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  3. A Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or sh

A Bullying can take a variety of forms, from the verbal—being taunted or called hurtful names—to the physical—being kicked or sh

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问题     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.
    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. 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 offenses.
    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."
    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 2012, with a second pack, Supporting Schools Against Bullying, produced the following year. In Ireland, Guidelines on Countering Bullying Behavior in Post-Primary Schools was published in 2013. 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.
What were the findings of research carried out in Norway?
选项 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 in Norway than in the UK.
答案A
解析 本题的题干关键词是Norway和research，答案线索定位到第五段。根据第五段第二句，在挪威，经过一次全国范围的干预运动之后，对42所学校的一项评估显示，在两年多的时间内霸凌行为减少了一半(bullying was halved)。因此选项A中的declined by 50％与原文中的halved是同义替换，为正确选项。选项B中的twenty—one schools是对原文中的bullying was halved的曲解，原文强调的是校园霸凌事件发生概率下降一半，而不是发生霸凌事的学校数量减少一半，因此选项B偷换概念。原文并未交代反霸凌的最佳周期，也未对英国和挪威校园霸凌事件的严重性做出对比，因此选项C、D均属于无中生有。第五段：相关措施帮助学校在反霸凌问题上取得成绩的具体事例。
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