Bullying from crisis management to prevention--2 (1)

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 of Education. Here he reports on his findings. 持久性欺负一个孩子可能面临最糟糕的经历之一。如何预防它?彼得史密斯,谢菲尔德大学的心理学教授,指导谢菲尔德反欺凌干预项目,由教育部资助的。他在这里报告他的发现。Bullying: from crisis management to prevention欺凌:从危机管理预防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.欺凌可以采用多种形式,从口头-被嘲笑或骂伤害到物理被踢或推以及间接形式,如被排除在社会群体。我和艾琳惠特尼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欺凌的经验,其中约十分之一持久的。有更少的欺凌在中学,大约二十五分之一的痛苦持续的欺凌,但这些案件可能特别顽固的。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 id thankfully rare. Victimized 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.欺凌显然是不愉快的,可以让孩子体验感觉不值得和沮丧。在极端情况下,甚至可以导致自杀,尽管这个id庆幸的是罕见的。受害的学生更有可能遇到困难和人际关系作为成年人,而一直欺负的孩子更容易成长为身体上的暴力,和反社会的犯罪定罪。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,人们对于这个话题,和小帮助老师处理欺凌。也许因此,学校经常会否认这个问题。“在这所学校没有欺负”是一个常见的说法,几乎肯定是不真实的。幸运的是更多的学校现在说:“这里并没有太大的欺负,但是当它发生时我们有一个明确的政策来处理它。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 Bulling 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.三个因素都参与了这一变化。首先是一个意识到问题的严重性。其次,大量的资源来帮助解决欺凌在英国变得可用。例如,苏格兰教育委员会研究了包的材料,对欺凌,分发给所有学校在英格兰和威尔士以及1992年夏季在苏格兰,第二个包,支持学校反对欺凌,第二年。在爱尔兰,打击在中等学校学习提高身价行为准则于1993年出版。第三,有证据表明,这些材料的工作,学校的东西所能达到的水平。这来自“前后”进行了仔细的评估干预措施在学校、监控的一个研究小组。在挪威,在干预活动在全国范围内,介绍了42所学校建议的评估,以两年为期,欺凌减半。谢菲尔德的调查,涉及16个小学和七中学,发现大多数学校成功地减少恃强凌弱。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 teachers office! Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively.证据表明一个关键步骤是制定政策欺凌,显然说的是什么意思恃强凌弱,并给予明确的指导方针将做什么如果它发生,记录将保留什么,谁将被告知,制裁将使用。开发的政策应通过协商,在一段时间内不仅仅是对班主任的办公室!学生、家长和员工觉得他们应该参与政策,需要有效的传播和实现。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.可以采取其他行动来支持这一政策。有很多方法处理主题的课程,使用视频、戏剧和文学。这些是用于提高意识,最好可以绑在开发的早期阶段,当学校开始讨论欺凌的问题。他们也有用的更新策略对新学生来说,或者修改它的经验。但是课程单独工作可能只有短期影响;它应该是一个政策工作,不是一个替代品。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.也有与单个学生的工作方式,或小群体。自信心训练的学生容易被受害者是值得的,和某些群体欺凌方法如“不怪”,可用于改变欺负学生的行为没有直接面对他们,尽管其他制裁可能需要对那些继续持久的欺凌。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