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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.
A recent survey found that in British secondary schools________.
选项 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 of bullying were particularly difficult to deal with
答案B
解析 本题题干关键词是survey和British secondary schools，答案线索定位到第一段。根据第一段第二、三句话，在英国小学中，多达四分之一的小学生有遭受霸凌的经历，其中十例中有一例是持续受到霸凌。中学的霸凌现象要少一些(less bullying in secondary schools)，大约二十五例中有一例是持续受到霸凌，因此选项B与原文表达相同含义，为正确选项。原文只对中小学校园霸凌事件多少做出对比，未提到以往和现在的对比，因此选项A是无中生有。文中提到中小学校园持续霸凌的概率分别为1／4和1／25，与选项C中“非常普遍”的说法不符，因此选项C属于扩大范围。文中并未提及“间接霸凌问题尤其难以解决”的细节，因此选项D也属于无中生有。第一段：霸凌有多种方式；英国小学和中学霸凌事件比例对比。
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