續(xu)性欺凌(ling)，但這(zhe)些(xie)案(an)例可能尤(you)其(qi)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(qi)凌顯然是令人不(bu)快的，并且(qie)會使經歷(li)它(ta)的孩(hai)子(zi)感到格(ge)格(ge)不(bu)入和沮喪(sang)。極端情況下，它(ta)甚至可(ke)能導致自殺。盡(jin)管幸(xing)運的是這種情況很少見。受害的學長大之后(hou)更容易遭遇人際關系(xi)困(kun)難，而持續(xu)被(bei)欺(qi)負(fu)的孩(hai)子(zi)長大后(hou)則更有可(ke)能變(bian)得(de)十分暴力，并被(bei)判犯(fan)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(zhi)到(dao)最近(jin)，人們(men)(men)對這個話題都知之甚少，而且教(jiao)師在(zai)(zai)應(ying)對欺(qi)凌方(fang)面幾乎得不到(dao)幫助。或許正是(shi)(shi)因(yin)為如此(ci)，學(xue)(xue)校(xiao)經常會否認這個問題的(de)存在(zai)(zai)。“這所學(xue)(xue)校(xiao)沒有(you)欺(qi)凌行(xing)為”是(shi)(shi)一(yi)種(zhong)普遍的(de)說(shuo)法。但(dan)這幾乎可以(yi)肯定是(shi)(shi)假(jia)的(de)。幸運的(de)是(shi)(shi)，現在(zai)(zai)有(you)更多的(de)學(xue)(xue)校(xiao)在(zai)(zai)說(shuo)：“這里沒有(you)太(tai)多欺(qi)凌行(xing)為，但(dan)是(shi)(shi)一(yi)旦發生(sheng)，我(wo)們(men)(men)就有(you)明(ming)確(que)的(de)政策予以(yi)處理。‘

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(zhong)變化(hua)涉及到三個因(yin)素。第一是意識到問題的(de)(de)嚴重性。第二(er)是英國已(yi)經有許多資源(yuan)可以幫助解決欺(qi)凌(ling)(ling)行為。例如，蘇格蘭(lan)(lan)教育研究(jiu)理(li)事會(hui)制作了(le)一攬(lan)子的(de)(de)材料-《反欺(qi)凌(ling)(ling)行動》，并于(yu)1992年夏(xia)季分發(fa)(fa)給英格蘭(lan)(lan)和威爾(er)士以及蘇格蘭(lan)(lan)的(de)(de)所有學(xue)(xue)(xue)(xue)校(xiao)，第二(er)項資料-《支持反欺(qi)凌(ling)(ling)學(xue)(xue)(xue)(xue)校(xiao)》在隨后(hou)一年發(fa)(fa)行。1993年，愛爾(er)蘭(lan)(lan)發(fa)(fa)布了(le)《打(da)擊小學(xue)(xue)(xue)(xue)后(hou)欺(qi)凌(ling)(ling)行為的(de)(de)指南》。第三，有證據(ju)表明這些(xie)材料行之有效(xiao)，并且學(xue)(xue)(xue)(xue)校(xiao)可以實現某種(zhong)改變。這來自于(yu)在研究(jiu)團隊監督下(xia)對學(xue)(xue)(xue)(xue)校(xiao)干預措施進(jin)行前(qian)后(hou)的(de)(de)評估(gu)。在挪(nuo)威全國范圍(wei)內(nei)開(kai)展了(le)干預運動之后(hou)，對四(si)十(shi)二(er)所學(xue)(xue)(xue)(xue)校(xiao)的(de)(de)評估(gu)表明，在兩年的(de)(de)時間(jian)內(nei)，欺(qi)凌(ling)(ling)現象(xiang)減半了(le)。謝菲爾(er)德的(de)(de)調查涉及16所小學(xue)(xue)(xue)(xue)，7所中學(xue)(xue)(xue)(xue)，發(fa)(fa)現大部分學(xue)(xue)(xue)(xue)校(xiao)都成功地減少(shao)了(le)欺(qi)凌(ling)(ling)現象(xiang)。

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(zheng)據表明，關(guan)鍵步(bu)驟(zou)是(shi)(shi)制定有(you)關(guan)欺(qi)凌(ling)(ling)的(de)政(zheng)策，清晰(xi)說出(chu)(chu)欺(qi)凌(ling)(ling)的(de)含義，并給出(chu)(chu)明確的(de)指(zhi)導方針(zhen)，說明發生欺(qi)凌(ling)(ling)行(xing)為時(shi)將(jiang)如(ru)何處理，保留哪些記錄，將(jiang)通知誰，將(jiang)采(cai)取何種制裁措施。該政(zheng)策應在(zai)一(yi)段(duan)時(shi)間內通過(guo)協商(shang)制定，而不(bu)僅僅是(shi)(shi)由校方單獨施加！學生，父母和工作人(ren)員應感到(dao)自己已(yi)經參與到(dao)政(zheng)策之(zhi)中，需要對其進行(xing)有(you)效的(de)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(ke)(ke)以采取其他措施(shi)來支持(chi)該(gai)政策(ce)(ce)。可(ke)(ke)以通過視頻，戲劇(ju)和文學等方式(shi)通過課程(cheng)處理這一(yi)問(wen)題(ti)。這些在學校開始(shi)討(tao)論(lun)欺凌問(wen)題(ti)時(shi)對于提高認識很有用，并且最好(hao)與事(shi)態發展的早(zao)期階段聯系(xi)在一(yi)起。它(ta)們對于更新(xin)新(xin)生(sheng)政策(ce)(ce)或(huo)根據經驗進行(xing)修訂(ding)也很有用。但是(shi)(shi)(shi)僅僅課程(cheng)自身可(ke)(ke)能(neng)只會產生(sheng)短期效果。它(ta)應該(gai)是(shi)(shi)(shi)政策(ce)(ce)工作(zuo)的補充，而(er)不(bu)是(shi)(shi)(shi)替代(dai)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(xue)(xue)生(sheng)或者小組一(yi)起努力。對(dui)容易成(cheng)為受害者的(de)學(xue)(xue)生(sheng)進行(xing)自信訓練十(shi)分(fen)重要，并(bing)且諸如“不責怪”之類(lei)的(de)方法對(dui)于在不直接對(dui)抗(kang)的(de)情況下改變(bian)欺(qi)(qi)凌者的(de)行(xing)為十(shi)分(fen)有用，盡管(guan)對(dui)于那些繼(ji)續進行(xing)欺(qi)(qi)凌行(xing)為的(de)人應(ying)該采取相應(ying)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(de)(de)(de)工(gong)作(zuo)也很重(zhong)要。一項有(you)用的(de)(de)(de)措施(shi)(shi)是(shi)培訓午(wu)餐(can)時間管理(li)員，以(yi)區分欺(qi)凌和玩耍性質的(de)(de)(de)打鬧(nao)，并幫助他們解決沖突。另一種可行性措施(shi)(shi)是(shi)改善操場的(de)(de)(de)環境，以(yi)使學生(sheng)不太可能(neng)因無聊或沮喪(sang)而欺(qi)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(xie)發展，學校(xiao)(xiao)至少可以期望在很大(da)程度上防止最嚴重的(de)(de)(de)欺凌行為。投入的(de)(de)(de)精力越(yue)多，整個學校(xiao)(xiao)的(de)(de)(de)參與范圍越(yue)廣，結果可能會越(yue)有(you)意義。欺凌行為的(de)(de)(de)減少以及隨之而來的(de)(de)(de)學生(sheng)幸福感(gan)的(de)(de)(de)提高(gao)無疑是(shi)一個值得(de)追求的(de)(de)(de)目標。

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