很多雅思考生為了提高雅思閱讀分?jǐn)?shù)，做了很多題目，但成效不大，這時可以想想是不是備考書籍選擇不當(dāng)造成，建議考生們多多看劍橋雅思真題。今天，上海新航道雅思小編給大家?guī)砹藙?Test4雅思閱讀Passage3原文翻譯-The Persistent Bullying，希望可以幫助廣大雅思考生輕松備考雅思。

  劍6Test4雅思閱讀Passage3原文翻譯-The Persistent Bullying

  Persistent bullying is one of the worst experiences a child can face. How can it be preventedPeter 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.

  不斷受到欺凌是孩子所面臨的最糟糕的經(jīng)歷之一。如何阻止其發(fā)生呢謝菲爾大學(xué)心理學(xué)家教授彼得史密斯在教育部的資助下組織了謝菲爾德反欺凌干預(yù)項目。以下是他的一些發(fā)現(xiàn)。

  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.

  欺凌有多種方式：從口頭上的——比如被嘲笑或者被叫很傷人的外號，到身體上的——比如被打、被踢或推搡。此外，還有一些不太直接的欺凌方式，比如被社會團體排斥在外。在我和Irene Whitney開展的一項調(diào)查中，我們發(fā)現(xiàn)在英國小學(xué)中，有四分之一的小學(xué)生有過受欺凌的經(jīng)歷，其中十例中有一例為持續(xù)受到欺凌，中學(xué)的欺凌現(xiàn)象要好一些，大約二十五例中有一例是持續(xù)受到欺凌，但是在這些情況中，受欺凌者可能反抗極其強烈。

  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.

  欺凌顯然是很不愉快的，而且會使經(jīng)歷過的孩子產(chǎn)生自貶和沮喪情緒在一些極端的情況中，欺凌甚至?xí)?dǎo)致自殺，但是很慶幸的是此類事件比較罕見。受到欺凌的小學(xué)生成年后更容易在人際溝通中遭遇困難，而那些經(jīng)常實施欺凌的孩子長大后更有可能具有身體暴力傾向并且犯下反社會的罪行。

  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.’

  到目前為止，我們對這一問題的了解還遠遠不夠，而且也幾乎沒有給教師提供處理欺凌問題的幫助。可能由此產(chǎn)生的一個現(xiàn)象就是學(xué)校經(jīng)常會否認(rèn)這一問題。“在這個學(xué)校沒有欺凌的現(xiàn)象”已經(jīng)被重復(fù)了無數(shù)次。但是絕大多數(shù)情況下這都不是事實。慶幸的是現(xiàn)在有越來越多的學(xué)校承認(rèn)：“我們學(xué)校欺凌現(xiàn)象并不多，但是當(dāng)其發(fā)生時，我們有很明確的處理方法”。

  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.

  導(dǎo)致這一變化有三個原因。第一是對欺凌問題嚴(yán)重性的認(rèn)識;第二，在英國有一些幫助處理欺凌問題的資源。比如，蘇格蘭教育研究局發(fā)行了一系列的材料：《反欺凌行動》在1992年夏被提供給英格蘭、威爾士和蘇格蘭地區(qū)的所有學(xué)校。第二年又發(fā)行了《支持學(xué)校反對欺凌》。在愛爾蘭地區(qū)，《在小學(xué)反抗遭遇欺凌行為指南》于1993年發(fā)行。第三，有證據(jù)表明，這些材料發(fā)揮了作用，學(xué)校也因此在反欺凌方面取得了一些成績。這一結(jié)果來自于一項研究組監(jiān)控的并認(rèn)真開展的主題為“之前和之后”的對學(xué)校干預(yù)的評估。在挪威，經(jīng)過一次全國范圍的干預(yù)運動之后，對42所學(xué)校的一項評估顯示，在兩年多的時間內(nèi)欺凌行為減少了一半。在謝菲爾德大學(xué)對16所小學(xué)和7所中學(xué)的一項調(diào)查中發(fā)現(xiàn)，大多數(shù)學(xué)校在減少欺凌行為方面取得了成功。

  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，控制欺凌行為最核心的步驟是制定針對欺凌行為的政策，明確欺凌行為意味著什么，并就其發(fā)生時應(yīng)該采取哪些措施、保存哪些記錄、通知何人、實施何種制裁方式等給出明確的指導(dǎo)。這一政策應(yīng)該經(jīng)過一段時間的磋商形成，而不是只在校長辦公室里硬性實施的方案。應(yīng)該使學(xué)生、家長和教職員工都感覺參與到政策的制定當(dāng)中，而且這一政策需要廣泛的傳播和有效的執(zhí)行。

  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。可以通過使用影像、戲劇和文學(xué)等多種方法在課程中處理這一主題。這些方法對提高人們的意識是很有幫助的，而且最好將其放在學(xué)校討論欺凌行為形成政策的早期階段。此外，這為新入校的小學(xué)生更新政策或根據(jù)實際情況進行修訂也很有用。但是僅靠課程只會有短期效果，它應(yīng)該是對政策的補充，而非替代品。

  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.

  還有一些方法適合用于單個小學(xué)生或小團體。對于那些容易成為被欺凌對象的學(xué)生而言，進行自信訓(xùn)練是很值得做的;在發(fā)生群體欺凌行為時，某些特定的方法，比如“不責(zé)備”是與實施欺凌行為的學(xué)生不直接對抗而改變他們行為的有效方法。然而，對于那些長期持續(xù)實施欺凌行為的學(xué)生，我們必須對其進行制裁。

  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.

  在操場上開展工作也是很重要的。一個有效的步驟就是培訓(xùn)午餐時段督導(dǎo)員以區(qū)分嬉戲式爭斗和欺凌行為，并幫助他們中止沖突。另一個可能的措施就是改善操場環(huán)境，從而使學(xué)生不太可能因為厭倦或感到挫折而實施欺凌行為。

  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.

  隨著環(huán)境和方式方法的改進，我們可以預(yù)見至少可以最大程度地防止學(xué)校里最嚴(yán)重的欺凌行為的發(fā)生。我們付出的努力越多，學(xué)校參與的力度越大，取得的效果就可能越好。欺凌行為的減少和因此產(chǎn)生的學(xué)生幸福感的遞增無疑是一個值得為之努力的目標(biāo)。

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