Persistent bullying is one of the w

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

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.

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.

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 certainty lllltrue. 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.'

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 Collllcil 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 I 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.

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 record 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 tight 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.

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.

Questions 31-34
Choose the correct letter. A. B. C or D.
Write the con·ect letter in boxes 31-34 on your answer sheet.

31. A recent survey found that in British secondary schools
A. there was more bullying than had previously been the case.
B. there was less bullying than in primary schools.
C. cases of persistent bullying were very common.
d. indirect forms ofbullying were particularly difficult to deal with.

32 Children who are bullied
A. are twice as likely to commit suicide as the average person.
B. fmd it more difficult to relate to adults.
C. are less likely to be violent in later life.
D. may have difficulty forming relationships in later life.

33 The writer thinks that the declaration 'There is no bullying at this school'
A. is no longer true in many schools.
B. was not in fact made by many schools.
C. reflected the school's lack of concern.
D. reflected a lack of knowledge and resources.

34 What were the findings of research canied out in Norway?
A. Bullying declined by 50% after an anti-bullying campaign.
B. Twenty-one schools reduced bullying as a result of an anti-bullying campaign
C. Two years is the optimum length for an anti-bullying campaign.
D. Bullying is a less serious problem inN orway than in the UK.

Questions 35-39
Complete the summary below
Choose NO MORE THAN TW'O WORDS from the passage for each answer

Write your answers in boxes 35-39 on your answer sheet.

What steps should schools take to reduce bullying?

The most important step is for the school authorities to produce a 35 ....................... which makes the school's attitude towards bullying quite clear. It should include detailed 36 ........................ as to how the school and its staff will react if bullying occurs. In addition, action can be taken through the 37 ........................... This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion On its own, however, it is insufficient to bring about a permanent solution. Effective work can also be done with individual pupils and small groups. For example, potential38 ......................... of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a 'no blame' approach, which avoids confronting the offender too directly, is often effective. Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 39 ......................... .

Question 40
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.

Which of the following is the most suitable title for Reading Passage 153?
A. Bullying: what parents can do
B. Bullying: are the media to blame?
C. Bullying: the link with academic failure
D. Bullying: from crisis management to prevention

Kết quả (Việt) 1:

Liên tục bắt nạt là một trong những kinh nghiệm tồi tệ nhất một đứa trẻ có thể phải đối mặt. Làm thế nào nó có thể được ngăn chặn?Đạo diễn Peter Smith, giáo sư tâm lý học tại Đại học Sheffield, SheffieldChống đe doạ can thiệp dự án, tài trợ bởi sở giáo dục.Ở đây ông báo cáo về kết quả của mìnha. Bullying có thể mất một loạt các hình thức, từ lời nói - được taunted hoặc gọi là hại tên-vật lý-được khởi động hoặc xô đẩy - cũng như hình thức gián tiếp, chẳng hạn như bị loại trừ khỏi nhóm xã hội. Một cuộc khảo sát tôi tiến hành với Irene Whitney tìm thấy rằng anh trường tiểu học lên đến một phần tư của học sinh báo cáo kinh nghiệm của bắt nạt, mà trong trường hợp khoảng một trong mười là liên tục. Có ít bắt nạt tại trường trung học, với khoảng một tại hai mươi lăm bị đe doạ liên tục, nhưng những trường hợp này có thể đặc biệt là ngoan cố.B. Bullying là rõ ràng khó chịu, và có thể làm cho trẻ em gặp nó cảm thấy không xứng đáng và chán nản. Trong trường hợp cực đoan nó có thể thậm chí dẫn đến tự sát, mặc dù điều này là rất may hiếm. Victimised học sinh có nhiều khả năng gặp khó khăn với mối quan hệ giữa các cá nhân như người lớn, trong khi trẻ em liên tục bully có nhiều khả năng lớn lên để được thể chất bạo lực, và bị kết tội của tội phạm chống lại xã hội.C. cho đến gần đây, không nhiều được biết về chủ đề này, và giúp đỡ đã được dành cho giáo viên để đối phó với bắt nạt. Có lẽ như một hệ quả, trường học sẽ thường phủ nhận vấn đề. 'Có là không có bắt nạt ở trường này' đã là một phổ biến refrain, gần như chắc chắn lllltrue. May mắn thay nhiều trường học đang bây giờ nói: không có nhiều bắt nạt ở đây, nhưng khi nó xảy ra chúng tôi có một chính sách rõ ràng để đối phó với nó.'Mất ba yếu tố có liên quan trong sự thay đổi này. Đầu tiên là một nhận thức về mức độ nghiêm trọng của vấn đề. Thứ hai, một số nguồn lực để giúp giải quyết bắt nạt đã trở thành có sẵn ở Anh. Ví dụ, các Collllcil Scotland nghiên cứu giáo dục sản xuất một gói phần mềm của vật liệu, hành động chống lại bắt nạt, lưu thông đến tất cả các trường tại Anh và xứ Wales cũng như ở Scotland vào mùa hè năm 1992, với một gói thứ hai, hỗ trợ trường chống bắt nạt, sản xuất năm sau. Ở Ai-Len, hướng dẫn về chống lại các hành vi bắt nạt ở trường sau tiểu học đã được xuất bản vào năm 1993. Thứ ba, đó là bằng chứng rằng các tài liệu làm việc, và trường học có thể đạt được một cái gì đó. Điều này xuất phát từ một cách cẩn thận thực hiện ' trước và sau khi tôi đánh giá các can thiệp trong các trường học, giám sát bởi một nhóm nghiên cứu. Ở Na Uy, sau khi một chiến dịch can thiệp đã được giới thiệu trên toàn quốc, một đánh giá về bốn mươi hai trường gợi ý rằng, trong một khoảng thời gian hai năm, bắt nạt được giảm đi một nửa. Điều tra Sheffield, liên quan đến trường tiểu học mười sáu và bảy trường trung học, tìm thấy rằng hầu hết các trường đã thành công trong việc giảm bắt nạt.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 record 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 tight 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.

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.

Questions 31-34
Choose the correct letter. A. B. C or D.
Write the con·ect letter in boxes 31-34 on your answer sheet.

31. A recent survey found that in British secondary schools
A. there was more bullying than had previously been the case.
B. there was less bullying than in primary schools.
C. cases of persistent bullying were very common.
d. indirect forms ofbullying were particularly difficult to deal with.

32 Children who are bullied
A. are twice as likely to commit suicide as the average person.
B. fmd it more difficult to relate to adults.
C. are less likely to be violent in later life.
D. may have difficulty forming relationships in later life.

33 The writer thinks that the declaration 'There is no bullying at this school'
A. is no longer true in many schools.
B. was not in fact made by many schools.
C. reflected the school's lack of concern.
D. reflected a lack of knowledge and resources.

34 What were the findings of research canied out in Norway?
A. Bullying declined by 50% after an anti-bullying campaign.
B. Twenty-one schools reduced bullying as a result of an anti-bullying campaign
C. Two years is the optimum length for an anti-bullying campaign.
D. Bullying is a less serious problem inN orway than in the UK.

Questions 35-39
Complete the summary below
Choose NO MORE THAN TW'O WORDS from the passage for each answer

Write your answers in boxes 35-39 on your answer sheet.

What steps should schools take to reduce bullying?

The most important step is for the school authorities to produce a 35 ....................... which makes the school's attitude towards bullying quite clear. It should include detailed 36 ........................ as to how the school and its staff will react if bullying occurs. In addition, action can be taken through the 37 ........................... This is particularly useful in the early part of the process, as a way of raising awareness and encouraging discussion On its own, however, it is insufficient to bring about a permanent solution. Effective work can also be done with individual pupils and small groups. For example, potential38 ......................... of bullying can be trained to be more self-confident. Or again, in dealing with group bullying, a 'no blame' approach, which avoids confronting the offender too directly, is often effective. Playground supervision will be more effective if members of staff are trained to recognise the difference between bullying and mere 39 ......................... .

Question 40
Choose the correct letter, A, B, C or D.
Write the correct letter in box 40 on your answer sheet.

Which of the following is the most suitable title for Reading Passage 153?
A. Bullying: what parents can do
B. Bullying: are the media to blame?
C. Bullying: the link with academic failure
D. Bullying: from crisis management to prevention