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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. 校园暴力有多种形式，有口头攻击（被谩骂或者被起有伤自尊的绰号）和身体攻击（被踢或者被 推搡），也有间接形式，如被排除在社团之外。 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. 我与 Irene Whitney 合作的一项研究发现，在英国小学 中，高达 1/4 的学生说自己遭受过校园暴力，其中有十分之一是长期的。 There was less bullying in secondary schools, with about one in twenty-five suffering persistent bullying, but these cases may be particularly recalcitrant. 在高中里，校园暴力相对较 少，大约有 1/25 的学生遭受长期校园暴力，但这些案例有可能非常难处理。

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B Bullying is clearly unpleasant, and can make the child experiencing it feel unworthy and depressed. B. 校园暴力当然会让人不快，也可能使遭受暴力的孩子感到自己毫无价值和沮丧失落。 In extreme cases it can even lead to suicide, though this is thankfully rare. 在极端情 况下甚至有可能导致自杀，尽管这种情况尚不多见。 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. 遭受暴力的学生更有可能在成年后存在人际交往 方面的困难，而施加暴力的学生则有可能在成年后具有暴力倾向，或者做出一些反社会的违法行为。

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C Until recently， not much was known about the topic， and little help was available to teachers to deal with bullying. C. 目前，我们对这一话题的了解还不多，而老师也很少有办法应对校园暴力。 Perhaps as a consequence， schools would often deny the problem. 这导致学校否认校 园暴力的存在。 ‘There is no bullying at this school' has been a common refrain， almost certainly untrue. “本校没有校园暴力”是很常见的回避说辞，而这种说法的可信度都不高。 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.' 所幸越来越多的学校开始承认“本校的校园暴力不多，但一旦发生，我们会有明确的措施来处理。”

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D Three factors are involved in this change. D. 导致这一态度转变的有三个因素。 First is an awareness of the severity of the problem. 第一，学校意识到了这一问题的严重性。 Second, a number of resources to help tackle bullying have become available in Britain. 第二，英国已经找到 了很多方法来辅助解决校园暴力。 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. 例如，ScRE 苏格兰教育委员会制作了一套材料，名为对抗校园暴力，于 1992 年在英格兰，威尔士和苏格兰的各个学校派发，而且第二年就发行了第二套，名为支持学校反抗校园暴力。 In Ireland， Guidelines on Countering Bullying Behaviour in Post-Primary Schools was published in 1993. 在爱尔兰，“小学应对校园暴力指南”也于 1993 年出版。 Third, there is evidence that these materials work, and that schools can achieve something. 第三，有证据表明，这些材料 确实在发挥作用，而且学校也已经做出了一些成绩。 This comes from carefully conducted ‘before and after' evaluations of interventions in schools， monitored by a research team. 这一结论是在对参与调查的学校进行“前前后后” 的调查后得出的，调查过程受到了一个研究团队的监督。 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. 在挪威实施了一场全国性的干预措施之后， 一项对于 42 所学校的评价表明，在 2 年期间，校园暴力减少了一半。 The Sheffield investigation, which involved sixteen primary schools and seven secondary schools， found that most schools succeeded in reducing bullying. Sheffield 的调查涉及 16 所小学和7 所中学，调查发现大部分学校都成功的减少了校园暴力的发生。

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 occur, what records will be kept, who will be informed, what sanctions will be employed. E. 有证据表明，关键的步骤就是要制定一个对应校园暴力的规章，其中要明确指出校园暴力的定义，并且说明如果发生校园暴力会得到什么样的后果，如：记录在案，通知相关人员，采取相关制裁等。 The policy should be developed through consultation, over a period of time - not just imposed from the head teacher's office! 规章应该经过长期的考察后方可制定，而不应该只是由校长办公室强行制定。 Pupils, parents and staff should feel they have been involved in the policy, which needs to be disseminated and implemented effectively. 学生、家长和员工应 该都参与到规章制订中来，而且规章应该得到有效的传播和实施。 　　 Other actions can be taken to back up the policy. 也可以采取一些其他措施支持这一规章。 There are ways of dealing with the topic through the curriculum, using video, drama and literature. 在课程中，可以用多种方式来谈及这一话题，如录影带、 舞台剧和文学课等等。 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. 这些做法有利于提高大家的意识，而且越早涉及，效果越明显。这些做法有助于帮助新学生了解新的规章，或者依经验调整某些内容。 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. 但是仅仅是课程中的涉及可能只能收到短期效果。相关课程只能作为规章的补充，而不能替代规章。也有一些方法来特殊对待某些学生或小群体。 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. 为那些容易成为校园暴力受害者的学生开展一些自信心方面的训练是值得一试的做法。而且某些用来应对群体校园暴力的方式（如“不谴责”活动）能够改变施加暴力的学生的行为，而无需直接面对他们。不过，对于坚持施加暴力的学生，仍需一些其他的制裁方法。 Work in the playground is important， too. 在操场上也应该做一些工作。 One helpful step is to train lunchtime supervisors to distinguish bullying from playful fighting, and help them break up conflicts. 一个有用的做法是，培训午餐巡视员辨别校园暴力和嬉戏玩闹之间 的区别，也要教会他们阻止校园矛盾。 Another possibility is to improve the playground environment， so that pupils are less likely to be led into bullying from boredom or frustration. 另一种做法就是改善校园环境，以减少学生因为无聊或受挫而 去实施校园暴力的可能性。

F With these developments， schools can expect that at least the most serious kinds of bullying can largely be prevented. F.有了这些改善，预计在学校里最恶性的虐待行为能被大幅度杜绝。 The more effort put in and the wider the whole school involvement, the more substantial the results are likely to be. 投入的努力越多，学校参与的范围越广，结果就会有更实质性的改善。 The reduction in bullying - and the consequent improvement in pupil happiness - is surely a worthwhile objective. 将渐少虐待和提高学生幸福感作为目标一定是十分有意义的。