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Everyone knows bullying (霸凌) is a huge problem, and we all need to work to stop it. But how? The science is unclear. While school districts across the country spend millions of dollars each year to stop bullying, not all anti-bullying programs work equally — and common approaches, it turns out, don’t work very well at all.

Many schools simply handle bullying by hosting an anti-bullying assembly. While that might be a good start experts agree that an annual address does little. “We can’t teach math overnight,” Catherine Bradshaw said, “It is not a skill you can learn in an hour. That is the whole issue with social emotional learning.”

When schools only host an assembly it sends the message to students that bullying isn’t important. That might mean students don’t seek help when they are being bullied or see a classmate being bullied. Bullying is a complex phenomenon. There are many reasons why children bully, why kids may be targeted. An approach needs to be comprehensive and touch all the risk factors and really can’t be seen as a short-term solution.

Another common strategy is to encourage the bully and victim to talk through the problem and promise to be nice to each other. While it sounds lovely, in the theory, the result normally contradicts the original intention.

A bullying prevention that’s integrated (融合) throughout the curriculum makes a difference. Heather Wellman, a seventh grade English language teacher, in Pueblo, Colorado, has used novels to explore social and emotional learning concepts around bullying. When her seventh grade students read Animal Farm they looked at whether Squealer was a good friend, which ties in with the anti-bullying and mental health program Sources of Strength that her school uses. Using fictional characters helps students better identify negative characteristics that might lead to bullying, while better understanding the books.

Sources of Strength encourages students to use positive things in their lives, such as helpful adult mentors (导师) or healthy activities, to address bullying. For example, the program helps children identify those strong people in their lives so they know where to turn if they do face problems.

Another strategy proven to reduce bullying: teaching social-emotional learning. This helps students better learn how to wrestle with their feelings in a positive way instead of taking it out on others. “They know what to do when they are bullied and develop skills with social and emotional learning so they can regulate their own emotions,” Bradshaw said.

Experts agree that any anti-bullying program is only as strong as a school’s commitment to it. To get results, you have to put in the time.

Passage outline

Supporting details

A tough problem

Bullying in school is hard to deal with, and not all anti-bullying programs are 1. .

2. approaches

♦ Hosting an anti-bullying assembly might be a good start, which, however, will 3. students from seeking help in the bullying. So the short-term approach makes little 4..

♦ Encouraging the bully and victim to understand the problem and promise to reach a(n) 5. sounds reasonable, but may have a(n) 6. effect.

Integrated approaches

♦ By better understanding novels students can 7. negative features which may be the 8. of bullying.

♦ A school program makes students clear about what or who they can 9. on to address bullying.

♦Teaching social-emotional learning helps reduce bullying.

Summary

Anti-bullying programs and schools, 10. of time and energy can jointly produce ideal results.

高三英语任务型阅读中等难度题

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