雅思练习总结（二十四）

雅思练习总结（二十四）

本文章是雅思练习总结（二十四），总结了文章《Bullying: from crisis management to prevention》，内容包括原文精翻，文章脉络总结，单词扩展学习3个部分

1 文章原文及翻译

Bullying: from crisis management to prevention

翻译：校园霸凌的危机管理与预防

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.

翻译：长期的欺凌是每个人在儿童时期的噩梦。那么如何预防这些噩梦侵害孩子们呢？谢菲尔德大学的心理学教授彼得·史密斯 (Peter Smith) 指导了谢菲尔德的反霸凌干预项目，该项目由教育部资助。这里，他报告了自己的调查发现。

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.

翻译：霸凌行为有多种形式，从嘲弄或辱骂等口头形式到踢打或推搡等身体形式以及排挤这种间接形式。我（彼得·史密斯）与艾琳·惠特尼 (Irene Whitney) 共同进行的一项调查发现，在英国小学，多达四分之一的学生报告称他们曾遭受欺凌，而这其中约十分之一的霸凌事件是长期的。到了中学，霸凌行为就比较少了，约每二十五名学生中就有一人遭受过持续性霸凌，但中学期间的霸凌行为通常会比较顽固。

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.

翻译：霸凌显然是令人不快的，它会让被霸凌的孩子们感觉人间不值得，很沮丧。在极端情况下，被霸凌的孩子甚至会自杀，不过万幸的是，导致自杀的案例还是很少的。霸凌会对受害者和加害者都产生负面影响，受害学生成年后更有可能在经营人际关系方面有困难，而霸凌者长大后更有可能变得暴力，并犯下反社会罪行。

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.’

翻译：人们向来都对霸凌事件不甚关心，教师们也几乎得不到任何帮助来应对欺凌。也许正因为如此，学校通常也会否认霸凌的发生。“我们学校可没有霸凌”一直是人们的常见说法，但这事儿假的不能再假了。幸运的是，现在越来越多的学校表示：“我们学校有霸凌发生，但是不多，而且一旦发生就会直接处理。”

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 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.

翻译：学校的态度转变有 3 重原因。一是，人们意识到了霸凌问题的严重性。二是，英国已经提供了大量资源来帮助解决欺凌问题。例如，苏格兰教育研究委员会制作了一套材料，名为《反霸凌行动》，于 1992 年夏天分发给英格兰、威尔士和苏格兰的所有学校，第二年又制作了第二套材料，名为《支持学校反对欺凌》。在爱尔兰，《关于打击中学欺凌行为的指导方针》于 1993 年出版。三是，有证据表明这些宣传材料是有效的，学校可以取得一定成果。这是由一个研究小组对学校干预措施进行仔细的“前后”评估后得出的结论，这些评估由一个研究小组监督。在挪威，在全国范围内开展干预运动后，对 42 所学校的评估表明，在两年的时间里，欺凌行为减少了一半。谢菲尔德的调查涉及 16 所小学和 7 所中学，发现大多数学校都成功减少了欺凌行为。

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.

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.

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.

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.

翻译：证据表明，反霸凌的关键是制定针对霸凌的政策，明确规定什么是霸凌，并给出明确对策，说明如果发生霸凌将采取什么措施、保留哪些记录、通知谁、采取哪些制裁措施。该政策应在一段时间内通过协商制定，而不仅仅是在校长办公室里束之高阁！学生、家长和学校工作人员也应该在传播和实施方面发挥作用，提高在政策中的参与感。

当然支持该政策也可以采用别的方式。有多种方法可以通过课程、视频、戏剧和文学来处理这种霸凌主题的作品。这些对于提高对霸凌的认识很有用，并且最好与发展的早期阶段结合起来，而学校正在开始讨论欺凌问题。它们还有助于为新学生更新政策，或根据经验对其进行修订。但课程工作本身可能只会产生短期效果；它应该是政策工作的补充，而不是替代。

也有与个别学生或小组合作的方法。对可能成为受害者的学生进行自信训练是非常必要的，某些针对群体霸凌方法，例如“一碗水端平（这是欧洲那边儿的一种避免霸凌的方法，但看过程不知道有没有用）”，可以有助于改变欺凌学生的行为，而无需直接面对他们，尽管对那些持续霸凌别人的学生可能需要其他制裁。

操场上的活动也很重要。一个有用的步骤是培训午餐时间的监督员区分校园霸凌和打闹，并帮助学生们化解冲突。另一种可能性是改善操场环境，这样学生就不太可能因为无聊或沮丧而陷入到霸凌的环境中。

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.

翻译：在这些发展之下，学校的预期是，至少最严重的欺凌行为可以在很大程度上得到预防。学校付出的努力越多，大伙儿的参与程度越深，结果就越明显。减少欺凌行为——以及随之而来的学生幸福感的提高——无疑是一个值得追求的目标。

2 文章结构分析

文章的主要内容可总结为

1. A段是关于霸凌的介绍，它是每个孩子的噩梦，据调查结果显示，在大英的小学，多达四分之一的学生表示他们曾遭到欺凌，且其中约十分之一的霸凌事件是长期的。到了中学，霸凌行为有所减少，约每二十五名学生中就有一人遭受过持续性霸凌，但中学期间的霸凌行为通常会比较顽固。

2. B段是说，霸凌行为很坏，它会对霸凌行为双方都产生影响。在极端情况下，被霸凌的孩子甚至会自杀，不过万幸的是，导致自杀的案例还是很少的。霸凌会对受害者和加害者都产生负面影响，受害学生成年后更有可能在经营人际关系方面有困难，而霸凌者长大后更有可能变得暴力，并犯下反社会罪行。

3. C段是说，霸凌行为侵害学生可不能只怪学校，人们不关心也要负责任的，不过好在部分学校的态度从“直接否认”到“部分承认”发生了转变

4. D段是说，学校的态度转变有 3 个原因。一是，人们开始重视霸凌问题了；二是，英国已经拿出了大量资料来解决这个问题；三是，全国范围内的宣传活动是卓有成效的，大多数被调查学校的霸凌行为都减少了

5. E段主要是讲霸凌行为的预防措施，一共有 4 点，一是，针对霸凌的政策制定，比如明确规定什么是霸凌，并给出明确对策，说明如果发生霸凌将采取什么措施、保留哪些记录、通知谁、采取哪些制裁措施。这种政策要在学校中有效宣传，并纠结家长、老师、学校多方参与；二是，政策的宣传可以采用多种形式，如课程、视频、戏剧和文学，但这种形式只能作为政策的一种补充手段；三是，与个别学生或小组合作，这里特别要提到一种“一碗水端平”的策略，通过与个别学生或小组合作，来让学生监督学生，让霸凌者查霸凌者；四是，公共区域活动的监督，这里就是要靠老师们来甄别霸凌和打闹，并帮助学生化解冲突，且辅以改进区域环境的方法，来降低学生们沮丧和无聊情绪

6. F段是说，霸凌仍然存在，同志仍需努力，霸凌的遏制离不开大伙儿同心协力，为孩子们提供一个幸福的环境，这种未来是值得大家奋斗的

文章整体结构如下