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Getting picked on in school… well, it's terrible.
在学校里有人找麻烦，好吧，这真是可怕。
And when you have to go to the same school every day, facing the same bullies, things can start to feel bleak or even hopeless.
当你每天都要去同一所学校，面对同样的欺负，一切会开始变得暗淡甚至绝望。
This is something parents and teachers worry about, too.
这也是家长和老师们担心的问题。
After all, if your student comes to you saying they're being harassed by their classmates, it can be really hard to know what to do.
毕竟，如果你的学生来找你，说他们被同学欺负了，很难知道该怎么办。
It's a frustrating situation, and while psychologists have found ways to stop bullying at school, you need to get everyone on board to make them work.
这种情况令人沮丧，虽然心理学家已经找到了制止学校欺凌的方法，但你需要让每个人都参与进来，让这些方法发挥作用。
Which isn't easy.
这并不容易做到。
There is a silver lining, though: When schools use these strategies right, they have a track record of working well.
不过，也有一线希望：学校在正确使用这些策略时，有记录表明其运作良好。
Bullying can be an insidious problem with lasting consequences for kids.
欺凌可能是一个潜伏性问题，会给孩子带来持久的后果。
Surveys of teachers and their students show that, at all ages, teachers under-report this kind of behavior.
对教师及其学生的调查显示，在任何年龄段，教师都很少报告这种行为。
And it can hurt their students' mental health long-term.
这会长期损害学生的心理健康。
Children who were bullied have a higher chance of growing up to have lower self-esteem and a higher risk of depression, even if they're no longer harassed or isolated as adults.
被欺负的孩子长大后自尊心降低的几率更高，患抑郁的风险也更高，即使他们成年后不再受到骚扰或孤立，情况依然如此。
In some cases, bullying behavior can even be passed down — like if a kid who was picked on grows up to harass those around them.
在某些情况下，欺凌行为甚至可以被传递下去，就像是被欺负的孩子长大后会骚扰周围的人一样。
So this is a big problem, and shutting it down is tricky.
所以这是个大问题，制止它非常棘手。
Growing up, you might have heard that the best solution is to have everyone involved — to speak up if you see something, and to drag your friends into the fray with you.
在成长过程中，你可能听说过最好的解决办法是让每个人都参与进来。如果你看到什么，就大声说出来，让你的朋友也参与到争吵之中。
But strangely, it seems like programs specifically designed to get peers involved don't go as planned.
但奇怪的是，似乎专门为让同龄人参与而设计的项目并没有像计划那样进行。
A 2009 meta-analysis of 89 anti-bullying studies found that bringing peers into a process of mediating conflict was one of the only program elements that backfired.
2009年对89项反欺凌研究进行的元分析发现，将同龄人带入调解冲突的过程是唯一会适得其反的项目要素之一。
Instead of reducing bullying, it made reported victimization worse.
它不但没有减少欺凌，反而使报道的受欺负的情况更糟。
It's not clear why, but one idea is that kids are susceptible to peer influence, and forming peer groups around bullies helps the bad behavior spread.
目前尚不清楚其原因，但有一种观点认为，孩子容易受到同龄人的影响，在欺负者周围形成同龄人群体有助于不良行为的传播。
That definitely doesn't mean you should keep it a secret if you or someone you know is being harrassed.
如果你或你认识的人被欺负，那绝不意味着你应该保守秘密。
But it does mean that group involvement might not be the best universal strategy.
但这确实意味着，团体参与可能不是最好的全方位策略。
Instead, one thing that seems to be common among lots of successful programs is something called social and emotional learning, or SEL.
相反，在许多成功的项目中，有一件事似乎很常见，那就是所谓的社交和情感学习（SEL）。
The idea here isn't so much to teach kids what bullying is and why they should cut it out.
其理念并不是教导孩子们什么是欺凌，以及应该制止欺凌的原因。
Instead, this method focuses on improving skills in areas like emotional regulation, empathy, and relationship management.
相反，这种方法侧重于提高诸如情绪调节、移情和关系管理等方面的技能。
So, for example, you might encourage students to elaborate on their feelings so they can understand them better, or have them practice imagining other people's perspectives and emotions.
例如，你可以鼓励学生详细阐述自己的感受，以便他们更好地了解自己的感受，或者让他们练习着去想象别人的观点和情绪。
That way, instead of just focusing on intervening or punishing when things go wrong, teachers and schools can reward students for getting along well — like if they work out a social issue on their own.
这样一来，老师和学校就可以对学生之间的融洽相处进行表扬，就像他们自己解决一个社会问题一样，而不仅仅是在出现问题时进行干预或惩罚。
A meta-analysis published in 2011 studied more than 270,000 students across more than 200 schools.
2011年发表的一项元分析对200多所学校的27万多名学生进行了研究。
And it showed that this kind of program really works.
这项研究表明该项目确实有效。
Students who were involved in an SEL intervention showed fewer conduct problems and more positive social behaviors.
参与社交和情感学习干预的学生表现出更少的行为问题和更积极的社会行为。
It even seemed to improve their grades.
这甚至似乎提高了他们的成绩。
There was an important caveat, though: Age seemed to be an important factor here.
不过，有一个重要的警告，那就是年龄似乎是一个重要因素。
Specifically, students learned these skills better if they were younger.
具体来说，如果学生年龄小一些，他们会更好地学会这些技能。
Researchers are still debating if that's generally true, but other studies have found that strategies that work for younger kids aren't as effective on teenagers after eighth grade or so.
研究人员仍在争论这是否普遍正确，但其他研究发现，适用于小孩子的策略，对于大约八年级左右的青少年来说并没有那么有效。
For example, some programs that have been effective in high schools have focused on identity development, the history of discriminated groups, and tap into adolescents' desire to make a difference.
例如，一些在高中有效的项目侧重于身份发展、受歧视群体的历史，并挖掘青少年的改变愿望。
But for younger kids, it seems to be more important to focus on basic social skills, cooperating with others, and resolving conflict in a positive way.
但对年纪小的孩子来说，更重要的似乎是注重基本的社交技能、与他人合作，以积极的方式解决冲突。
So it's possible that this younger group would also respond better to SEL.
所以，这个更年轻的群体也有可能对社交和情感学习项目有更好的反应。
Overall, though, it seems like social and emotional learning is a really useful strategy.
不过，总的来说，社交和情感学习似乎是一个非常有用的策略。
There's just something you have to keep in mind.
有件事你必须记住。
For any anti-bullying program, success doesn't happen just because you teach students how to resolve conflict or manage their feelings: Teachers' involvement really seems to matter, too.
对于任何反欺凌项目来说，成功并不仅仅因为你教学生如何解决冲突或管理他们的情绪：教师的参与似乎也很重要。
After all, not only do teachers fail to see some bullying, they might unknowingly harass students themselves.
毕竟，教师不仅看不到一些欺凌，他们可能会在不知不觉中伤害到学生。
Plus, it can be hard to figure out what kind of behavior is just normal kid stuff, and what's malicious and unhealthy.
另外，很难弄清楚什么样的行为是正常孩子的行为，什么是恶意且不健康的行为。
And if bullying isn't being noticed… it can be hard to take steps against it.
如果没有人注意到恃强凌弱，就很难采取措施反对它。
That's true for more interventions than just SEL, too.
这对于更多的干预来说也是正确的，而不仅是社交和情感学习干预项目。
For example, in a 2012 study, researchers observed that an anti-bullying program worked really well for younger students in Finland by heavily involving teachers.
例如，在2012年的一项研究中，研究人员观察到，一个反欺凌项目通过大量的教师参与，对芬兰的年轻学生很奏效。
They gave lessons to all students, and then intervened when bullying occurred.
他们给所有的学生上课，然后当欺凌发生时进行干预。
But that same program barely did anything when it was tried in the U.S. — possibly because U.S. teachers had more demands on their time and weren't able to deliver the program as completely.
但同一个项目在美国试运行时却几乎没什么效果，可能是因为美国教师对时间有更多要求，无法完全实施该项目。
So whether it's SEL or something else entirely, getting rid of bullying is about more than just teaching students some strategies.
所以，不管是社交和情感学习项目，还是其它项目，摆脱欺凌不仅是教给学生一些策略。
The strategies are great, but it takes a commitment from the school to really make a difference.
这些策略很好，但要真正发挥作用需要学校认真实施。
So if you're a teacher, maybe that's something to keep in mind.
所以，如果你是一名教师，也许你应该记住这一点。
And if you're a student and your school isn't doing something like this — well, if you're facing this kind of problem, still tell someone, like your teachers or a parent.
如果你是一名学生，而学校没有这样做，当你面临这种问题时，还是要告诉别人，比如你的老师或家长。
Ultimately, they can't help if they don't know about it.
归根结底，如果他们不知道这种情况的话，他们也无能为力。
If you want to learn more about psychology in education, you can check out our video about how psych can help you become a better teacher — or student!
如果你想了解更多关于心理学教育的信息，可以观看我们制作的关于心理学如何帮助你成为更好的老师或学生的视频。
And as always, thanks for watching this episode of SciShow Psych!
谢谢你们收看这一集《心理科学秀》节目。
