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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.
The writer thinks that the declaration "There is no bullying at this school"________.
选项 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
答案D
解析 本题题干关键词是There is no bullying at this school，答案线索定位到第三段。根据第三段第一、二句，到目前为止，我们对这一问题的了解还远远不够(not much was known)，而且也几乎没有给教师提供处理霸凌问题的帮助(little help was available)。所以学校经常会否认这一问题。由此可见，选项D与原文表达相同含义，为正确选项。选项A “no longer true”的言外之意是“之前是真的”，即“之前校园中没有霸凌现象是真的”，这显然不符合原文提到的schools would often deny the problem，即“学校过去有霸凌事件但经常否认”，因此选项A属于正反混淆。同理，选项B也属于正反混淆。根据第三句话，“在这所学校里没有霸凌现象”已经被重复了无数次(common refrain)，这说明学校还是关注(concern)了这件事，只是了解不够，帮助不够，所以选项C曲解文意。第三段：学校对霸凌问题的认识远远不够，但有所进步。
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