WDF

‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،33‬ﺍﻟﻌﺩﺩ ‪2006 ،1‬‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل‬

‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‬
‫ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ﺍﻟﺼﻤﺎﺩﻱ‪ ،‬ﻭﺒﻼل ﻤﺤﻤﻭﺩ ﺍﻟﺨﺯﻋﻠﻲ*‬
‫ﻤﻠﺨـﺹ‬
‫ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﻘﺼﻲ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩ ﺠﻤﻌﻲ ﻤﺴﺘﻨﺩ ﺇﻟﻰ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل‬
‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ ،‬ﻭﻗﺩ ﺤﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍﻟﻴﻥ ﺍﻟﺘﺎﻟﻴﻴﻥ‪:‬‬
‫‪ .1‬ﻤﺎ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ؟‬
‫‪ .2‬ﻫل ﻴﺨﺘﻠﻑ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﺨﺘﻼﻑ‬
‫ﺍﻟﻌﻤﺭ؟‬
‫ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺫﻱ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺈﻋﺩﺍﺩﻩ ﻭﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺭﻭﺘﺭ ﺍﻟﺫﻱ ﻋﺭ‪‬ﺒﻪ ﺒﺭﻫﻭﻡ ﻋﻠﻰ ﺃﻓﺭﺍﺩ‬
‫ﻼ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (18-12‬ﻋﺎﻤﺎ ﻭﺠﻤﻴﻌﻬﻡ ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺘﻡ‬ ‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﺩﺩﻫﻡ )‪ (60‬ﻁﻔ ﹰ‬
‫ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻋﺸﻭﺍﺌﻴﹰﺎ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺘﺴﺎﻭﻴﺘﻴﻥ‪ :‬ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (30‬ﻁﻔﻼﹰ‪ ،‬ﻭﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ‬
‫ﻭﻋﺩﺩﻫﺎ )‪ (30‬ﻁﻔﻼﹰ‪ ،‬ﺜﻡ ﻗﺴﻤﺕ ﺍﻟﻤﺠﻤﻭﻋﺘﺎﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﺇﻟﻰ ﺃﺭﺒﻊ ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‪ ،‬ﺘﺄﻟﻔﺕ ﻜل‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ )‪ (15‬ﻁﻔﻼﹰ‪ ،‬ﻭﺨﻀﻌﺕ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺇﻟﻰ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩ ﺠﻤﻌﻲ ﻭﺍﻗﻌﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻟﻡ ﺘﺨﻀﻊ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﻀﺎﺒﻁﺔ ﻷﻱ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ‪.‬‬
‫ﻭﻁﺒﻕ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻤﻥ ﺨﻼل )‪ (14‬ﺠﻠﺴﺔ ﺇﺭﺸﺎﺩﻴﺔ ﺘﺩﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﺩﻯ ﺸﻬﺭﻴﻥ ﻟﺘﺩﺭﻴﺏ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ .‬ﻭﺒﻨﺎ ‪‬ﺀ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ )‪ (2-WAY ANOVA‬ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﺃﺜﺭ‬
‫ﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻨﺤﻭ ﺍﻟﺩﺍﺨل ﻟﺩﻯ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﺍﻟﺫﻴﻥ ﺃﺨﻀﻌﻭﺍ ﻟﻠﺒﺭﻨﺎﻤﺞ‪ .‬ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ ﻭﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ‬
‫ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻥ ﻓﻌﺎﻟﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻻ‬
‫ﺘﺘﺄﺜﺭ ﺒﺎﻟﻌﻤﺭ‪.‬‬
‫)‪ Approach to Psychiatry‬ﺒﻴ‪‬ﻥ ﻓﻴﻪ ﻁﺭﻴﻘﺔ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﻌﻼﺝ‬ ‫‪-1‬ﺍﻟﻤﻘﺩﻤـﺔ‬

‫ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺨﺭﺝ ﻓﻴﻬﺎ ﻤﻥ ﺩﺍﺌﺭﺓ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻟﻜﺘﺎﺏ‬
‫ﻴﻌﺩ ﺠﻼﺴﺭ ﺍﻟﻤﺭﺽ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻴﻪ ﺍﻟﻤﺭﻴﺽ ﺴﻠﻭﻜ ﹰﺎ‬ ‫ﺨﻠﻔﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ‬
‫ﻤﺘﻌﻠﻤﹰﺎ ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻤﺤﺭﻭﻤﺔ‪.‬‬ ‫ﻴﻌﺩ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﺃﺤﺩ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻭﺍﻟﻌﻘﻼﻨﻴﺔ ﻓﻲ‬
‫ﻓﻔﻲ ﻋﺎﻡ ‪1981‬ﻡ ﺘﺒﻨﺕ ﻁﺭﻴﻘﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻨﻅﺭﻴﺔ‬ ‫ﺍﻹﺭﺸﺎﺩ ﻭﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ )ﺍﻟﺼﻤﺎﺩﻱ ﻭﺯﻤﻼﺅﻩ‪ .(1993 ،‬ﻭﻗﺩ‬
‫ﺍﻟﻀﺒﻁ )‪ (Control Theory‬ﺍﻟﺘﻲ ﺘﺸﺭﺡ ﻜﻴﻔﻴﺔ ﻋﻤل ﺍﻟﺩﻤﺎﻍ‬ ‫ﻤﺭﺕ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ ﺒﻤﺭﺍﺤل ﻋﺩﺓ ﻤﻥ ﺍﻟﺘﻁﻭﺭ ﺤﺘﻰ ﺃﺼﺒﺤﺕ‬
‫ﻜﻨﻅﺎﻡ ﻀﺎﺒﻁ ﻟﻜﺎﻓﺔ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻟﺤﺭﻜﻴﺔ ﺒل‬ ‫ﻓﻲ ﻋﺎﻡ ‪ 1996‬ﺘﻌﺭﻑ ﺒﺎﺴﻡ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ‪ .‬ﻓﻔﻲ ﻋﺎﻡ ‪1965‬‬
‫ﻭﺤﺘﻰ ﺍﻟﻔﺯﻴﻭﻟﻭﺠﻴﺔ ﻟﻠﻔﺭﺩ‪ ،‬ﺘﺒﻨﺘﻬﺎ ﻜﻨﻅﺭﻴﺔ ﻓﻲ ﺍﻹﺭﺸﺎﺩ‪ ،‬ﺜﻡ ﻓﻲ‬ ‫ﻨﺸﺭ ﺠﻼﺴﺭ ﺃﻭل ﻜﺘﺎﺏ ﻟﻪ ﺃﺴﻤﺎﻩ "ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ‪ :‬ﻁﺭﻴﻘﺔ‬
‫ﻋﺎﻡ ‪ 1996‬ﻏﻴ‪‬ﺭ ﺠﻼﺴﺭ ‪ Glasser‬ﺍﺴﻤﻬﺎ ﻟﺘﺤﻤل ﺍﺴﻡ ﻨﻅﺭﻴﺔ‬ ‫ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻟﻁﺏ ﺍﻟﻨﻔﺴﻲ" ‪(Reality Therapy: A New‬‬
‫ﻻ ﻤﻥ ﻨﻅﺭﻴﺔ ﺍﻟﻀﺒﻁ‪ ،‬ﻭﻗﺩ ﺒﺭﺭ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ )‪ (Choice Theory‬ﺒﺩ ﹰ‬
‫ﺠﻼﺴﺭ ﻫﺫﺍ ﺍﻟﺘﻐﻴﺭ ﺒﺄﻥ ﻤﺼﻁﻠﺢ ﻨﻅﺭﻴﺔ ﺍﻟﻀﺒﻁ ﻫﻭ ﺍﺴﻡ ﻤﻀﻠل‬ ‫* ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﻤﺎﺭﺍﺕ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﻤﺘﺤﺩﺓ )‪(1‬؛‬
‫ﻭﻤﺩﺭﺱ ﻓﻲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﺍﻷﺭﺩﻥ )‪ .(2‬ﺘﺎﺭﻴﺦ ﺍﺴﺘﻼﻡ‬
‫ﻭﻤﻨﻔﹼﺭ ﻭﻴﺼﻌﺏ ﻗﺒﻭﻟﻪ‪ ،‬ﻭﺍﻥ ﻤﺼﻁﻠﺢ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺴﻴﺤﻅﻰ‬ ‫ﺍﻟﺒﺤﺙ ‪ ،2003/8/24‬ﻭﺘﺎﺭﻴﺦ ﻗﺒﻭﻟﻪ ‪.2005/2/16‬‬
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‫ﻴﻌﺘﻘﺩ ﺃﻨﻬﺎ ﺘﺸﺒﻊ ﺤﺎﺠﺎﺘﻪ ﻭﻫﻭ ﻤﺴﺅﻭل ﻋﻥ ﻫﺫﺍ ﺍﻻﺨﺘﻴﺎﺭ؛‬ ‫ﺒﻘﺒﻭل ﺃﻜﺒﺭ ﺒﻴﻥ ﺍﻟﺘﺭﺒﻭﻴﻴﻥ ﻭﺍﻟﻤﺭﺸﺩﻴﻥ‪ ،‬ﻷﻨﻪ ﻴﺒﻴﻥ ﺃﻥ ﻜل‬
‫ﻓﺎﻟﺸﺨﺹ ﻻ ﻴﺭﺩ ﻋﻠﻰ ﺠﺭﺱ ﺍﻟﻬﺎﺘﻑ ﻷﻨﻪ ﺇﻨﺫﺍﺭ ﻟﻪ‪ ،‬ﻭﺇﻨﻤﺎ ﻴﺭﺩ‬ ‫ﺴﻠﻭﻜﺎﺘﻨﺎ ﺘﻤﺜل ﺍﺨﺘﻴﺎﺭﻨﺎ ﺍﻷﻓﻀل ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻨﺎ‪ .‬ﻭﻗﺩ ﺘﻭﺴﻊ‬
‫ﻋﻠﻴﻪ ﻷﻥ ﻟﺩﻴﻪ ﺍﻟﺭﻏﺒﺔ ﻭﺍﻟﺩﺍﻓﻊ ﻟﻠﺭﺩ ﻋﻠﻴﻪ‪.‬‬ ‫ﺠﻼﺴﺭ ﺃﻜﺜﺭ ﺒﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻓﻲ ﻜﺘﺎﺒﻪ ﺍﻟﺠﺩﻴﺩ ﺍﻟﺫﻱ ﺼﺩﺭ ﻋﺎﻡ‬
‫ﻭﺤﺴﺏ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﺃﻥ ﻴﻌﻴﺵ ﺤﻴﺎﺘﻪ‬ ‫‪ 1998‬ﺒﻌﻨﻭﺍﻥ "ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ‪ :‬ﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺠﺩﻴﺩﺓ ﻟﻠﺤﺭﻴﺔ‬
‫ﺒﺎﻟﻁﺭﻕ ﺍﻟﺘﻲ ﻴﻌﺘﻘﺩ ﺃﻨﻬﺎ ﺘﺸﺒﻊ ﺤﺎﺠﺎﺘﻪ ﻋﻠﻰ ﺃﻓﻀل ﺼﻭﺭﺓ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ" ‪(The Choice Theory: A New Psychology of‬‬
‫)ﺠﻼﺴﺭ‪1992 ،‬؛ ﺤﺠﻲ‪ ، (2000 ،‬ﻭﺘﺘﺒﻨﻰ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺔ ﻓﻜﺭﺓ‬ ‫)‪.Personal Freedom‬‬
‫ﺠﻼﺴﺭ ﺍﻟﻘﺎﺌﻠﺔ )ﺍﻥ ﺍﻟﻔﺭﺩ ﻻ ﻴﻘﻭﻡ ﺒﻌﻤل ﻏﻴﺭ ﻤﺴﺅﻭل ﻷﻨﻪ‬ ‫ﻼ ﻟﻠﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﻨﺼﻨﻊ‬ ‫ﻗﺩﻤﺕ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺸﺭﺤﹰﺎ ﻤﻔﺼ ﹰ‬
‫ﻤﺭﻴﺽ‪ ،‬ﻭﺇﻨﻤﺎ ﻫﻭ ﻤﺭﻴﺽ ﻷﻨﻪ ﻴﻘﻭﻡ ﺒﻌﻤل ﻏﻴﺭ ﻤﺴﺅﻭل(‪ ،‬ﺒﻨﺎ ‪‬ﺀ‬ ‫ﻤﻥ ﺨﻼﻟﻬﺎ ﺍﺨﺘﻴﺎﺭﺍﺘﻨﺎ ?‪How do we make our choices‬‬
‫ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﻔﻜﺭﺓ ﻜﻭ‪‬ﻥ ﺠﻼﺴﺭ ﻁﺭﻴﻘﺘﻪ ﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﻓﻴﻬﺎ‬ ‫ﻭﻤﺤﺎﻭﻻﺘﻨﺎ ﻟﺨﻠﻕ ﺍﻟﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺤﺎﺠﺎﺘﻨﺎ ﺍﻷﺴﺎﺴﻴﺔ ﻭﻁﺭﻕ‬
‫ﺍﻟﻤﺭﺸﺩ ﺒﺈﻗﺎﻤﺔ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﻭﻨﺸﻴﻁﺔ ﻤﻊ ﺍﻟﻤﺴﺘﺭﺸﺩ‪ ،‬ﻤﻊ ﺍﻟﺘﺄﻜﻴﺩ‬ ‫ﺇﺸﺒﺎﻋﻬﺎ )ﺤﺠﻲ‪ ،(2000 ،‬ﻭﻫﻲ ﺘﺨﺘﻠﻑ ﻤﻊ ﻨﻅﺭﻴﺔ ﺍﻟﻀﺒﻁ‬
‫ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﺴﺘﺭﺸﺩ ﻫﻭ ﺍﻟﻤﺴﺅﻭل ﻋﻥ ﺴﻠﻭﻜﻪ‪ .‬ﻭﻻ ﻴﻌﺘﻘﺩ ﺠﻼﺴﺭ‬ ‫ﺍﻟﺨﺎﺭﺠﻲ ﺍﻟﺘﻲ ﺘﻌﺯﻭ ﺍﻟﺴﻠﻭﻜﺎﺕ ﻟﺩﻭﺍﻓﻊ ﻭﻤﺜﻴﺭﺍﺕ ﺨﺎﺭﺝ ﺇﺭﺍﺩﺓ‬
‫ﺒﻭﺠﻭﺩ ﺍﻟﻤﺭﺽ ﺍﻟﻌﻘﻠﻲ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺃﻥ ﺘﻭﺼﻑ‬ ‫ﺍﻟﻔﺭﺩ؛ ﻓﻲ ﺤﻴﻥ ﺘﻌﺯﻭ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺴﻠﻭﻜﺎﺕ ﺍﻟﻔﺭﺩ ﻟﺩﻭﺍﻓﻊ‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ ﺒﺄﻨﻬﺎ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺘﻲ ﺘﻘﻭﺩ ﺍﻟﻤﺴﺘﺭﺸﺩ ﻨﺤﻭ‬ ‫ﺘﻜﻤﻥ ﺩﺍﺨل ﺍﻟﻔﺭﺩ ﻨﻔﺴﻪ‪ ،‬ﻭﻴﺭﻓﺽ ﺠﻼﺴﺭ ﺍﻟﻔﻜﺭﺓ ﺍﻟﺘﻲ ﺘﺩﻋﻲ‬
‫ﺍﻟﻭﺍﻗﻌﻴﺔ ﻭﻨﺤﻭ ﺍﻟﺘﻌﺎﻤل ﺒﻨﺠﺎﺡ ﻤﻊ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻅﺎﻫﺭﺓ ﻟﻠﻌﺎﻟﻡ‬ ‫ﺒﻭﺠﻭﺩ ﻗﻭﻯ ﺍﺒﻌﺩ ﻤﻥ ﺍﻟﻌﻘل ﺍﻟﺸﻌﻭﺭﻱ ﻟﻠﻔﺭﺩ ﺘﺤﺩﺩ ﺴﻠﻭﻜﻪ‪ ،‬ﻭﺇﺫﺍ‬
‫ﺍﻟﺤﻘﻴﻘﻲ ﻤﻥ ﺨﻼل ﺘﺩﺭﻴﺒﻪ ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺤﻴﺎﺘﻪ‬ ‫ﺍﻋﺘﻘﺩﻨﺎ ﺒﻭﺠﻭﺩ ﻗﻭﻯ ﺨﺎﺭﺠﻴﺔ ﺘﺅﺜﺭ ﻓﻲ ﺴﻠﻭﻜﺎﺘﻨﺎ ﻭﺍﺨﺘﻴﺎﺭﺍﺘﻨﺎ‪،‬‬
‫ﻤﻥ ﺨﻼل ﻤﺴﺎﻋﺩﺘﻪ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﻨﺎﺴﺏ ﻹﺸﺒﺎﻉ‬ ‫ﻓﺈﻨﻨﺎ ﻨﺼﺒﺢ ﺒﺘﺼﺭﻓﺎﺘﻨﺎ ﻭﻜﺄﻨﻨﺎ ﺁﻻﺕ ﺘﺘﺤﻜﻡ ﺒﻨﺎ ﻗﻭﻯ ﺨﺎﺭﺝ‬
‫ﺤﺎﺠﺎﺘﻪ ﺍﻷﺴﺎﺴﻴﺔ )‪.(Howartt, 2001‬‬ ‫ﺍﺭﺍﺩﺘﻨﺎ‪ .‬ﻭﺤﺴﺏ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻴﺘﻡ ﺘﺩﺭﻴﺏ ﺍﻟﻨﺎﺱ ﻋﻠﻰ ﻋﺩﻡ‬
‫ﻭﻴﺘﻡ ﺇﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺘﺒﺎﺩﻟﻴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺃﻨﻪ ﻜﻠﻤﺎ ﺘﺸﺒﻊ‬ ‫ﺍﻟﻤﻴل ﺇﻟﻰ ﻋﺯﻭ ﺴﻠﻭﻜﺎﺘﻬﻡ ﺇﻟﻰ ﻅﺭﻭﻑ ﻭﺃﺴﺒﺎﺏ ﺨﺎﺭﺠﻴﺔ ﻭﺇﻨﻤﺎ‬
‫ﺤﺎﺠﺔ ﻓﺈﻨﻬﺎ ﺘﺨﺘﻔﻲ ﺜﻡ ﺘﻅﻬﺭ ﺤﺎﺠﺔ ﺠﺩﻴﺩﺓ؛ ﺇﺫ ﻴﻌﻤل ﺍﻟﺩﻤﺎﻍ‬ ‫ﺠﻌل ﺩﻭﺍﻓﻊ ﺴﻠﻭﻜﺎﺘﻬﻡ ﺩﺍﺨﻠﻴﺔ )‪ .(Howartt, 2001‬ﻭﻓﻲ ﻜﺘﺎﺒﻪ‬
‫ﺍﻟﺒﺸﺭﻱ ﻜﻨﻅﺎﻡ ﻀﺎﺒﻁ ﻹﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺠﺩﻴﺩ ﺤﺩﺩ ﺠﻼﺴﺭ ﻤﻨﻁﻠﻘﺎﺕ ﺠﺩﻴﺩﺓ ﻟﻨﻅﺭﻴﺘﻪ ﻟﺨﺼﻬﺎ ﺒﻤﺎ ﻴﺄﺘﻲ‪:‬‬
‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻴﻜﺘﺴﺏ ﺍﻟﻔﺭﺩ ﺼﻭﺭ ﺃﺸﻴﺎﺀ ﻜﺜﻴﺭﺓ ﻹﺸﺒﺎﻉ‬ ‫ ﺍﻟﺸﺨﺹ ﺍﻟﻭﺤﻴﺩ ﺍﻟﺫﻱ ﻴﺘﺤﻜﻡ ﺒﺴﻠﻭﻜﻙ ﻫﻭ ﺃﻨﺕ‪ ،‬ﺃﻱ ﻻ‬
‫ﻫﺫﻩ ﺍﻟﺤﺎﺠﺎﺕ‪ ،‬ﻭﺘﺤﻔﻅ ﺼﻭﺭ ﻫﺫﻩ ﺍﻷﺸﻴﺎﺀ ﻓﻲ ﺨﻼﻴﺎ ﺨﺎﺼﺔ‬ ‫ﻴﻤﻜﻥ ﻟﻨﺎ ﺍﻟﺘﺤﻜﻡ ﺒﺴﻠﻭﻙ ﻏﻴﺭﻨﺎ‪.‬‬
‫ﺒﺎﻟﺩﻤﺎﻍ ﻭﻴﺘﻡ ﺘﺼﻨﻴﻔﻬﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﻟﺩﺍﺨﻠﻲ ﺍﻟﺫﻱ ﺴﻤﺎﻩ ﺠﻼﺴﺭ‬ ‫ ﻜل ﻤﺎ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﻘﺩﻤﻪ ﻟﺸﺨﺹ ﺁﺨﺭ ﻫﻭ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫ﺃﻟﺒﻭﻡ ﺍﻟﺼﻭﺭ )ﺍﻟﺼﻤﺎﺩﻱ ﻭﺯﻤﻼﺅﻩ‪ .(1993 ،‬ﻭﻫﺫﺍ ﺍﻟﻌﺎﻟﻡ ﻤﻘﺴﻡ‬ ‫ ﻤﺎ ﻴﺤﺩﺙ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻟﻪ ﻋﻼﻗﺔ ﺒﻤﺎ ﻨﺤﻥ ﻋﻠﻴﻪ ﺍﻵﻥ‪.‬‬
‫ﻋﻠﻰ ﺸﻜل ﺃﺒﻭﺍﺏ ﺒﻌﺩﺩ ﺍﻟﺤﺎﺠﺎﺕ‪ ،‬ﻓﻲ ﻜل ﺒﺎﺏ ﻓﺼﻭل ﺘﻤﺜل‬ ‫ ﻨﺴﺘﻁﻴﻊ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻨﺎ ﻋﻨﺩﻤﺎ ﻨﻌﻴﺵ ﺤﻴﺎﺘﻨﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‬
‫ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﻲ ﺒﻤﻤﺎﺭﺴﺘﻬﺎ ﻴﺘﻡ ﺇﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﻴﻌﺩ‬ ‫ﺍﻟﻭﺍﻗﻌﻲ‪.‬‬
‫ﻻ ﻋﻥ ﺍﺨﺘﻴﺎﺭ ﺴﻠﻭﻜﻪ ﺍﻟﻤﻨﺎﺴﺏ ﺒﺤﺭﻴﺔ ﻤﻁﻠﻘﺔ‬ ‫ﺍﻟﻔﺭﺩ ﻤﺴﺅﻭ ﹰ‬ ‫ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻜﻠﻲ ﻴﺘﻜﻭﻥ ﻤﻥ ﺃﺭﺒﻌﺔ ﻤﻜﻭﻨﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺘﺼﺭﻑ‬
‫ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ‪ ،‬ﻓﻜل ﺴﻠﻭﻜﺎﺘﻨﺎ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻨﺎ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﺸﻌﻭﺭ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻲ‪.‬‬
‫)ﺍﻟﺸﻨﺎﻭﻱ‪1994 ،‬؛ ‪.(Corey, 2000‬‬ ‫ ﺠﻤﻴﻊ ﺴﻠﻭﻜﺎﺘﻨﺎ ﻫﻲ ﺴﻠﻭﻜﺎﺕ ﺍﺨﺘﻴﺎﺭﻴﺔ‪.‬‬
‫ﺘﻨﻤﻭ ﺍﻟﺸﺨﺼﻴﺔ ﻤﻥ ﺨﻼل ﻤﺤﺎﻭﻟﺔ ﺍﻟﻔﺭﺩ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ‬ ‫ﻭﺘﺅﻜﺩ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺃﻥ ﺍﻟﺒﺸﺭ ﻴﻭﻟﺩﻭﻥ ﻭﻫﻡ ﻴﻤﻠﻜﻭﻥ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﻭﺒﻴ‪‬ﻥ ﺠﻼﺴﺭ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻟﻬﻭﻴﺔ ﻫﻤﺎ‪ :‬ﺍﻟﻬﻭﻴﺔ‬ ‫ﺨﻤﺱ ﺤﺎﺠﺎﺕ ﺃﺴﺎﺴﻴﺔ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺘﻜﻭﻴﻨﻬﻡ ﺍﻟﺠﻴﻨﻲ ﻭﻫﻲ‪:‬ﺤﺎﺠﺔ‬
‫ﺍﻟﻨﺎﺠﺤﺔ ﻭﺍﻟﻬﻭﻴﺔ ﺍﻟﻔﺎﺸﻠﺔ‪ ،‬ﺃﻤﺎ ﺃﺼﺤﺎﺏ ﺍﻟﻬﻭﻴﺔ ﺍﻟﻨﺎﺠﺤﺔ ﻓﻬﻡ‬ ‫ﺍﻟﺒﻘﺎﺀ‪ ،‬ﻭﺘﺘﻀﻤﻥ ﺠﻤﻴﻊ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ ﻜﺎﻟﺘﻨﻔﺱ‬
‫ﻴﺭﻭﻥ ﺃﻨﻔﺴﻬﻡ ﻨﺸﻴﻁﻴﻥ ﻭﺒﺎﺭﻋﻴﻥ ﻭﻤﺅﻫﻠﻴﻥ ﻭﺠﺩﻴﺭﻴﻥ ﺒﺎﻻﺤﺘﺭﺍﻡ‪،‬‬ ‫ﻭﺍﻹﺨﺭﺍﺝ ﻭﺍﻟﻁﻌﺎﻡ‪ ،‬ﻭﺤﺎﺠﺔ ﺍﻻﻨﺘﻤﺎﺀ ﻤﺘﻤﺜﻠﺔ ﺒﺎﻟﺤﺏ ﻭﺍﻟﺘﻌﺎﻭﻥ‪،‬‬
‫ﻭﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ‪.‬‬ ‫ﻭﺤﺎﺠﺔ ﺍﻟﻘﻭﺓ ﻭﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻤﺘﻤﺜﻠﺔ ﺒﺤﺏ ﺍﻹﻨﺴﺎﻥ ﻟﻠﻤﻨﺎﻓﺴﺔ‬
‫ﻭﺃﻤﺎ ﺃﺼﺤﺎﺏ ﺍﻟﻬﻭﻴﺔ ﺍﻟﻔﺎﺸﻠﺔ ﻓﻴﻨﻅﺭﻭﻥ ﺇﻟﻰ ﺃﻨﻔﺴﻬﻡ ﻋﻠﻰ ﺃﻨﻬﻡ‬ ‫ﻭﺍﻟﺘﻤﻠﻙ‪ ،‬ﻭﺤﺎﺠﺔ ﺍﻻﻨﺴﺠﺎﻡ‪ ،‬ﻭﺤﺎﺠﺔ ﺍﻟﺤﺭﻴﺔ؛ ﺇﺫ ﻴﺴﻌﻰ ﺍﻟﺒﺸﺭ‬
‫ﻋﺎﺠﺯﻭﻥ ﻭﻏﻴﺭ ﻤﺅﻫﻠﻴﻥ ﻭﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ‬ ‫ﻁﻭﺍل ﺤﻴﺎﺘﻬﻡ ﻟﻠﻌﻴﺵ ﺒﻁﺭﻴﻘﺔ ﻤﻥ ﺸﺄﻨﻬﺎ ﺇﺸﺒﺎﻉ ﻫﺫﻩ ﺍﻟﺤﺎﺠﺎﺕ‬
‫)ﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ(‪ .‬ﻓﺠﻼﺴﺭ ﻻ ﻴﺭﻯ ﻨﻤﻭ‬ ‫ﺍﻟﺨﻤﺱ‪ ،‬ﻭﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻫﻲ ﺘﻌﺒﻴﺭ ﻭﺼﻔﻲ ﻟﺘﺤﺩﻴﺩ ﺍﻟﻜﻴﻔﻴﺔ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻜﺄﻤﺭ ﻴﺤﺩﺙ ﻋﻠﻰ ﻤﺭﺍﺤل‪ ،‬ﻭﻟﻜﻨﻪ ﻴﺅﻜﺩ ﺃﻫﻤﻴﺔ‬ ‫ﻼ‬
‫ﺍﻟﺘﻲ ﻨﺤﺎﻭل ﻤﻥ ﺨﻼﻟﻬﺎ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺴﻠﻭﻜﻨﺎ ﻋﻨﺩﻤﺎ ﻨﺨﺘﺎﺭ ﻋﻤ ﹰ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻟﻁﻔل ﻤﻥ )‪ (10-2‬ﺴﻨﻭﺍﺕ ﺒﺴﺒﺏ ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻟﻪ ﺘﺤﻘﻴﻕ ﺇﺸﺒﺎﻉ ﺇﺤﺩﻯ ﺤﺎﺠﺎﺘﻨﺎ‪.‬‬
‫ﺍﻷﻭﻟﻲ ﺒﺎﻟﻤﺩﺭﺴﺔ ﻭﺍﻷﺴﺭﺓ‪ ،‬ﻓﻨﺤﻥ ﻟﻡ ﻨﻭﻟﺩ ﻭﻤﻌﻨﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬ ‫ﻭﺘﺅﻜﺩ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻥ ﺍﻹﻨﺴﺎﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻟﺴﻠﻭﻜﺎﺕ ﺍﻟﺘﻲ‬
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‫ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ﺍﻟﺼﻤﺎﺩﻱ ﻭﺒﻼل ﻤﺤﻤﻭﺩ ﺍﻟﺨﺯﻋﻠﻲ‬ ‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ‪...‬‬
‫ﻭﻀﻊ ﺨﻁﻁ ﺠﺩﻴﺩﺓ‪ :‬ﺒﻌﺩ ﺇﺠﺭﺍﺀ ﺍﻟﺘﻘﻴﻴﻡ‪ ،‬ﻋﻠﻰ ﺍﻟﻤﺭﺸﺩ‬ ‫•‬ ‫ﺘﻠﺒﻴﺔ ﺤﺎﺠﺎﺘﻨﺎ ﺍﻟﺨﺎﺼﺔ ﻟﺫﺍ ﺘﻘﻊ ﻋﻠﻰ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻤﻬﻤﺔ ﺘﻌﻠﻴﻡ‬
‫ﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﺴﺘﺭﺸﺩ ﻓﻲ ﻭﻀﻊ ﺨﻁﺔ ﻋﻤل ﺘﺘﻀﻤﻥ ﺃﻫﺩﺍﻓﹰﺎ‬ ‫ﺃﻁﻔﺎﻟﻬﻡ ﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‪ .‬ﻭﺘﻌﺩ ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺃﻜﺜﺭ ﻤﻼﺀﻤ ﹰﺔ‬
‫ﺃﻜﺜﺭ ﺇﺠﺭﺍﺌﻴﺔ ﻭﻤﻨﻁﻘﻴﺔ ﻭﻗﺎﺒﻠﻴﺔ ﻟﻠﺘﻨﻔﻴﺫ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻭﻀﻊ‬ ‫ﻟﺘﻌﻠﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻠﻔﻅﻴﺔ ﻭﺍﻟﺫﻫﻨﻴﺔ ﻭﺘﻌﻠﻡ ﻜﻴﻔﻴﺔ‬
‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻭﺘﺤﺩﻴﺩ ﺍﻟﺯﻤﺎﻥ ﻭﺍﻟﻤﻜﺎﻥ ﻟﺘﻨﻔﻴﺫ ﺍﻟﺨﻁﺔ‬ ‫ﺍﻟﺘﺤﺩﺙ ﻭﺍﻹﺼﻐﺎﺀ؛ ﺇﺫ ﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﺘﺼﻠﺔ ﺒﺎﻟﺘﺤﺩﺙ‬
‫)‪.(Pietrofesa and Hoffman, 1984; Corey, 2000‬‬ ‫ﺇﻟﻴﻬﻡ ﻭﺍﻻﻨﺩﻤﺎﺝ ﻤﻌﻬﻡ ﻤﻬﻤﺔ ﺠﺩﹰﺍ ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ )ﺍﻟﺯﻴﻭﺩ‪،‬‬
‫ﺘﻌﻬﺩ ﺍﻟﻤﺴﺘﺭﺸﺩ‪ :‬ﻭﻴﻔﻀل ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺘﻌﻬﺩ ﺨﻁﻴﹰﺎ ﺤﺘﻰ ﻴﺸﻌﺭ‬ ‫•‬ ‫‪1998‬؛ ﺍﻟﺸﻨﺎﻭﻱ‪.(1994 ،‬‬
‫ﺍﻟﻤﺴﺘﺭﺸﺩ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻟﺠﺩﻴﺔ‪ ،‬ﻭﻴﺘﻀﻤﻥ ﺍﻟﺘﻌﻬﺩ ﺒﻨﻭﺩﹰﺍ‬ ‫ﻴﻘﻭل ﺠﻼﺴﺭ ﺍﻥ ﺍﻟﻤﺴﺘﺭﺸﺩﻴﻥ ﻴﺤﻀﺭﻭﻥ ﺇﻟﻰ ﺍﻹﺭﺸﺎﺩ ﻷﻨﻬﻡ‬
‫ﺠﺯﺍﺌﻴﺔ ﻜﻨﺘﺎﺌﺞ ﻁﺒﻴﻌﻴﺔ ﻟﻌﺩﻡ ﻗﻴﺎﻡ ﺍﻟﻤﺴﺘﺭﺸﺩ ﺒﺘﻨﻔﻴﺫ ﺍﻟﺨﻁﺔ‪.‬‬ ‫ﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﻤﺎ ﻴﺠﺭﻱ ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﺒﻁﺭﻴﻘﺔ‬
‫ﻋﺩﻡ ﻗﺒﻭل ﺍﻷﻋﺫﺍﺭ ﺇﺫﺍ ﻓﺸﻠﺕ ﺍﻟﺨﻁﺔ‪ :‬ﻓﻌﻠﻰ ﺍﻟﻤﺭﺸﺩ ﻋﺩﻡ‬ ‫•‬ ‫ﻨﺎﺠﺤﺔ‪ ،‬ﻭﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﻋﻤل ﺍﺨﺘﻴﺎﺭﺍﺘﻬﻡ ﺒﺸﻜل ﻤﺴﺅﻭل‪،‬‬
‫ﻗﺒﻭل ﺍﻷﻋﺫﺍﺭ ﻤﻥ ﺠﺎﻨﺏ ﺍﻟﻤﺴﺘﺭﺸﺩ‪ ،‬ﻭﻋﻠﻰ ﺍﻻﺜﻨﻴﻥ‬ ‫ﻭﺍﻥ ﺍﻟﻨﺎﺱ ﻋﻨﺩﻤﺎ ﻴﻌﺠﺯﻭﻥ ﻋﻥ ﺇﺸﺒﺎﻉ ﺇﺤﺩﻯ ﺍﻟﺤﺎﺠﺘﻴﻥ‬
‫ﻤﺭﺍﺠﻌﺔ ﺍﻟﺨﻁﺔ ﻟﻤﻌﺭﻓﺔ ﺃﻫﺩﺍﻓﻬﺎ‪ ،‬ﻫل ﻫﻲ ﻤﻨﻁﻘﻴﺔ ﻭﻭﺍﻗﻌﻴﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺘﻴﻥ ﻭﻫﻤﺎ ﺍﻟﺤﺏ ﻭﺍﻷﻫﻤﻴﺔ‪ ،‬ﺃﻭ ﻜﻠﺘﻴﻬﻤﺎ ﻓﺈﻨﻬﻡ ﻴﻌﻴﺸﻭﻥ‬
‫ﺃﻡ ﻏﻴﺭ ﺫﻟﻙ؟‬ ‫ﺍﻷﻟﻡ ﺍﻟﻨﻔﺴﻲ )‪ ،(Kim, 2002‬ﻭﺍﻟﻔﺸل ﻓﻲ ﺍﻻﻨﺩﻤﺎﺝ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‬
‫ﻤﻨﻊ ﺍﻟﻌﻘﺎﺏ‪ :‬ﻷﻨﻪ ﻴﻤﺜل ﺍﻨﺘﻬﺎﻜﹰﺎ ﻟﺤﻕ ﺍﻟﻔﺭﺩ ﻓﻲ ﺍﻟﻜﺭﺍﻤﺔ‬ ‫•‬ ‫ﺍﻟﺫﻱ ﻴﻌﺩ ﻤﻁﻠﺒ ﹰﺎ ﺒﻴﻭﻟﻭﺠﻴﹰﺎ ﻹﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻤﻭﻟﺩﹰﺍ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﻫﻭ ﻤﺨﺎﻟﻑ ﻟﻠﻁﺒﻴﻌﺔ ﺍﻹﻨﺴﺎﻨﻴﺔ‪.‬‬ ‫ﺴﻠﺴﻠﺔ ﻻ ﺘﻨﺘﻬﻲ ﻤﻥ ﺍﻟﻔﺸل‪ ،‬ﻭﻓﻘﺩﺍﻥ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻔﺭﺩ ﻋﻥ‬
‫ﻋﺩﻡ ﺍﻟﻴﺄﺱ‪ :‬ﺇﺫﺍ ﻓﺸﻠﺕ ﺍﻟﺨﻁﺔ ﻓﺎﻟﻤﺭﺸﺩ ﻴﺤﺎﻭل ﻤﺴﺎﻋﺩﺓ‬ ‫•‬ ‫ﺴﻠﻭﻜﺎﺘﻪ ﻭﺃﻓﻌﺎﻟﻪ ﻜﻠﻬﺎ ﺘﺴﻬﻡ ﻓﻲ ﺘﻜﻭﻥ ﻫﻭﻴﺔ ﻓﺎﺸﻠﺔ ﻭﺘﻁﻭﺭ‬
‫ﺍﻟﻤﺴﺘﺭﺸﺩ ﻋﻠﻰ ﻭﻀﻊ ﺨﻁﺔ ﺠﺩﻴﺩﺓ )ﺍﻟﺸﻨﺎﻭﻱ‪1994 ،‬؛‬ ‫ﻤﺭﺽ ﻨﻔﺴﻲ‪ .‬ﻭﻴﺸﻴﺭ ﺍﻟﺼﻤﺎﺩﻱ ﻭﺯﻤﻼﺅﻩ )‪ (1993‬ﺇﻟﻰ ﺃﺴﺒﺎﺏ‬
‫ﺍﻟﺼﻤﺎﺩﻱ ﻭﺯﻤﻼﺅﻩ‪1993 ،‬؛ ﺍﻟﺯﻴﻭﺩ‪.(1998 ،‬‬ ‫ﺘﻜﻭ‪‬ﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻔﺎﺸﻠﺔ ﺒﺎﻵﺘﻲ‪:‬‬
‫ ﺤﺭﻤﺎﻥ ﺒﻌﺽ ﺍﻟﺤﺎﺠﺎﺕ ﻤﻥ ﺍﻹﺸﺒﺎﻉ ﻟﻔﺘﺭﺓ ﺯﻤﻨﻴﺔ‬
‫ﺍﻟﺘﺩﺭﺏ ﻋﻠﻰ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ‬ ‫ﻁﻭﻴﻠﺔ‪ ،‬ﻤﺜل ﺤﺎﺠﺔ ﺍﻟﺤﺏ‪ ،‬ﻭﺤﺎﺠﺔ ﺍﻻﻨﺘﻤﺎﺀ‪.‬‬
‫‪ .1‬ﺍﻟﺒﻴﺌﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‪ :‬ﻴﻘﻭﻡ ﺍﻟﻤﺭﺸﺩ ﻤﻥ ﺨﻼل ﺍﻻﻨﺩﻤﺎﺝ‬ ‫ ﻓﻘﺭ ﻓﻲ ﺃﻟﺒﻭﻡ ﺍﻟﺼﻭﺭ‪ ،‬ﻭﻫﺫﺍ ﻨﺎﺘﺞ ﻋﻥ ﻓﻘﺭ ﻓﻲ ﻋﻤﻠﻴﺔ‬
‫ﻭﺍﻟﺼﺩﺍﻗﺔ ﻤﻊ ﺍﻟﻤﺴﺘﺭﺸﺩ ﺃﻭ ﺍﻟﻤﺴﺘﺭﺸﺩﻴﻥ )ﺍﻷﻋﻀﺎﺀ(‬ ‫ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺒﺈﻋﺩﺍﺩ ﺒﻴﺌﺔ ﻤﺸﺠﻌﺔ ﻟﻠﺘﻐﻴﻴﺭ؛ ﺇﺫ ﻴُﻌﺩ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻟﺸﺨﺼﻲ ﺒﻴﻥ‬ ‫ ﺍﻟﺼﺭﺍﻉ ﺍﻟﻨﺎﺘﺞ ﻋﻥ ﻅﻬﻭﺭ ﺼﻭﺭﺘﻴﻥ ﻓﻲ ﺃﻟﺒﻭﻡ ﺍﻟﺼﻭﺭ‪.‬‬
‫ﺍﻟﻤﺭﺸﺩ ﻭﺍﻟﻤﺴﺘﺭﺸﺩ‪/‬ﺍﻟﻤﺴﺘﺭﺸﺩﻴﻥ ﺃﺴﺎﺱ ﺍﻟﻌﻼﻗﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‪،‬‬ ‫ ﺨﻁﺄ ﻓﻲ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺘﺒﻨﻲ‬
‫ﻜﻤﺎ ﻴﺴﺎﻋﺩ ﺍﻟﻤﺭﺸﺩ ﻋﻠﻰ ﺭﺅﻴﺔ ﺍﻟﻌﺎﻟﻡ ﻤﻥ ﻤﻨﻅﻭﺭ‬ ‫ﺴﻠﻭﻜﺎﺕ ﻏﻴﺭ ﻤﻘﺒﻭﻟﺔ ﺍﺠﺘﻤﺎﻋﻴﺎ ﻟﺘﺤﻘﻴﻕ ﺍﻟﺼﻭﺭﺓ‬
‫ﺍﻟﻤﺴﺘﺭﺸﺩ‪/‬ﺍﻟﻤﺴﺘﺭﺸﺩﻴﻥ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺘﻜﻭﻴﻥ ﻋﻼﻗﺔ ﻋﻤل‬ ‫ﺍﻟﺫﻫﻨﻴﺔ‪ ،‬ﻭﻓﻘﺩﺍﻥ ﻤﺴﺅﻭﻟﻴﺔ ﺍﻟﻔﺭﺩ ﻋﻥ ﺴﻠﻭﻜﺎﺘﻪ‪.‬‬
‫ﺴﻴﻜﻭﻥ ﺒﻤﻘﺩﻭﺭ ﺍﻷﻋﻀﺎﺀ ﺒﺸﻜل ﻋﺎﻡ ﺃﻥ ﻴﻘﻴ‪‬ﻤﻭﺍ ﻤﺎ ﻴﺭﻴﺩﻭﻥ‬
‫ﺤﻘﺎ‪ ،‬ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﺫﻱ ﻴﺨﺘﺎﺭﻭﻨﻪ ﻟﺘﺤﻘﻴﻕ ﺫﻟﻙ؛ ﻭﻤﻥ ﺜﻡ ﻴﻨﺒﻐﻲ‬ ‫ﺨﻁﻭﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‬
‫ﻋﻠﻰ ﺍﻟﻘﺎﺌﺩ ﺃﻥ ﻴﺘﺼﻑ ﺒﺎﻟﺩﻑﺀ ﻭﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻘﺎﺌﺩ ﻗﺒﻭل‬ ‫ﻴﻨﻅﺭ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻜﻌﻤﻠﻴﺔ‬
‫ﺍﻷﻋﻀﺎﺀ ﻜﻤﺎ ﻫﻡ‪ ،‬ﺩﻭﻥ ﺃﻥ ﻴﻔﺭﺽ ﺴﻴﻁﺭﺘﻪ ﻋﻠﻴﻬﻡ‪ ،‬ﺤﺘﻰ‬ ‫ﺘﺭﺒﻭﻴﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺘﺘﻡ ﺒﻴﻥ ﺍﻟﻤﺭﺸﺩ ﺍﻟﺫﻱ ﻴﻘﻭﺩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‬
‫ﻴﺴﺘﻁﻴﻌﻭﺍ ﺒﻨﺎﺀ ﺠﻭ ﺇﻴﺠﺎﺒﻲ ﻴﻤﻬﺩ ﻟﻠﻌﻤﻠﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‪،‬‬ ‫ﻭﺍﻟﻤﺴﺘﺭﺸﺩ ﺍﻟﺫﻱ ﺍﺨﺘﺎﺭ ﺍﻟﻘﺩﻭﻡ ﻟﻠﻤﺭﺸﺩ ﺒﺎﺤﺜﺎ ﻋﻥ ﺍﻟﻤﺴﺎﻋﺩﺓ‪،‬‬
‫ﻭﻴﺴﺎﻋﺩ ﻓﻲ ﺯﺭﻉ ﺍﻟﺜﻘﺔ ﻓﻲ ﺃﻨﻔﺴﻬﻡ‪ ،‬ﻭﻴﺼﺒﺤﻭﺍ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ‬ ‫ﺍﻟﺘﻲ ﺘﻤﺭ ﻋﺒﺭ ﺍﻟﻤﺭﺍﺤل ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻋﻤل ﺍﺨﺘﻴﺎﺭﺍﺕ ﺼﺤﻴﺤﺔ )‪.(Corey, 2000‬‬ ‫• ﺍﻻﻨﺩﻤﺎﺝ‪ :‬ﻴﻌﻨﻲ ﻋﻤﻠﻴﺔ ﺼﺩﺍﻗﺔ ﻤﻊ ﺍﻟﻤﺴﺘﺭﺸﺩ ﻤﻥ ﺨﻼل‬
‫‪ .2‬ﺍﻟﻁﺭﻕ ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ ﺍﻟﺘﻐﻴﻴﺭ‪ :‬ﻴﺭﻯ ﺠﻼﺴﺭ ﺃﻥ ﺍﻟﻁﺭﻕ‬ ‫ﺍﻹﺼﻐﺎﺀ ﻟﻤﺸﻜﻠﺘﻪ‪ ،‬ﻭﺍﺤﺘﺭﺍﻤﻪ ﻭﻤﻨﺤﻪ ﺍﻟﺤﺏ ﻏﻴﺭ‬
‫ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ ﺍﻟﺘﻐﻴﻴﺭ ﺘﻘﻭﻡ ﻋﻠﻰ ﺍﻓﺘﺭﺍﺽ ﺃﻥ ﺍﻹﻨﺴﺎﻥ ﻤﺠﺒﺭ‬ ‫ﺍﻟﻤﺸﺭﻭﻁ‪ ،‬ﻭﺍﻟﺤﺩﻴﺙ ﻤﻌﻪ ﺤﺴﺏ ﻟﻐﺘﻪ ﺍﻟﺨﺎﺼﺔ )ﺴﺭﻱ‪،‬‬
‫ﻋﻠﻰ ﺍﻟﺘﻐﻴﺭ ﻋﻨﺩﻤﺎ ﻴﻘﺘﻨﻊ ﺒﺄﻥ ﺴﻠﻭﻜﻪ ﺍﻟﺤﺎﻟﻲ ﻻ ﻴﺤﻘﻕ ﻟﻪ ﻤﺎ‬ ‫‪2000‬؛ ‪.(Pietrofesa and Hoffman 1984‬‬
‫ﻴﺭﻴﺩ‪ ،‬ﻭﻜﺫﻟﻙ ﻋﻨﺩﻤﺎ ﻴﺅﻤﻥ ﺍﻟﻨﺎﺱ ﺒﺄﻥ ﻟﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ‬ ‫• ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻫﺩﻑ ﺍﻟﻤﺴﺘﺭﺸﺩ‪ :‬ﺒﻤﻌﻨﻰ ﺁﺨﺭ ﻨﻁﻠﺏ ﻤﻥ‬
‫ﺍﺨﺘﻴﺎﺭ ﺴﻠﻭﻜﺎﺕ ﺘﻘﺭﺒﻬﻡ ﻤﻤﺎ ﻴﺭﻴﺩﻭﻥ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻌﻀﻭ ﺘﺤﺩﻴﺩ ﺍﻟﺼﻭﺭ ﺍﻟﺫﻫﻨﻴﺔ ﺍﻟﺘﻲ ﻴﺤﺎﻭل ﺍﻟﺤﺼﻭل‬
‫ﻨﻅﺎﻡ )‪ (WDEP‬ﺍﻟﺫﻱ ﻴﺤﺩﺩ ﺍﻟﻁﺭﻴﻕ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻁﺒﻕ‬ ‫ﻋﻠﻴﻬﺎ‪ ،‬ﻤﺜﺎل ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ‪ :‬ﻫل ﻤﺎ ﺘﺨﺘﺎﺭﻩ ﺍﻵﻥ ﻴﻭﺼﻠﻙ‬
‫ﻓﻲ ﺘﺩﺭﻴﺏ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ؛ ﺇﺫ ﻴﺸﻴﺭ ﻜل ﺤﺭﻑ‬ ‫ﺇﻟﻰ ﻤﺎ ﺘﺭﻴﺩ؟ ﻫل ﺘﺭﻴﺩ ﺍﻟﺘﻐﻴﻴﺭ؟ ﻜﻴﻑ ﺘﺤﺏ ﺃﻥ ﻴﻜﻭﻥ ﻫﺫﺍ‬
‫ﻤﻥ ﺍﻟﺤﺭﻭﻑ ﻟﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻫﻲ‪W :‬‬ ‫ﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ ﺤﻴﺎﺘﻙ؟‪...‬ﺍﻟﺦ‪.‬‬
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‫ﺃﻋﻤﺎﻻ ﻫﺎﻤﺸﻴﺔ ﻤﺜل ﻤﺴﺢ ﺯﺠﺎﺝ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺃﻭ ﺒﻴﻊ ﺴﻠﻌﺔ ﺘﺎﻓﻬﺔ‪،‬‬ ‫)‪ (Wants‬ﺍﻟﻤﺭﻏﻭﺒﺎﺕ‪ (Doing and Direction) :D ،‬ﺍﻟﻌﻤل‬
‫ﺃﻭ ﻴﻌﻤﻠﻭﻥ ﺃﻋﻤﺎﻻ ﻏﻴﺭ ﻗﺎﻨﻭﻨﻴﺔ ﻜﺎﻟﺩﻋﺎﺭﺓ ﻭﻨﻘل ﺍﻟﻤﺨﺩﺭﺍﺕ‪ ،‬ﺃﻭ‬ ‫ﻭﺍﻻﺘﺠﺎﻩ‪ E (Self–Evaluation) ،‬ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺘﻲ‪P ،‬‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﺎﻟﺘﺴﻭل ﻟﺠﻠﺏ ﺍﻟﺭﺯﻕ ﺃﻭ ﻴﺼﺎﺤﺒﻭﻥ ﺃﺼﺩﻗﺎﺀ ﺍﻟﺴﻭﺀ ﺃﻭ‬ ‫)‪ (Planning and Action‬ﺍﻟﺘﺨﻁﻴﻁ ﻭﺍﻟﻔﻌل‪ ،‬ﻭﻴﺘﻡ ﻁﺭﺡ‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﺄﻋﻤﺎل ﻋﺩﻭﺍﻨﻴﺔ ﺘﺠﺎﻩ ﺍﻟﻤﺭﺍﻓﻕ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻟﻤﺎﺭﺓ‪ ،‬ﻭﻴﺸﻴﺭ‬ ‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻋﻠﻰ ﺍﻷﻋﻀﺎﺀ ﺤﻭل ﻤﻜﻭﻨﺎﺕ ﺍﻟﻨﻅﺎﻡ؛‬
‫ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﺇﻟﻰ ﺍﻻﻋﺘﺩﺍﺀ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﺩﺍﺨل ﺍﻷﺴﺭﺓ ﺃﻭ‬ ‫ﺇﺫ ﺘﺠﻌل ﺍﻟﻌﻀﻭ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺃﻥ ﺴﻠﻭﻜﻪ ﺍﻟﺤﺎﻟﻲ ﻻ‬
‫ﺨﺎﺭﺠﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﻁﺭﻕ ﻤﺘﻨﻭﻋﺔ ﺘﺠﻌل ﺍﻟﻁﻔل ﻀﺤﻴﺔ ﺴﻭﺍﺀ‬ ‫ﻴﺸﺒﻊ ﺤﺎﺠﺘﻪ‪ ،‬ﻭﺃﻥ ﻋﻠﻴﻪ ﺃﻥ ﻴﺨﺘﺎﺭ ﺴﻠﻭﻜﺎﺕ ﺠﺩﻴﺩﺓ ﻹﺸﺒﺎﻋﻬﺎ‬
‫ﺒﺴﻭﺀ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺃﻭ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻟﻐﺎﻴﺎﺕ ﺍﻟﺠﻨﺱ ﻭﻫﺫﻩ ﺍﻻﻋﺘﺩﺍﺀﺍﺕ‬ ‫ﻭﺒﻨﺎﺀ ﺨﻁﻁ ﻟﺘﺤﻘﻴﻕ ﺫﻟﻙ )‪.(Corey, 2000‬‬
‫ﻻ ﺘﺼل ﻏﺎﻟﺒﹰﺎ ﺇﻟﻰ ﺍﻟﻤﺤﺎﻜﻡ‪ ،‬ﻭﻴﺭﺠﻊ ﺴﺒﺏ ﺫﻟﻙ ﺇﻟﻰ ﺃﻥ ﻏﺎﻟﺒﻴﺔ‬
‫ﻫﺫﻩ ﺍﻟﺠﺭﺍﺌﻡ ﺘﺭﺘﻜﺏ ﻓﻲ ﺍﻷﺴﺭﺓ‪.‬‬ ‫ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺨﺎﺼﺔ ﻓﻲ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻠﻤﺠﻤﻭﻋﺔ‬
‫ﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻌﺎﺩﻴﻴﻥ‪ ،‬ﻭﺘﺘﻠﺨﺹ ﻫﺫﻩ‬ ‫ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﻴﺴﺘﺨﺩﻡ ﺇﺠﺭﺍﺀﺍﺕ ﺘﺘﻤﺜل‬
‫ﺍﻟﺴﻤﺎﺕ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﻲ ﺘﺘﺼﻑ ﺒﻬﺎ ﺒﺤﺏ ﺍﻟﺘﻤﻠﻙ‪ ،‬ﻭﺍﻟﺸﻐﺏ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﺭﺡ ﻭﺍﻟﻤﺩﺍﻋﺒﺔ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻤﻨﺎﺴﺏ‪ ،‬ﺃﻱ ﺒﻌﺩ ﺘﻜﻭﻴﻥ‬
‫ﻭﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻻﻨﻔﻌﺎل ﺍﻟﺸﺩﻴﺩ ﻭﺍﻟﻐﻴﺭﺓ‪ ،‬ﻭﺤﺏ ﺍﻷﻟﻌﺎﺏ ﺫﺍﺕ‬ ‫ﻋﻼﻗﺔ ﺇﺭﺸﺎﺩﻴﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻟﺜﻘﺔ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ‪ ،‬ﻭﺃﻥ ﻻ ﻴﻬﺩﻑ ﻤﻥ‬
‫ﺍﻟﺤﺭﻜﺔ ﻭﺍﻟﻘﻭﺓ‪ ،‬ﻭﻋﺩﻡ ﺍﻟﺜﻘﺔ ﻭﺍﻟﺘﺸﺘﺕ ﺍﻟﻌﺎﻁﻔﻲ ﻭﺍﻟﺤﻴل ﺍﻟﺩﻓﺎﻋﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻻﺠﺭﺍﺀ ﻟﻼﺴﺘﻬﺯﺍﺀ ﺒﺎﻟﻌﻀﻭ‪ .‬ﻭﻤﻥ ﺍﻹﺠﺭﺍﺀﺍﺕ‬
‫ﻭﺇﻟﺤﺎﻕ ﺍﻷﺫﻯ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭﻻ ﻴﻤﻠﻜﻭﻥ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻀﺒﻁ‬ ‫ﺃﻴﻀﺎ ﺍﺴﺘﺨﺩﺍﻡ ﻓﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﺎﻫﺭﺓ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻟﻘﺎﺌﺩ ﺃﻥ‬
‫ﺘﻌﺒﻴﺭﺍﺘﻬﻡ‪ ،‬ﻓﻬﻡ ﻟﻡ ﻴﺘﻌﻠﻤﻭﺍ ﺍﻟﺘﻌﺒﻴﺭ ﺍﻟﺼﺤﻴﺢ ﻋﻥ ﻤﺸﺎﻋﺭﻫﻡ ﺘﺠﺎﻩ‬ ‫ﻴﻜﺘﺴﺏ ﻤﻬﺎﺭﺓ ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﻷﻥ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻭﺍﻗﻌﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻜﺫﻟﻙ ﻴﺘﺼﺭﻓﻭﻥ ﺒﻁﺭﻴﻘﺔ ﻁﺎﺌﺸﺔ ﻭﻻ ﻴﺤﺘﺭﻤﻭﻥ‬ ‫ﺒﺸﻜل ﻓﻌ‪‬ﺎل )‪.(Corey, 2000‬‬
‫ﻤﺸﺎﻋﺭ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻻ ﻴﺤﺘﺭﻤﻭﻥ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺩ ﻭﺍﻟﻘﻴﻡ‬ ‫ﻭﻴﻬﺩﻑ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻤﺴﺎﻋﺩﺓ‬
‫ﺍﻷﺨﻼﻗﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﻡ ﻻ ﻴﻌﺘﻨﻭﻥ ﺒﻨﻅﺎﻓﺘﻬﻡ‬ ‫ﺍﻷﻋﻀﺎﺀ ﻋﻠﻰ ﺘﺤﻤل ﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ؛ ﺇﺫ ﻴﻌﺩ ﺠﻼﺴﺭ ﻭﺼﻭل ﺍﻟﻔﺭﺩ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻫﺅﻻﺀ ﺍﻷﻁﻔﺎل ﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺤل ﻤﺸﺎﻜﻠﻬﻡ‬ ‫ﺇﻟﻰ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﺴﺅﻭل ﻏﺎﻴﺔ ﺍﻹﺭﺸﺎﺩ‪ ،‬ﻭﻜﺫﻟﻙ ﺘﻁﻭﻴﺭ ﺍﻟﺤﺱ‬
‫ﻭﺘﺤﻤل ﻤﺴﺅﻭﻟﻴﺔ ﻓﺸﻠﻬﻡ ﻭﻨﺠﺎﺤﻬﻡ‪ ،‬ﻭﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﺍﺘﺨﺎﺫ‬ ‫ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﺤﻘﻴﻕ ﺍﻟﻬﻭﻴﺔ ﺍﻟﻨﺎﺠﺤﺔ )ﺍﻟﺯﻴﻭﺩ‪،‬‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻤﻨﺎﺴﺒﺔ )ﺨﻠﻴل‪.(2001 ،‬‬ ‫‪1998‬؛ ‪ ،(Corey, 2000‬ﻭﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻁﻭﻴﺭ ﻨﺴﻕ ﺃﻭ ﻁﺭﻴﻘﺔ‬
‫ﻟﻠﺤﻴﺎﺓ ﺘﺴﺎﻋﺩ ﺍﻟﺸﺨﺹ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺤﺎﺠﺎﺘﻪ ﻭﺘﻜﻭﻴﻥ ﻫﻭﻴﺔ‬
‫‪-2‬ﺍﻟﺩﺭﺍﺴـﺎﺕ ﺍﻟﺴﺎﺒﻘـﺔ‬ ‫ﻨﺎﺠﺤﺔ‪ ،‬ﻭﺘﻨﻤﻴﺔ ﺍﻟﺼﻭﺭ ﺍﻟﺫﻫﻨﻴﺔ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻹﺸﺒﺎﻉ ﻜﺎﻓﺔ‬
‫ﺍﻟﺤﺎﺠﺎﺕ‪ ،‬ﻭﺇﺜﺭﺍﺀ ﻤﺴﺘﻭﺩﻉ ﺍﻟﺴﻠﻭﻙ ﻟﻸﻋﻀﺎﺀ ﺤﺘﻰ ﻴﺘﻤﻜﻨﻭﺍ ﻤﻥ‬
‫ﺃﺠﺭﻴﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻟﻤﻌﺎﻟﺠﺔ ﺒﻌﺽ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬ ‫ﺘﺤﻘﻴﻕ ﺍﻟﺼﻭﺭ ﺍﻟﺫﻫﻨﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﺍﻟﺼﻭﺭ ﺍﻟﺫﻫﻨﻴﺔ ﻏﻴﺭ ﺍﻟﻭﺍﻗﻌﻴﺔ‪،‬‬
‫ﺘﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﺜل ﺩﺭﺍﺴﺔ ﺃﻟﻴﻥ )‪ (Allen, 1990‬ﺍﻟﺘﻲ‬ ‫ﻭﺍﻻﺴﺘﻌﺎﻀﺔ ﻋﻥ ﺍﻟﺴﻠﻭﻜﺎﺕ ﻏﻴﺭ ﺍﻟﻤﻘﺒﻭﻟﺔ ﺍﺠﺘﻤﺎﻋﻴﺎ ﺒﺴﻠﻭﻜﺎﺕ‬
‫ﻫﺩﻓﺕ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﻓﻌﺎﻟﻴﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﻗﺎﺌﻲ ﺍﻟﻤﺒﻨﻲ ﻋﻠﻰ‬ ‫ﻤﻘﺒﻭﻟﺔ ﺍﺠﺘﻤﺎﻋﻴﺎ‪ ،‬ﻭﻓﻀﻼ ﻋﻥ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﻓﺈﻨﻬﺎ ﺘﺤﻘﻕ ﺃﻫﺩﺍﻓﹰﺎ‬
‫ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ‬ ‫ﺨﺎﺼ ﹰﺔ ﻟﻸﻋﻀﺎﺀ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻗﺼﻴﺭﺓ ﺍﻟﻤﺩﻯ ﻤﺜل ﺍﻹﻗﻼﻉ ﻋﻥ‬
‫ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ ،‬ﺤﻴﺙ ﺘﻡ‬ ‫ﺍﻟﺘﺩﺨﻴﻥ ﺃﻭ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻭ ﺃﻫﺩﺍﻓﹰﺎ ﻁﻭﻴﻠﺔ ﺍﻟﻤﺩﻯ‬
‫ﻼ‬
‫ﺘﻜﻭﻴﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﺤﺩﺍﻫﻤﺎ ﻀﺎﺒﻁﺔ ﻭﻋﺩﺩ ﺃﻓﺭﺍﺩﻫﺎ )‪ (30‬ﻁﻔ ﹰ‬ ‫ﻤﺜل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻭﻅﻴﻔﺔ ﺒﻌﺩ ﺍﻟﺠﺎﻤﻌﺔ )ﺍﻟﺸﻨﺎﻭﻱ‪1994 ،‬؛‬
‫ﻭﺍﻷﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ ﻭﻋﺩﺩ ﺃﻓﺭﺍﺩﻫﺎ )‪ (30‬ﻁﻔﻼﹰ‪ ،‬ﻭﺨﻀﻌﺕ‬ ‫ﺍﻟﺼﻤﺎﺩﻱ ﻭﺯﻤﻼﺅﻩ‪1993 ،‬؛ ﻜﻤﺎل‪1994 ،‬؛ ‪.(Corey, 2000‬‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻟﺒﺭﻨﺎﻤﺞ ﻋﻼﺠﻲ ﻴﺴﺘﻨﺩ ﺇﻟﻰ ﻨﻅﺭﻴﺔ ﺍﻟﻌﻼﺝ‬
‫ﺍﻟﻭﺍﻗﻌﻲ ﺍﺴﺘﻤﺭ ﻤﺩﺓ ﺴﺘﺔ ﺃﺴﺎﺒﻴﻊ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ‬ ‫ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻭﻥ ﻟﻠﺨﻁﺭ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ ﻟﺼﺎﻟﺢ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﺘﻐﻴﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻴﻌﺩ ﻤﺼﻁﻠﺢ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻤﻥ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ؛ ﺇﺫ ﺃﺼﺒﺤﻭﺍ ﻤﻥ ﺫﻭﻱ ﺍﻟﻀﺒﻁ‬ ‫ﺍﻟﺤﺩﻴﺜﺔ؛ ﺇﺫ ﻴﺭﻯ ﺨﻭﺍﺠﺎ )‪ (1999‬ﺃﻥ ﻫﺫﺍ ﺍﻟﻤﻔﻬﻭﻡ ﻤﺭﺘﺒﻁ‬
‫ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬ ‫ﺒﺎﻷﻁﻔﺎل ﺍﻟﺫﻴﻥ ﻫﻡ ﺒﻼ ﻤﺄﻭﻯ ﻭﻴﺒﻴﺘﻭﻥ ﻓﻲ ﺍﻟﺸﺎﺭﻉ ﻭﺍﻟﺫﻴﻥ‬
‫ﻓﻲ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ ﻤﻴﻠﺠﺎﻥ )‪ (Milligan, 1992‬ﺘﺒﻴﻥ ﺃﻥ‬ ‫ﻴﺘﺴﻭﻟﻭﻥ ﺃﻭ ﻴﺒﻴﻌﻭﻥ ﺒﻌﺽ ﺍﻟﺴﻠﻊ ﺍﻟﺒﺴﻴﻁﺔ ﺃﻭ ﻴﻤﺴﺤﻭﻥ ﺯﺠﺎﺝ‬
‫ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻴﻨﺘﻤﻭﻥ ﺇﻟﻰ ﺃﺴﺭ ﻓﻘﻴﺭﺓ ﻭﻴﺘﺴﺭﺒﻭﻥ‬ ‫ﺍﻟﺴﻴﺎﺭﺍﺕ ﺃﻭ ﻤﺎ ﺸﺎﺒﻪ ﺫﻟﻙ ﻤﻥ ﺍﻟﻤﻬﻥ‪.‬‬
‫ﻤﻥ ﺍﻟﻤﺩﺭﺴﺔ ﻭﻫﻡ ﻤﻥ ﺫﻭﻱ ﺍﻟﻀﺒﻁ ﺍﻟﺨﺎﺭﺠﻲ‪ ،‬ﻭﻴﻌﺎﻨﻭﻥ ﻤﻥ‬ ‫ﺃﻤﺎ ﺨﻠﻴل )‪ (2001‬ﻓﻴﻌﺭﻓﻬﻡ ﺒﺄﻨﻬﻡ ﺍﻷﻁﻔﺎل ﺍﻟﺫﻴﻥ ﻴﻘﻀﻭﻥ‬
‫ﻨﻘﺹ ﻓﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﻓﺘﺭﺍﺕ ﻁﻭﻴﻠﺔ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻟﻴﻭﻡ ﻓﻲ ﺍﻟﺸﺎﺭﻉ ﺴﻭﺍ ‪‬ﺀ ﻜﺎﻨﻭﺍ ﻴﻌﻤﻠﻭﻥ‬
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‫ﻴﻌﺩ ﻤﺤﺎﻭﻟﺔ ﻻﺨﺘﺒﺎﺭ ﻓﻌﺎﻟﻴﺔ ﻭﺼﺩﻕ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺔ ﻤﻥ ﺠﻬﺔ‬ ‫ﻜﻤﺎ ﻗﺎﻡ ﺩﻴﻤﺎﺭ )‪ (Demar, 1994‬ﺒﺩﺭﺍﺴﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ‬
‫ﻭﻤﺤﺎﻭﻟﺔ ﻟﺨﺩﻤﺔ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺠﻬﺔ ﺜﺎﻨﻴﺔ‪.‬‬ ‫ﺍﻟﻭﻗﺎﺌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪،‬‬
‫‪-3‬ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﺴﺌﻠﺘﻬﺎ‬ ‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (57‬ﻁﺎﻟﺒﹰﺎ ﻤﻥ ﺍﻟﺼﻔﻭﻑ ﺍﻟﺜﺎﻟﺙ‬
‫ﻭﺍﻟﺭﺍﺒﻊ ﻭﺍﻟﺨﺎﻤﺱ ﺍﻷﺴﺎﺴﻲ ﻤﻥ ﺜﻼﺙ ﻤﺩﺍﺭﺱ ﻓﻲ ﻭﻻﻴﺔ‬
‫ﺘﹸﻌﺩ ﻅﺎﻫﺭﺓ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻤﻥ ﺍﻟﻅﻭﺍﻫﺭ‬ ‫ﻓﻠﻭﺭﻴﺩﺍ‪ ،‬ﻭﻜﺎﻨﺕ ﻤﺩﺓ ﺍﻟﺒﺭﻨﺎﻤﺞ )‪ (8‬ﺠﻠﺴﺎﺕ ﺒﻭﺍﻗﻊ )‪ (90‬ﺩﻗﻴﻘﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻤﻘﻠﻘﺔ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﺭﺩﻨﻲ ﻜﻐﻴﺭﻩ‬ ‫ﻼ‬
‫ﻟﻜل ﺠﻠﺴﺔ‪ .‬ﺍﺸﺘﻤﻠﺕ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ )‪ (36‬ﻁﻔ ﹰ‬
‫ﻤﻥ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻨﺎﻤﻴﺔ؛ ﻨﺘﻴﺠﺔ ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﺴﺭﻴﺔ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ )‪ (21‬ﻁﻔﻼﹰ‪ ،‬ﻭﺩﻟﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻠﻰ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬ ‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺇﻥ ﻤﻭﺍﺠﻬﺔ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺠﻬﻭﺩ ﻤﻨﻅﻤﺔ ﻤﻥ ﻗﺒل‬ ‫ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺃﻱ‬
‫ﻭﺍﻀﻌﻲ ﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻁﻭﺭﻱ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻭﻗﺎﺌﻴﺔ‬ ‫ﺃﺼﺒﺤﻭﺍ ﻤﻥ ﺫﻭﻱ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬
‫ﻭﺍﻟﻌﻼﺠﻴﺔ‪ .‬ﻭﻨﻅﺭﹰﺍ ﻟﺘﻌﺩﺩ ﺍﻟﺨﻁﻁ ﻭﺍﻟﻁﺭﻕ ﺍﻟﻌﻼﺠﻴﺔ ﺍﻟﻤﻨﺒﺜﻘﺔ ﻤﻥ‬ ‫ﻗﺎﻡ ﻨﻴل )‪ (Nale, 1994‬ﺒﺩﺭﺍﺴﺔ ﻫﺩﻓﺕ ﺇﻟﻰ ﻤﻌﺭﻓﺔ ﻓﻌﺎﻟﻴﺔ‬
‫ﻤﺩﺍﺭﺱ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﺩﺍﺭﺱ ﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ ﺘﺒﻠﻭﺭﺕ ﻟﺩﻯ‬ ‫ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ‬
‫ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻜﺭﺓ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺍﻟﺘﻲ ﺘﺘﻠﺨﺹ ﻤﺸﻜﻠﺘﻬﺎ ﻓﻲ ﻤﻌﺭﻓﺔ‬ ‫ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻤﻥ ﻁﻼﺏ‬
‫ﻤﺩﻯ ﻓﺎﻋﻠﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﺼﻑ ﺍﻟﺨﺎﻤﺱ؛ ﺇﺫ ﻭﺯﻋﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﺎ )‪(52‬‬
‫ﺍﻟﻭﺍﻗﻌﻴﺔ )ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ( ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫ﻼ ﺒﺸﻜل ﻋﺸﻭﺍﺌﻲ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﺍﺤﺩﺍﻫﻤﺎ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻁﻔ ﹰ‬
‫ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‬ ‫ﻭﻋﺩﺩﻫﺎ )‪ (26‬ﻁﻔﻼﹰ‪ ،‬ﻭﺍﻷﺨﺭﻯ ﻀﺎﺒﻁﺔ ﻭﻋﺩﺩ ﺃﻓﺭﺍﺩﻫﺎ )‪(26‬‬
‫ﺍﻟﺘﺎﺒﻌﻴﻥ ﻟﺠﻤﻌﻴﺔ ﺤﻤﺎﻴﺔ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻁﻔﻭﻟﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺇﺭﺒﺩ‪.‬‬ ‫ﻁﻔﻼﹰ‪ ،‬ﻭﺩﻟﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﺘﺤﺴﻥ ﻓﻲ‬
‫ﺘﺤﺎﻭل ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍﻟﻴﻥ ﺍﻵﺘﻴﻴﻥ‪:‬‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫‪ .1‬ﻤﺎ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﻁﺒﻕ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺭﻨﺎﻤﺞ‪.‬‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل‬ ‫ﻜﻤﺎ ﺩﻟﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻻﻤﺒﺭﻭﺯ )‪ (Lambros, 1999‬ﻭﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ؟‬ ‫ﻓﺭﺍﻨﻙ )‪ (Frank, 2002‬ﻋﻠﻰ ﻭﺠﻭﺩ ﻨﻘﺹ ﻟﺩﻴﻬﻡ ﻓﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫‪ .2‬ﻫل ﻴﺨﺘﻠﻑ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺃﻨﻬﻡ ﺍﻗل ﺘﻜﻴﻔﹰﺎ ﻨﻔﺴﻴﹰﺎ ‪.‬ﻭﺤﺴﺏ ﻨﻅﺭﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ ﻓﺈﻥ‬
‫ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﺨﺘﻼﻑ‬ ‫ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺘﻌﻭﺩ ﺇﻟﻰ ﻓﻘﺩﺍﻥ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻟﺠﻴﺩ ﻤﻊ ﻭﺍﻟﺩﻴﻬﻡ‬
‫ﺍﻟﻌﻤﺭ؟‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺨﺎﻁﺌﺔ‪ ،‬ﻭﺇﻫﻤﺎل ﺍﻷﺴﺭﺓ‬
‫ﻷﻁﻔﺎﻟﻬﺎ‪ ،‬ﻭﻋﻘﺎﺒﻬﻡ ﺍﻟﻤﺴﺘﻤﺭ‪ ،‬ﻭﺤﺭﻤﺎﻨﻬﻡ ﻤﻥ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﺃﻭ‬
‫‪-4‬ﺃﻫﻤﻴـﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬ ‫ﺇﺸﺒﺎﻋﻬﺎ ﺒﻁﺭﻕ ﻏﻴﺭ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻋﺩﻡ ﺘﺩﺭﻴﺒﻬﻡ ﻋﻠﻰ ﺘﺤﻤل‬
‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺘﺠﺎﻩ ﺴﻠﻭﻜﺎﺘﻬﻡ ﻭﺍﺨﺘﻴﺎﺭﺍﺘﻬﻡ‪.‬‬
‫ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻫﺘﻤﺎﻤﻬﺎ ﺒﻔﺌﺔ ﺨﺎﺼﺔ ﻤﻥ ﺍﻷﻁﻔﺎل‬ ‫ﻭﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﻭﻴﻠﺘﺵ )‪ (Welch ,2001‬ﺇﻟﻰ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ‬
‫)ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ(؛ ﺇﺫ ﻟﻡ ﺘﻨل ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻟﻌﻼﺝ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﻔﺭﺩﻱ ﻭﺍﻟﻌﻼﺝ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﺠﻤﻌﻲ‬
‫ﻭﺍﻟﺭﻋﺎﻴﺔ ﻤﻥ ﻗﺒل ﺍﻟﺒﺎﺤﺜﻴﻥ ﻭﺍﻟﺩﺍﺭﺴﻴﻥ ﻤﺎ ﻨﺎﻟﺘﻪ ﺍﻟﻔﺌﺎﺕ ﺍﻟﺴﻭﻴﺔ ﻤﻥ‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ‬
‫ﺍﻷﻁﻔﺎل‪ ،‬ﻜﻤﺎ ﺘﻌﺩ ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻤﺘﺄﺨﺭﺓ ﻤﺭﺤﻠﺔ ﻫﺎﻤﺔ‪،‬‬ ‫ﻟﻠﺨﻁﺭ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻭﺍﻻﺒﺘﺩﺍﺌﻴﺔ‪ ،‬ﻭﻤﻥ ﺨﻼل‬
‫ﻭﺤﺭﺠﺔ؛ ﺇﺫ ﺘﻤﺜل ﻤﺭﺤﻠﺔ ﺍﻨﺘﻘﺎﻟﻴﺔ ﺤﺭﺠﺔ ﻴﺘﻌﺭﺽ ﺍﻟﻨﻤﻭ ﻓﻴﻬﺎ‬ ‫ﺍﻟﻤﺸﺎﻫﺩﺍﺕ ﺍﻟﻌﻼﺠﻴﺔ ﺍﻟﺒﻨﺎﺌﻴﺔ ﺘﺒﻴﻥ ﺃَﻥ ﺍﻨﺨﺭﺍﻁ ﺍﻟﻁﻼﺏ ﻓﻲ‬
‫ﻟﻠﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﺤﻭل ﺩﻭﻥ ﺇﺸﺒﺎﻉ ﻤﻁﺎﻟﺒﻬﺎ‪.‬‬ ‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺨﺩﻤﻲ )ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺘﺴﻌﻰ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻤﻌﺭﻓﺔ ﻤﺩﻯ ﻤﻼﺀﻤﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ( ﺃﺩﻯ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺸﻌﻭﺭﻫﻡ ﺒﺎﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺤﺴﻬﻡ‬
‫ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ )ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ(‪ ،‬ﻟﻔﺌﺔ ﺍﻷﻁﻔﺎل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺃﺼﺒﺤﻭﺍ ﻤﻥ ﺫﻭﻱ‬
‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ ،‬ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل‬ ‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬
‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ ،‬ﻭﺇﻟﻰ ﺃﻥ ﺘﺩﻓﻊ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺃﻤﺎ ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﺒﺎﻻﺴﺘﻨﺎﺩ ﺇﻟﻰ ﻨﻅﺭﻴﺔ‬
‫ﻭﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﺍﻟﺒﺭﺍﻤﺞ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻭﺍﻟﻌﻼﺠﻴﺔ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ ﻤﻊ ﻓﺌﺔ ﺨﺎﺼﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻭﻓﻲ‬
‫ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻬﺅﻻﺀ ﺍﻷﻁﻔﺎل ﺒﻬﺩﻑ ﺯﻴﺎﺩﺓ ﺘﻜﻴﻔﻬﻡ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﻤﺠﺘﻤﻌﺎﺕ ﻏﻴﺭ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﻐﺭﺒﻴﺔ ﻜﺎﻟﻤﺠﺘﻤﻊ ﺍﻷﺭﺩﻨﻲ‪ ،‬ﻓﺈﻨﻪ‬
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‫ﺭﻭﻋﻲ ﻓﻴﻬﺎ ﺍﻟﻭﻀﻭﺡ ﻭﺍﻟﺒﺴﺎﻁﺔ‪ ،‬ﻭﻗﺩ ﻭﺼل ﻋﺩﺩ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﻤﻊ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻴﻁ ﺒﻬﻡ‪ ،‬ﻭﺘﺨﻠﺼﻬﻡ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘﻲ‬
‫ﺍﻟﻤﻘﺘﺭﺤﺔ ﺇﻟﻰ )‪ (57‬ﻋﺒﺎﺭﺓ‪ ،‬ﻭﺘﻡ ﻋﺭﺽ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﺘﺭﺤﺔ‬ ‫ﻴﻌﺎﻨﻭﻥ ﻤﻨﻬﺎ‪.‬‬
‫ﻟﻠﺘﺤﻜﻴﻡ‪ ،‬ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ ﻗﺴﻡ ﺍﻹﺭﺸﺎﺩ‬
‫ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﺭﺒﻭﻱ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﻭﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ‬ ‫‪-5‬ﺍﻟﻁﺭﻴﻘـﺔ ﻭﺍﻹﺠـﺭﺍﺀﺍﺕ‬
‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ ﺁل ﺍﻟﺒﻴﺕ‪ ،‬ﻭﺠﺎﻤﻌﺔ ﺍﻟﺒﻠﻘﺎﺀ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪/‬ﻜﻠﻴﺔ‬ ‫ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻋﻴﻨﺘﻬﺎ‬
‫ﻋﺠﻠﻭﻥ ﺍﻟﺠﺎﻤﻌﻴﺔ‪.‬‬ ‫ﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‬
‫ﻭﻓﻲ ﻀﻭﺀ ﻤﻼﺤﻅﺎﺕ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﺘﺎﺒﻌﻴﻥ ﻟﺠﻤﻌﻴﺔ ﺤﻤﺎﻴﺔ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻁﻔﻭﻟﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺇﺭﺒﺩ‪ ،‬ﻭﺒﻠﻎ‬
‫)‪ (10‬ﻤﺤﻜﻤﻴﻥ ﻭﺘﻭﺼﻴﺎﺘﻬﻡ‪ ،‬ﺘﻡ ﺍﻹﺒﻘﺎﺀ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ‬ ‫ﻋﺩﺩﻫﻡ )‪ (154‬ﻁﻔﻼﹰ‪ ،‬ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (18-12‬ﻋﺎﻤﺎ‪،‬‬
‫ﺤﺼﻠﺕ ﻋﻠﻰ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺒﻴﻥ )‪ (%100-%90‬ﻭﺃﺼﺒﺢ ﻋﺩﺩ‬ ‫ﻭﻗﺩ ﻁﺒﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻟﻨﻬﺎﺌﻴﺔ )‪ (37‬ﻓﻘﺭﺓ ﺘﻤﺜل ﻜل ﻤﻨﻬﺎ‬ ‫ﻋﻠﻰ ﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﺘﻤﺜل ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻴﻨﺔ‬
‫ﻤﻅﻬﺭﹰﺍ ﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻀﻤﻥ ﺃﺭﺒﻌﺔ ﻤﺠﺎﻻﺕ‬ ‫ﻼ ﻤﻥ ﺍﻷﻁﻔﺎل‬ ‫ﻗﺼﺩﻴﺔ؛ ﺇﺫ ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ )‪ (60‬ﻁﻔ ﹰ‬
‫ﻫﻲ ﻤﺠﺎل ﺍﻟﻤﺒﺎﺩﺃﺓ ﻭﺍﻟﺘﻔﺎﻋل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻋﺩﺩ ﻓﻘﺭﺍﺘﻪ )‪(10‬‬ ‫ﻼ ﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ )ﺍﻟﺫﻜﻭﺭ(‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭ )‪ (30‬ﻁﻔ ﹰ‬
‫ﻭﻫﻲ )‪،(37 ،33 ،29 ،25 ،21 ،17 ،13 ،9 ،5 ،1‬‬ ‫ﻼ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ‬ ‫ﺃﻋﻤﺎﺭﻫﻡ ﻤﻥ )‪ (15-12‬ﺴﻨﺔ‪ ،‬ﻭ)‪ (30‬ﻁﻔ ﹰ‬
‫ﻭﻤﺠﺎل ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻋﺩﺩ ﻓﻘﺭﺍﺘﻪ )‪ (9‬ﻭﻫﻲ‬ ‫ﻤﻥ )‪ (18-16‬ﺴﻨﺔ‪ ،‬ﻤﻥ ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﺍﻟﺫﻴﻥ‬
‫)‪ (34 ،30 ،26 ،22 ،18 ،14 ،10 ،6 ،2‬ﻭﻤﺠﺎل ﺍﻟﻀﺒﻁ‬ ‫ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺔ )‪ (64‬ﻓﻤﺎ ﺩﻭﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻋﺩﺩ ﻓﻘﺭﺍﺘﻪ )‪ (9‬ﻭﻫﻲ‪،11 ،7 ،3) :‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻋﻠﻤﹰﺎ ﺒﺄﻥ ﺃﻋﻠﻰ ﺩﺭﺠﺔ ﻟﻠﻤﻘﻴﺎﺱ ﻫﻲ)‪ ،(111‬ﻭﻋﻠﻰ‬
‫‪ (35 ،31 ،27 ،23 ،19 ،15‬ﻭﻤﺠﺎل ﺍﻟﺘﻌﺒﻴﺭ ﺍﻹﻴﺠﺎﺒﻲ ﻭﻋﺩﺩ‬ ‫ﺩﺭﺠﺔ )‪ (10‬ﻓﻤﺎ ﻓﻭﻕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﻤﻌﺭﺏ‪،‬‬
‫ﻓﻘﺭﺍﺘﻪ )‪ (9‬ﻭﻫﻲ‪،32 ،28 ،24 ،20 ،16 ،12 ،8 ،4) :‬‬ ‫ﻋﻠﻤﹰﺎ ﺒﺄﻥ ﺃﻋﻠﻰ ﺩﺭﺠﺔ ﻟﻠﻤﻘﻴﺎﺱ ﻫﻲ )‪ .(23‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺘﻭﺯﻴﻊ‬
‫‪ (36‬ﻭﻗﺩ ﺤﺩﺩ ﻟﻜل ﻋﺒﺎﺭﺓ ﺜﻼﺙ ﺇﺠﺎﺒﺎﺕ ﻟﺩﺭﺠﺔ ﺤﺩﻭﺙ‬ ‫ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻋﺸﻭﺍﺌﻴﹰﺎ ﺇﻟﻰ ﺃﺭﺒﻊ ﻤﺠﻤﻭﻋﺎﺕ‬
‫ﻭﺍﻤﺘﻼﻙ ﺍﻟﻤﻬﺎﺭﺓ ﺤﺴﺏ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻟﺘﺎﻟﻲ‪) :‬ﺩﺍﺌﻤﺎﹰ‪ ،‬ﺃﺤﻴﺎﻨﺎﹰ‪ ،‬ﻨﺎﺩﺭﹰﺍ(‪،‬‬ ‫ﻼ ﻋﻠﻰ‬ ‫ﻤﺘﺴﺎﻭﻴﺔ ﺒﺤﻴﺙ ﺍﺸﺘﻤﻠﺕ ﻜل ﻤﺠﻤﻭﻋﺔ ﻋﻠﻰ )‪ (15‬ﻁﻔ ﹰ‬
‫ﻭﺃﺩﻨﻰ ﺩﺭﺠﺔ ﻟﻠﻤﻘﻴﺎﺱ ﻫﻲ )‪ ،(37‬ﻭﺃﻋﻠﻰ ﺩﺭﺠﺔ )‪.(111‬‬ ‫ﺍﻟﻨﺤﻭ ﺍﻟﻤﺒﻴﻥ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪.(1‬‬
‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻤﻘﺎﻴﻴﺱ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺤﺴﺎﺏ ﺜﺒﺎﺘﻪ ﻤﻥ‬ ‫ﺃﻭﻻ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺨﻼل ﺍﻟﻁﺭﻕ ﺍﻵﺘﻴﺔ‪:‬‬ ‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺈﻋﺩﺍﺩ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻫﺫﺍ‬
‫‪ .1‬ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻁﺒﻴﻕ )‪ :(Test- retest‬ﺃﻋﻴﺩ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﺸﺄﻨﻪ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﺭﺸﺩ ﺍﻟﻨﻔﺴﻲ ﻓﻲ ﺍﻟﻜﺸﻑ ﻋﻥ ﻤﺩﻯ‬
‫ﻼ ﻤﻥ‬ ‫ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ )‪ (30‬ﻁﻔ ﹰ‬ ‫ﺍﻤﺘﻼﻙ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺘﻠﻙ ﺍﻟﻔﺌﺔ ﻭﻤﻥ ﺜﻡ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ‬
‫ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﻤﻥ ﺨﺎﺭﺝ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪،‬‬ ‫ﺘﻨﻤﻴﺘﻬﺎ‪ ،‬ﻭﻗﺩ ﺍﻋﺘﻤﺩ ﻓﻲ ﺘﺼﻤﻴﻡ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺫﻟﻙ ﺒﻌﺩ ﺃﺴﺒﻭﻋﻴﻥ ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻷﻭل‪ .‬ﻭﻗﺩ ﺤﺴﺏ ﻤﻌﺎﻤل‬ ‫ﻋﻠﻰ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻻﺭﺘﺒﺎﻁ )ﺒﻴﺭﺴﻭﻥ( ﺒﻴﻥ ﻤﺭﺘﻲ ﺍﻟﺘﻁﺒﻴﻕ ﻓﻜﺎﻥ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬ ‫)ﻋﺒﺩﺍﻟﺭﺤﻤﻥ‪1998 ،‬؛ ﻤﺯﺍﻫﺭﺓ‪2002 ،‬؛ ﻁﺸﻁﻭﺵ‪.(2002 ،‬‬
‫ﺍﻟﻤﺠﺎل ﺍﻷﻭل )‪ ،(0.86‬ﺍﻟﻤﺠﺎل ﺍﻟﺜﺎﻨﻲ )‪ ،(0.84‬ﺍﻟﻤﺠﺎل‬ ‫ﻜﻤﺎ ﺍﺴﺘﻁﻠﻊ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺁﺭﺍﺀ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺠﻤﻌﻴﺔ ﺤﻤﺎﻴﺔ ﺍﻷﺴﺭﺓ‬
‫ﺍﻟﺜﺎﻟﺙ )‪ ،(0.84‬ﺍﻟﻤﺠﺎل ﺍﻟﺭﺍﺒﻊ )‪ ،(0.81‬ﻭﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻟﻨﻔﺴﻴﻴﻥ‪ ،‬ﺤﻭل ﺍﻟﻤﻅﺎﻫﺭ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ‬
‫)‪.(0.87‬ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻟﻘﻴﻡ ﻤﻘﺒﻭﻟﺔ ﻷﻏﺭﺍﺽ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﻠﻴﻪ‬ ‫ﻴﻼﺤﻅﻭﻨﻬﺎ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ ،‬ﻭﻤﻥ ﻫﺫﻩ‬
‫ﻓﺈﻥ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺃﺒﻌﺎﺩﻩ ﻴﺘﻤﺘﻊ ﺒﺩﺭﺠﺔ‬ ‫ﺍﻟﻤﻅﺎﻫﺭ‪ :‬ﺍﻟﻌﺩﻭﺍﻨﻴﺔ‪ ،‬ﻭﻤﻘﺎﻁﻌﺔ ﺤﺩﻴﺙ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻋﺩﻡ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﻤﻘﺒﻭﻟﺔ ﻤﻥ ﺍﻻﺴﺘﻘﺭﺍﺭ ﻤﻊ ﻤﺭﻭﺭ ﺍﻟﺯﻤﻥ؛ ﺇﺫ ﻜﺎﻨﺕ ﺠﻤﻴﻊ‬ ‫ﻭﻋﺩﻡ ﺍﻹﺼﻐﺎﺀ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺒﺼﻭﺭﺓ ﻏﻴﺭ‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ )‪.(0.01 = α‬‬ ‫ﺃﺨﻼﻗﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺃﻟﻔﺎﻅ ﺒﺫﻴﺌﺔ‪ ،‬ﻭﻋﺩﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﻤﺘﻠﻜﺎﺕ‬
‫‪ .2‬ﺍﻟﺜﺒﺎﺕ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻜﺭﻭﻨﺒﺎﺥ ﺃﻟﻔﺎ‪ :‬ﺘﻡ ﺘﻘﺩﻴﺭ ﺍﻻﺘﺴﺎﻕ‬ ‫ﻭﺍﻟﺸﻐﺏ ﻭﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻵﺨﺭﻴﻥ ﻭﺍﻟﺘﺸﺘﺕ ﺍﻟﻌﺎﻁﻔﻲ‪.‬‬
‫ﺍﻟﺩﺍﺨﻠﻲ ﻟﻸﺒﻌﺎﺩ ﺍﻷﺭﺒﻌﺔ‪ ،‬ﻭﺍﻟﻌﻼﻤﺔ ﺍﻟﻜﻠﻴﺔ ﺤﺴﺏ ﻜﺭﻭﻨﺒﺎﺥ‬
‫ﺃﻟﻔﺎ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ؛ ﺇﺫ ﻜﺎﻨﺕ ﻗﻴﻡ ﺃﻟﻔﺎ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬ ‫ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺍﻟﻤﺒﺎﺩﺃﺓ ﺒﺎﻟﺘﻔﺎﻋل )‪ (0.74‬ﻭﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺼﺎﻍ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫‪- 139 -‬‬

‫ﻭﻋﺩﺩﻫﻡ )‪ (50‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﺜﻡ ﺍﺴﺘﺨﺩﻤﺕ ﻗﻴﻤﺔ "ﺕ" ﻤﻤﺎ‬ ‫)‪ (0.75‬ﻭﺍﻟﻀﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ )‪ ،(0.86‬ﻭﺍﻟﺘﻌﺒﻴﺭ‬
‫ﺃﻅﻬﺭ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺃﺩﺍﺀ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﻋﻠﻰ‬ ‫ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ )‪ (0.84‬ﻭﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻜﻠﻲ ﺒﺠﻤﻴﻊ‬
‫ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻭﻜﺎﻥ ﻫﺫﺍ ﺍﻟﻔﺭﻕ ﺫﺍ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪α‬‬ ‫ﻓﻘﺭﺍﺘﻪ )‪ ،(0.88‬ﻭﺘﺸﻴﺭ ﻗﻴﻤﺔ ﺃﻟﻔﺎ ﺍﻟﻜﻠﻴﺔ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻟﻙ‬
‫= ‪ (0.001‬ﺃﻱ ﺍﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺒﻠﻭﻡ ﻗﺩ ﺃﻅﻬﺭﺕ ﻀﺒﻁﹰﺎ ﺩﺍﺨﻠﻴﹰﺎ ﺃﻜﺜﺭ‬ ‫ﺩﺭﺠﺔ ﻋﺎﻟﻴﺔ ﻤﻥ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪.‬‬
‫ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻁﻠﺒﺔ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‪.‬‬
‫ﻭﻗﺩ ﺍﺘﺨﺫ ﻤﻌﺭﺏ ﺍﻟﻤﻘﻴﺎﺱ ﻨﺘﻴﺠﺔ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬ ‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ ‪ -‬ﺍﻟﺨﺎﺭﺠﻲ‬
‫ﺁﺭﺍﺀ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻓﻴﻤﺎ ﻴﺘﺼل ﺒﺎﺘﺠﺎﻩ ﺍﻟﻔﻘﺭﺍﺕ ﻋﻠﻰ ﺃﻨﻬﺎ ﺩﻻﻻﺕ‬ ‫ﻗﺎﻡ ﺒﺭﻫﻭﻡ )‪ (1979‬ﺒﺘﻌﺭﻴﺏ ﻤﻘﻴﺎﺱ ﺭﻭﺘﺭ ﻟﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫ﺼﺩﻕ ﻜﺎﻓﻴﺔ ﻟﻠﺼﻭﺭﺓ ﺍﻟﻤﻌﺭﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺭﻭﺘﺭ ﻟﻀﺒﻁ ﺍﻟﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﺩﺍﺨﻠﻲ‪ -‬ﺍﻟﺨﺎﺭﺠﻲ‪ ،‬ﺍﻟﺫﻱ ﻴﺘﻜﻭﻥ ﻤﻥ )‪ (29‬ﺯﻭﺠﹰﺎ ﻤﻥ‬
‫ﺍﻟﺩﺍﺨﻠﻲ – ﺍﻟﺨﺎﺭﺠﻲ )ﺒﺭﻫﻭﻡ‪ ،(1979 ،‬ﻭﺃﺩﻨﻰ ﺩﺭﺠﺔ ﻟﻠﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‪ ،‬ﻤﻨﻬﺎ ﺴﺘﺔ ﺃﺯﻭﺍﺝ ﺘﺴﺘﺨﺩﻡ ﻟﻠﺘﻤﻭﻴﻪ‪ ،‬ﺃﻤﺎ ﺃﺯﻭﺍﺝ‬
‫ﻫﻲ )‪ (0‬ﻭﺃﻋﻠﻰ ﺩﺭﺠﺔ ﻟﻠﻤﻘﻴﺎﺱ )‪.(23‬‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻭﻋﺩﺩﻫﺎ )‪ (23‬ﺯﻭﺠﹰﺎ ﻓﻬﻲ ﺘﺤﺩﺩ ﺍﻻﺘﺠﺎﻩ‬
‫ﺍﻟﺩﺍﺨﻠﻲ– ﺍﻟﺨﺎﺭﺠﻲ ﻨﺤﻭ ﻤﺼﺎﺩﺭ ﺍﻟﺘﻌﺯﻴﺯ ﻟﺩﻯ ﺍﻟﻤﻔﺤﻭﺹ‪.‬‬
‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻭﻴﺼﻨﻑ ﺍﻟﻤﺴﺘﺠﻴﺒﻭﻥ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﺇﻟﻰ ﻓﺌﺘﻴﻥ‪ :‬ﺍﻷﻭﻟﻰ ﻓﺌﺔ‬
‫ﻗﺎﻡ ﺒﺭﻫﻭﻡ )‪ (1979‬ﺒﺎﺴﺘﺨﺭﺍﺝ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺫﻭﻱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ‪ ،‬ﻭﻫﻡ ﺍﻟﺫﻴﻥ ﻴﺤﺼﻠﻭﻥ ﻋﻠﻰ ﺍﻟﺩﺭﺠﺎﺕ‬
‫ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (50‬ﻁﺎﻟﺒﹰﺎ‬ ‫ﻤﻥ )‪ (6-0‬ﺩﺭﺠﺎﺕ‪ ،‬ﻭﺍﻟﻔﺌﺔ ﺍﻟﺜﺎﻨﻴﺔ ﻓﺌﺔ ﺫﻭﻱ ﻤﺭﻜﺯ ﺍﻟﺘﺤﻜﻡ‬
‫ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻴﻤﺜﻠﻭﻥ ﻤﺨﺘﻠﻑ ﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﺨﺎﺭﺠﻲ ﻭﻫﻡ ﺍﻟﺫﻴﻥ ﻴﺤﺼﻠﻭﻥ ﻋﻠﻰ ﺍﻟﺩﺭﺠﺎﺕ ﻤﻥ )‪(23-10‬‬
‫ﺍﻟﺠﺎﻤﻌﺔ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻋﺸﻭﺍﺌﻴﺎﹰ‪ ،‬ﻭﻗﺩ ﻜﺎﻥ ﺍﻟﻔﺎﺼل ﺍﻟﺯﻤﻨﻲ ﺒﻴﻥ‬ ‫ﺩﺭﺠﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﻴﺤﺼﻠﻭﻥ ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﻥ )‪ (9-7‬ﻓﺈﻨﻬﻡ ﺒﻴﻥ‬
‫ﺘﻘﺩﻴﻡ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺘﻪ ﺴﺒﻌﺔ ﺃﻴﺎﻡ‪ ،‬ﻓﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻟﺜﺒﺎﺕ ﺒﻴﻥ‬ ‫ﺍﻻﺘﺠﺎﻩ ﺍﻟﺩﺍﺨﻠﻲ ﻭﺍﻟﺨﺎﺭﺠﻲ‪ ،‬ﻭﻗﺩ ﻁﺒﻕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺼﻭﺭﺘﻪ ﺍﻟﻤﻌﺭﺒﺔ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﻤﻔﺤﻭﺼﻴﻥ ﻓﻲ ﻤﺭﺘﻲ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺱ )‪ ،(0.78‬ﻭﻗﺩ‬ ‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ )ﺒﺭﻫﻭﻡ‪.(1979 ،‬‬
‫ﻋﺩﺕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻘﺒﻭﻟﺔ ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ‪ .‬ﻜﻤﺎ ﺘﻭﺍﻓﺭ‬
‫ﺩﻻﻻﺕ ﺜﺒﺎﺕ ﻋﺩﻴﺩﺓ ﻟﻠﻤﻘﻴﺎﺱ ﻓﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ )ﺍﻟﻨﻴﺎل‪،‬‬ ‫ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‬
‫‪1994‬؛ ﺍﻟﻤﻭﻤﻨﻲ ﻭﺍﻟﺼﻤﺎﺩﻱ‪ .(1994 ،‬ﻭﻨﻅﺭﺍ ﻟﺘﻤﺘﻊ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﺠﻤﻊ ﺒﺭﻫﻭﻡ )‪ (1979‬ﺩﻻﻻﺘﻪ ﻋﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻥ‬
‫ﺒﺨﺼﺎﺌﺹ ﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻋﺎﻟﻴﺔ ﻜﻤﺎ ﺃﻅﻬﺭﺘﻪ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻁﺭﻴﻕ ﺁﺭﺍﺀ ﺍﻟﻤﺤﻜﻤﻴﻥ؛ ﺇﺫ ﻭﺯﻉ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﺨﻤﺴﺔ ﻤﺤﻜﻤﻴﻥ‬
‫ﺍﻻﻨﻔﺔ ﺍﻟﺫﻜﺭ ﻟﻡ ﻴﻘﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺎﺸﺘﻘﺎﻕ ﺨﺼﺎﺌﺹ ﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﻤﻥ ﻤﺩﺭﺴﻲ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪،‬‬
‫ﺠﺩﻴﺩﺓ ﻭﺍﻜﺘﻔﻴﺎ ﺒﺎﻷﺩﺍﺓ ﻜﻤﺎ ﺘﻡ ﺘﻌﺭﻴﺒﻬﺎ ﻟﻠﺒﻴﺌﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻤﻥ ﻗﺒل‬ ‫ﻭﻁﻠﺏ ﺍﻟﺒﺎﺤﺙ ﻤﻨﻬﻡ ﺒﻭﺍﺴﻁﺔ ﻭﺭﻗﺔ ﺘﻌﻠﻴﻤﺎﺕ ﺃﻀﻴﻔﺕ ﺃﻤﺎﻡ‬
‫ﺒﺭﻫﻭﻡ )‪.(1979‬‬ ‫ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺃﻥ ﻴﺤﻜﻤﻭﺍ ﻋﻠﻰ ﺍﺘﺠﺎﻩ ﻜل ﻓﻘﺭﺓ ﻭﺫﻟﻙ ﺒﻭﻀﻊ‬
‫ﻜﻠﻤﺔ "ﺩﺍﺨﻠﻲ" ﺃﻭ "ﺨﺎﺭﺠﻲ" ﺇﻟﻰ ﻴﻤﻴﻥ ﻜل ﻓﻘﺭﻩ ﻓﻲ ﺍﻟﻔﺭﺍﻍ‬
‫ﺜﺎﻟﺜ ﹰﺎ‪ :‬ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ‬ ‫ﺍﻟﻤﺨﺼﺹ ﻟﺫﻟﻙ‪ .‬ﻭﺒﻌﺩ ﺫﻟﻙ ﺘﺒﻴﻥ ﺃﻨﻬﻡ ﺃﺠﻤﻌﻭﺍ ﻋﻠﻰ ﺨﻤﺱ‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺒﺘﻁﻭﻴﺭ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩ ﺠﻤﻌﻲ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺜﻼﺜﻴﻥ ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺼﻔﺕ ﺒﺄﻨﻬﺎ ﺘﺘﻤﺘﻊ ﺒﺼﺩﻕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﻤﺴﺎﻋﺩﺓ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ ‪ ،%100‬ﺃﻤﺎ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻹﺤﺩﻯ ﻋﺸﺭﺓ ﺍﻷﺨﻴﺭﺓ‪ ،‬ﻓﻘﺩ‬
‫ﻟﻠﺨﻁﺭ‪ ،‬ﺍﻨﻁﻼﻗﹰﺎ ﻤﻥ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻭﺍﻗﻌﻴﺔ )ﺍﻻﺨﺘﻴﺎﺭ(‪ ،‬ﻭﻗﺩ ﺍﺸﺘﻤل‬ ‫ﺤﺼﻠﺕ ﺘﺴﻊ ﻤﻨﻬﺎ ﻋﻠﻰ ﺘﺄﻴﻴﺩ ﺃﺭﺒﻌﺔ ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺃﺼل ﺨﻤﺴﺔ‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﺍﻟﻬﺩﻑ ﺍﻟﻌﺎﻡ ﺍﻟﻤﺘﻤﺜل ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻱ ﺒﻨﺴﺒﺔ )‪ (%80‬ﻓﻌﺩﺕ ﺼﺎﺩﻗﺔ ﺃﻴﻀﺎﹰ‪ ،‬ﻜﻤﺎ ﺤﺼﻠﺕ ﻋﺒﺎﺭﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ‬ ‫ﻭﺍﺤﺩﺓ ﻋﻠﻰ ﺘﺄﻴﻴﺩ ﺜﻼﺜﺔ ﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺃﺼل ﺨﻤﺴﺔ‪ ،‬ﻭﻗﺩ ﻋﺩﺕ‬
‫ﻟﻠﺨﻁﺭ‪ .‬ﻭﻟﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﺼﻤﻡ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬ ‫ﺃﻴﻀﺎ ﺼﺎﺩﻗﺔ؛ ﺇﺫ ﺍﻥ ﻨﺴﺒﺔ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻰ ﺍﺘﺠﺎﻫﻬﺎ ﻜﺎﻨﺕ‬
‫ﺍﻟﺨﺎﺼﺔ ﻟﻜل ﺠﻠﺴﺔ ﺇﺭﺸﺎﺩﻴﺔ ﻤﺘﻤﺜﻠﺔ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫)‪ ،(%60‬ﺃﻤﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﺨﻴﺭﺓ ﻓﻘﺩ ﺤﺼﻠﺕ ﻋﻠﻰ ﺘﺄﻴﻴﺩ ﻤﺤﻜﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﺍﻟﻭﺍﻗﻊ ﻭﺍﻟﺤﻕ )ﺍﻟﺼﺤﻴﺢ( ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ‬ ‫ﻭﺍﺤﺩ ﻤﻥ ﺃﺼل ﺨﻤﺴﺔ‪ ،‬ﺒﺄﻨﻬﺎ ﺘﻘﻴﺱ ﺍﻻﺘﺠﺎﻩ ﻨﻔﺴﻪ ﺍﻟﺫﻱ ﻭﻀﻌﺕ‬
‫ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﺫﺍﺘﻲ‪ ،‬ﻭﺒﻨﺎﺀ ﺍﻟﺨﻁﻁ‬ ‫ﻟﻘﻴﺎﺴﻪ‪ ،‬ﻟﺫﺍ ﻗﺎﻡ ﺒﺭﻫﻭﻡ ﺒﺘﻌﺩﻴﻠﻬﺎ ﻓﺤﺼﻠﺕ ﺒﻌﺩ ﺍﻟﺘﻌﺩﻴل ﻋﻠﻰ ﺘﺄﻴﻴﺩ‬
‫ﻭﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﻭﺘﻨﻤﻴﺔ ﺍﻟﺒﻭﻡ ﺍﻟﺼﻭﺭ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ ﻜﺎﻓﺔ ﺍﻟﺫﻴﻥ ﻋﺭﻀﺕ ﻋﻠﻴﻬﻡ‪ .‬ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ‬
‫ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﺍﻟﻴﺄﺱ‪ ،‬ﻭﺘﺩﺭﻴﺏ ﺍﻷﻋﻀﺎﺀ ﻋﻠﻰ ﺍﻟﻀﺒﻁ ﺍﻻﻨﻔﻌﺎﻟﻲ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ ﻟﺠﺄ ﺒﺭﻫﻭﻡ ﺇﻟﻰ ﺘﻭﺯﻴﻊ ﺍﻟﻤﻘﻴﺎﺱ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺘﺤﻤل ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ‬ ‫ﻋﻤﺭﻴﺘﻴﻥ ﻤﺘﻐﺎﻴﺭﺘﻴﻥ‪ ،‬ﺍﻻﻭﻟﻰ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺩﺒﻠﻭﻡ ﻓﻲ ﺍﻟﺠﺎﻤﻌﺔ‬
‫ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﺍﻟﺤﻴل ﺍﻟﺩﻓﺎﻋﻴﺔ‪.‬‬ ‫ﻭﻋﺩﺩﻫﻡ )‪ (63‬ﻁﺎﻟﺒﹰﺎ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﺍﻟﺜﺎﻨﻴﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺒﻜﺎﻟﻭﺭﻴﻭﺱ‬
‫‪- 140 -‬‬

‫ﻼ‪.‬‬
‫ﻤﺠﻤﻭﻋﺎﺕ؛ ﺇﺫ ﻀﻤﺕ ﻜل ﻤﺠﻤﻭﻋﺔ )‪ (15‬ﻁﻔ ﹰ‬ ‫ﻜﻤﺎ ﺍﺸﺘﻤل ﺍﻟﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﻠﻘﺎﺀﺍﺕ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺘﻡ ﺘﻌﺭﻴﻔﻬﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪ ،‬ﻭﺇﻋﻁﺎﺀ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﺭﺍﺠﻌﺔ‪ ،‬ﻭﻤﻤﺎﺭﺴﺔ ﻟﻌﺏ ﺍﻟﺩﻭﺭ‪،‬‬
‫ﺒﻔﻜﺭﺓ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻭﺃﻫﻤﻴﺘﻪ ﻓﻲ ﺠﻭ ﻤﺭﻴﺢ ﻭﺁﻤﻥ‪ ،‬ﻤﻊ‬ ‫ﻭﺍﻟﻨﻤﺫﺠﺔ‪ ،‬ﻭﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺯﻴﺯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺫﺍﺘﻲ‪،‬‬
‫ﺍﻹﺸﺎﺭﺓ ﺇﻟﻰ ﺃﻥ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻫﺩﻓﻪ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻔﺭﺩ ﻓﻲ‬ ‫ﻭﺍﻟﻭﻅﺎﺌﻑ ﺍﻟﻤﻨﺯﻟﻴﺔ‪.‬‬
‫ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﻤﺸﻜﻼﺘﻪ‪ ،‬ﻜﺫﻟﻙ ﺘﻡ ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻻﻟﺘﺯﺍﻤﺎﺕ‬ ‫ﺘﻜﻭﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻥ )‪ (14‬ﺠﻠﺴﺔ ﺇﺭﺸﺎﺩﻴﺔ ﻟﻤﺩﺓ )‪ (90‬ﺩﻗﻴﻘﺔ‬
‫ﺍﻟﻤﻁﻠﻭﺒﺔ )ﺍﻟﺤﻘﻭﻕ ﻭﺍﻟﻭﺍﺠﺒﺎﺕ( ﻤﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﻟﻠﺠﻠﺴﺔ ﺍﻟﻭﺍﺤﺩﺓ ﺒﻤﻘﺩﺍﺭ )‪ (22.50‬ﺴﺎﻋﺔ ﺇﺭﺸﺎﺩﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﻋﺩ ﻫﺫﺍ‬
‫ﺍﻹﺭﺸﺎﺩﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻤﺕ ﻗﺭﺍﺀﺓ ﺍﻟﺘﻌﺎﻗﺩ ﺍﻹﺭﺸﺎﺩﻱ ﺒﺼﻭﺭﺓ ﻋﻠﻨﻴﺔ‪،‬‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ ﺒﺸﻜل ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻤﺴﺘﻭﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‬
‫ﻭﺒﻌﺩﻫﺎ ﺘﻡ ﺍﻟﺘﻭﻗﻴﻊ ﻋﻠﻴﻪ ﻤﻥ ﻗﺒل ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﻤﻥ ﻋﻤﺭ )‪ (18-12‬ﺴﻨﺔ؛ ﻭﻗﺩ ﺘﻤﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺒﻌﺽ ﺒﺭﺍﻤﺞ‬
‫ﻭﻗﺎﺌﺩﻫﺎ‪ .‬ﺍﺴﺘﻤﺭ ﺘﻁﺒﻴﻕ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﻟﻤﺩﺓ ﺴﺒﻌﺔ ﺃﺴﺎﺒﻴﻊ‪،‬‬ ‫ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻭﻫﻲ‪ :‬ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻟﻠﺘﺩﺭﻴﺏ ﻋﻠﻰ‬
‫ﺒﻤﻌﺩل ﺠﻠﺴﺘﻴﻥ ﺃﺴﺒﻭﻋﻴﹰﺎ ﻟﻜل ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺒﻭﺍﻗﻊ )‪(90‬‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﻤﺯﺍﻫﺭﺓ‪ ،(2002 ،‬ﻜﻤﺎ ﺘﻤﺕ ﺍﻹﻓﺎﺩﺓ ﻤﻥ‬
‫ﺩﻗﻴﻘﺔ ﻟﻠﺠﻠﺴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﺍﻟﻭﺍﺤﺩﺓ‪ ،‬ﻭﻗﺩ ﺃﺨﺫﺕ ﺠﻤﻴﻊ ﺍﻻﺤﺘﻴﺎﻁﺎﺕ‬ ‫ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻘﺎﺌﻡ ﻋﻠﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻼﺯﻤﺔ ﻟﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﻨﺎﻤﺞ‪ ،‬ﻓﻲ ﻏﺭﻓﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺘﺎﺒﻌﺔ ﻟﻠﺠﻤﻌﻴﺔ‪،‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﻁﺸﻁﻭﺵ‪ ،(2002 ،‬ﻭﺍﻻﻓﺎﺩﺓ ﻤﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ‬
‫ﻭﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺘﻁﺒﻴﻕ ﺍﻟﺠﻠﺴﺎﺕ ﺍﻹﺭﺸﺎﺩﻴﺔ ﺘﻡ ﺘﻁﺒﻴﻕ‬ ‫ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﻘﺎﺌﻡ ﻋﻠﻰ ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻓﻲ ﺩﺭﺍﺴﺔ )‪(Kim, 2002‬‬
‫ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺒﻌﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‪،‬‬ ‫ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﻭﺒﺎﻟﻁﺭﻴﻘﺔ ﻨﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺘﻤﺕ ﺒﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ‪.‬‬ ‫ﺇﻟﻰ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﻤﻭﺫﺝ ‪.(Corey, 2000) WDEP‬‬
‫ﻋﺭﺽ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﻋﻠﻰ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﻓﻲ‬
‫‪-6‬ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﻗﺴﻡ ﺍﻹﺭﺸﺎﺩ ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﺘﺭﺒﻭﻱ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﻭﻗﺴﻡ‬
‫ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻓﻲ ﺠﺎﻤﻌﺔ ﺁل ﺍﻟﺒﻴﺕ‪ ،‬ﻭﺠﺎﻤﻌﺔ ﺍﻟﺒﻠﻘﺎﺀ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‪/‬ﻜﻠﻴﺔ‬
‫ﺤﺎﻭﻟﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺴﺅﺍﻟﻴﻥ ﺍﻵﺘﻴﻴﻥ‪:‬‬ ‫ﻋﺠﻠﻭﻥ ﺍﻟﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﺒﻠﻎ ﻤﺠﻤﻭﻋﻬﻡ ﻋﺸﺭﺓ ﻤﺤﻜﻤﻴﻥ ﺘﻡ ﺍﻷﺨﺫ‬
‫)‪ (1‬ﻤﺎ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ ﺍﻟﻌﻼﺝ‬ ‫ﺒﺘﻭﺼﻴﺎﺘﻬﻡ ﻭﻤﻼﺤﻅﺎﺘﻬﻡ ﻟﺘﺤﺴﻴﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻤﻥ ﺤﻴﺙ ﻤﺩﺓ‬
‫ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ‬ ‫ﺍﻟﺠﻠﺴﺔ ﻭﺘﺤﺴﻴﻥ ﺍﻟﺘﺩﺭﻴﺒﺎﺕ ﻭﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻠﻐﻭﻴﺔ‪.‬‬
‫ﺍﻟﻀﺒﻁ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ؟‬
‫)‪ (2‬ﻫل ﻴﺨﺘﻠﻑ ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ‬ ‫ﺍﻹﺠـﺭﺍﺀﺍﺕ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﺨﺘﻼﻑ ﺍﻟﻌﻤﺭ؟‬ ‫ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ‬
‫ﺘﻡ ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻠﻌﻼﻤﺎﺕ‬ ‫ﻼ‬
‫ﺍﻟﻀﺒﻁ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (154‬ﻁﻔ ﹰ‬
‫ﺍﻟﻘﺒﻠﻴﺔ ﻭﺍﻟﺒﻌﺩﻴﺔ‪ ،‬ﻷﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﻤﻌﺭﻀﹰﺎ ﻟﻠﺨﻁﺭ‪ ،‬ﻭﻗﺩ ﺭﻭﻋﻲ ﻓﻲ ﺃﺜﻨﺎﺀ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪،‬‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺴﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻫﻲ ﻤﻭﻀﺤﺔ ﻓﻲ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪.(2‬‬ ‫ﺘﻭﻀﻴﺢ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻔﻘﺭﺍﺕ‪ ،‬ﻜﺫﻟﻙ ﺘﻭﻀﻴﺢ ﻁﺭﻴﻘﺔ ﺍﻹﺠﺎﺒﺔ‬
‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (2‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﻋﻨﻬﺎ‪.‬ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻸﻁﻔﺎل ﺍﻟﺫﻴﻥ ﻜﺎﻥ ﻟﺩﻴﻬﻡ ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺔ‬
‫ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬ ‫ﻋﻥ ﺒﻌﺽ ﺍﻟﻔﻘﺭﺍﺕ‪ ،‬ﻓﻘﺩ ﻜﺎﻥ ﺃﺤﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻴﻘﺭﺃ ﻟﻬﻡ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺃﺩﺍﺌﻬﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪،‬‬ ‫ﻭﻴﻭﻀﺢ ﻤﻌﻨﺎﻫﺎ ﻭﻴﻌﻁﻴﻪ ﺨﻴﺎﺭﺍﺕ ﺍﻹﺠﺎﺒﺔ ﻟﻴﺨﺘﺎﺭ ﻫﻭ ﻨﻔﺴﻪ ﻤﻥ‬
‫ﻓﻴﻼﺤﻅ ﺒﺸﻜل ﻋﺎﻡ ﺍﺭﺘﻔﺎﻉ ﻓﻲ ﻤﺘﻭﺴﻁ ﺩﺭﺠﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻴﻨﻬﺎ‪ .‬ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻤﺒﺩﺃ ﺴﺭﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻟﺩﻯ ﺍﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻷﻏﺭﺍﺽ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻘﻁ‪.‬‬
‫ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‪ ،‬ﻜﻤﺎ ﻴﻼﺤﻅ ﺍﻨﺨﻔﺎﺽ ﻓﻲ ﻤﺘﻭﺴﻁ‬ ‫ﺘﻡ ﺘﻬﻴﺌﺔ ﺍﻟﺠﻭ ﺍﻟﻤﻨﺎﺴﺏ‪ ،‬ﻭﺇﺒﻌﺎﺩ ﺍﻷﻁﻔﺎل ﻋﻥ ﺒﻌﻀﻬﻡ‬
‫ﺩﺭﺠﺔ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻋﻠﻰ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺒﻌﺽ‪ ،‬ﻭﻋﺩﻡ ﺇﻁﻼﻋﻬﻡ ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﻅﻬﺭﺕ ﻓﺭﻭﻕ‬ ‫ﻤﻥ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﻁﻔﻴﻔﺔ ﻓﻲ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ‬ ‫ﻼ ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪(15-12‬‬ ‫)‪ (60‬ﻁﻔﻼﹰ‪ (30) ،‬ﻁﻔ ﹰ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ‪.‬‬ ‫ﻼ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ )‪ (18-16‬ﻋﺎﻤﺎ ﻤﻥ ﺍﻷﻁﻔﺎل‬ ‫ﻋﺎﻤﺎ‪ ،‬ﻭ)‪ (30‬ﻁﻔ ﹰ‬
‫ﻭﻟﻠﻜﺸﻑ ﻋﻥ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﺫﻴﻥ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺃﺩﻨﻰ ﺍﻟﺩﺭﺠﺎﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﺠﺎﻻﺕ ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺃﻋﻠﻰ ﺍﻟﺩﺭﺠﺎﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﺍﺴﺘﺨﺩﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ‬ ‫ﺍﻟﻤﻌﺭﺏ‪ .‬ﻭﺒﻌﺩﻫﺎ ﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻷﻁﻔﺎل ﻋﺸﻭﺍﺌﻴﹰﺎ ﺇﻟﻰ ﺃﺭﺒﻊ‬
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‫ﻟﻸﺩﺍﺀ ﺍﻟﺒﻌﺩﻱ ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻭﻓﻘﹰﺎ‬ ‫)‪ ،(TWO- WAY ANOVA‬ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (3‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ( ﻋﻠﻰ‬ ‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ (3‬ﺃﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ‬
‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺘﺩل ﻋﻠﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﻟﻸﺩﺍﺀ ﺍﻟﻘﺒﻠﻲ ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻭﻓﻘﹰﺎ‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﺩﺭﺍﺴﺔ )ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ( ﺘﺩل ﻋﻠﻰ‬
‫ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ‪ ،‬ﺃﻭ ﻨﺘﻴﺠﺔ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ‬ ‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ‬
‫ﻭﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ ﻋﻠﻰ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ .‬ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺃﻭ ﻨﺘﻴﺠﺔ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻨﻬﻤﺎ‪.‬‬
‫ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ؛ ﺇﺫ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻟﻠﻜﺸﻑ ﻋﻥ ﺩﻻﻟﺔ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻘﺒﻠﻲ ﻷﻓﺭﺍﺩ‬
‫ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪،‬‬
‫ﺇﺤﺼﺎﺌﻴﺔ ‪ (0.01= α‬ﻋﻠﻰ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺩﺍﺀ‬ ‫ﺍﺴﺘﺨﺩﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻟﺼﺎﻟﺢ ﺃﻓﺭﺍﺩ‬ ‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (4‬ﺃﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺃﻱ ﺍﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ‬ ‫ﻟﻸﺩﺍﺀ ﺍﻟﻘﺒﻠﻲ ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‪ ،‬ﻭﻓﻘﹰﺎ‬
‫ﻻ ﻓﻲ ﺘﻌﺩﻴل‬ ‫ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻜﺎﻥ ﻓﻌﺎ ﹰ‬ ‫ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺩل ﻋﻠﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻨﺤﻭ ﺍﻟﺩﺍﺨل ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﺃﺜﺭ ﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﻤﻌﺭﺏ؛ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭﻱ‬
‫ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺃﻭ ﻨﺘﻴﺠﺔ ﺍﻟﺘﻔﺎﻋل ﺒﻴﻨﻬﻤﺎ ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺘﻜﺎﻓﺅ‬
‫ﺍﻟﻀﺒﻁ؛ ﺇﺫ ﺃﺼﺒﺢ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻭﻥ ﻟﻠﺨﻁﺭ ﺍﻟﺫﻴﻥ ﺃﺨﻀﻌﻭﺍ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‪ .‬ﻭﻟﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﻟﻠﺒﺭﻨﺎﻤﺞ ﻤﻥ ﺫﻭﻱ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ‪ ،‬ﻜﻤﺎ ﺃﺼﺒﺤﻭﺍ ﺃﻜﺜﺭ ﻗﺩﺭﺓ‬ ‫ﺍﻷﺩﺍﺀ ﺍﻟﺒﻌﺩﻱ ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﺫﺍﺕ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭﻤﺸﺎﻋﺭﻫﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ‪،‬‬ ‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )‪ (0.05=α‬ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭﻱ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‬
‫ﻭﺃﻅﻬﺭﻭﺍ ﺘﺤﺴﻨﹰﺎ ﻓﻲ ﻀﺒﻁ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﺘﺠﺎﻩ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﻭﺃﻅﻬﺭﻭﺍ‬ ‫ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺃﺒﻌﺎﺩﻩ‪ ،‬ﻓﻘﺩ‬
‫ﻗﺩﺭ ﹰﺓ ﻋﻠﻰ ﺍﻟﻤﺒﺎﺩﺃﺓ ﺒﺎﻟﺘﻔﺎﻋل ﻭﺒﺎﻟﺤﺩﻴﺙ ﻤﻊ ﺍﻷﻋﻀﺎﺀ‪،‬‬ ‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ )‪،(TWO-WAY ANOVA‬‬
‫ﻭﺍﻹﺼﻐﺎﺀ‪ ،‬ﻭﺍﻻﻨﺘﺒﺎﻩ ﻟﺤﺩﻴﺙ ﺍﻷﻋﻀﺎﺀ ﻭﺍﻷﺼﺩﻗﺎﺀ‪.‬‬ ‫ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﻜﻤﺎ ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ‬ ‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (5‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﻭﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ ،‬ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻥ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺍﻟﻀﺎﺒﻁﺔ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﻌﻤﺭ ﺃﻭ ﻨﺘﻴﺠﺔ ﻟﻠﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ‬
‫ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻻ ﺘﺘﺄﺜﺭ ﺒﺎﻟﻌﻤﺭ ﻷﻥ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ‬ ‫ﺍﻹﺭﺸﺎﺩﻱ ﻭﺍﻟﻌﻤﺭ ﺍﻟﺯﻤﻨﻲ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ؛ ﻓﻲ ﺤﻴﻥ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻓﺌﺎﺕ ﻋﻤﺭﻴﺔ ﻤﺘﻘﺎﺭﺒﺔ ﻤﺘﺠﺎﻨﺴﺔ ﻴﺸﺘﺭﻜﻭﻥ ﻓﻲ‬ ‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻅﺭﻭﻑ ﻭﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻨﻔﺴﻴﺔ ﺒﺎﻋﺘﺒﺎﺭﻫﻡ ﻋﻠﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﺃﻋﺘﺎﺏ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ‪.‬‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛ ﺇﺫ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬
‫ﻜﻤﺎ ﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ ﺃﻟﻴﻥ‬ ‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ )‪ (0.01 = α‬ﻋﻠﻰ ﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ‬
‫ﻭﺩﻴﻤﺎﺭ ﻭﻨﻴل )‪،(Allen, 1990; Demar, 1994; Nale, 1993‬‬ ‫ﺃﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻟﺼﺎﻟﺢ ﺃﻓﺭﺍﺩ‬
‫ﺍﻟﺘﻲ ﺃﻅﻬﺭﺕ ﻓﻌﺎﻟﻴﺔ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﻓﻲ ﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﻤﺴﺘﻨﺩ ﺇﻟﻰ‬
‫ﺃﻱ ﺘﻭﺠﻴﻪ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻨﺤﻭ ﺍﻟﺩﺍﺨل ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ‬ ‫ﻻ ﻓﻲ ﺘﻨﻤﻴﺔ‬‫ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻜﺎﻥ ﻓﻌﺎ ﹰ‬
‫ﻟﻠﺨﻁﺭ ﺍﻟﺫﻴﻥ ﺍﺨﻀﻌﻭﺍ ﻟﺘﻁﺒﻴﻕ ﺘﻠﻙ ﺍﻟﺒﺭﺍﻤﺞ‪.‬‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﻭﻜﺎﻥ ﻟﻠﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﺠﻤﻌﻲ ﺩﻭﺭ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﻟﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﺒﻌﺩﻱ‬
‫ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻬﺎ؛ ﺇﺫ ﺍﺸﺘﺭﻙ ﺃﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻓﻲ ﺠﻭ ﺁﻤﻥ ﻭﻭﺩﻱ ﻤﻌﺯﺯ ﻟﻔﺭﺹ ﺍﻻﺘﺼﺎل ﺍﻟﻨﺎﺠﺢ‪،‬‬ ‫)‪ (0.01 =α‬ﻭﻓﻘﹰﺎ ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻭﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‬
‫ﻭﺯﻴﺎﺩﺓ ﺍﻟﻭﻋﻲ ﺒﺎﻟﺨﺒﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻤﺸﻜﻠﺔ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ‬ ‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ ،‬ﻓﻘﺩ ﺘﻡ ﺤﺴﺎﺏ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ‬
‫ﺨﺒﺭﺍﺕ ﺒﻘﻴﺔ ﺃﻋﻀﺎﺀ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﻟﻤﻨﺎﺴﺒﺔ‬ ‫)‪ ،(TWO- WAY ANOVA‬ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (6‬ﻴﻭﻀﺢ ﺫﻟﻙ‪.‬‬
‫ﺍﻟﺒﺭﻨﺎﻤﺞ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻌﻤﺭﻱ ﻷﻓﺭﺍﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻟﺜﻘﺎﻓﺘﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ‬ ‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (6‬ﺃﻥ ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ‬
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‫ﻤﻬﺎﺭﺓ ﺒﺩﺀ ﺍﻟﻤﺤﺎﺩﺜﺔ ﺴﻭﺍ ‪‬ﺀ ﻤﻊ ﺍﻷﻋﻀﺎﺀ ﺃﻭ ﻤﻊ ﺍﻟﻤﺭﺸﺩ‪،‬‬ ‫ﺍﻟﻌﻘﻠﻴﺔ ﻭﻟﻐﺘﻬﻡ‪ ،‬ﻭﻜﺫﻟﻙ ﻤﻨﺎﺴﺒﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻟﻸﺤﺩﺍﺙ‬
‫ﻭﺘﻌﺎﻭﻨﻬﻡ ﻤﻌﹰﺎ ﻓﻲ ﺃﺩﺍﺀ ﺍﻟﻤﻬﻤﺎﺕ ﺩﺍﺨل ﺍﻟﺠﻠﺴﺎﺕ ﺇﺫﺍ ﻁﻠﺏ ﻤﻨﻬﻡ‬ ‫ﻭﺍﻷﺤﺩﺍﺙ ﺍﻟﺠﺎﻨﺤﻴﻥ ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻭﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪.‬‬
‫ﺫﻟﻙ‪ ،‬ﻜﻤﺎ ﺘﺤﻤﻠﻭﺍ ﻤﺴﺅﻭﻟﻴﺎﺘﻬﻡ ﻭﺘﻌﻠﻤﻭﺍ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ ﻓﻲ‬ ‫ﺇﻥ ﺘﺼﻤﻴﻡ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﺫﻱ ﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺃﺩﺍﺀ ﺍﻟﻤﻬﻤﺎﺕ ﻭﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤﻨﻬﻡ ﺴﻭﺍ ‪‬ﺀ ﺩﺍﺨل ﺍﻟﺠﻠﺴﺔ ﺃﻭ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ ﻴﺅﻜﺩ ﺃﻥ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﺘﻭﺠﻪ ﻨﺤﻭ‬
‫ﺨﺎﺭﺠﻬﺎ‪ ،‬ﻭﻤﻥ ﺍﻷﻤﺜﻠﺔ ﻋﻠﻰ ﺘﻁﻭﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﺒﺩﺀ‬ ‫ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﺠﻠﺴﺔ ﺒﺘﺤﻴﺔ ﺍﻹﺴﻼﻡ‪ ،‬ﻭﺍﻟﺘﺤﺩﺙ ﻋﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﻌﺎﻤﺔ ﺍﻟﺘﻲ‬ ‫ﺍﻟﻀﺎﺒﻁﺔ‪ ،‬ﺴﺒﺒﻪ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﻌﻼﺠﻲ ﻨﻔﺴﻪ‪.‬‬
‫ﻜﺎﻨﺕ ﺘﻁﺭﺡ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻠﺴﺔ‪ ،‬ﻭﺇﺫﺍ ﻭﺠﻪ ﺇﻟﻰ ﺃﺤﺩ ﺍﻷﻋﻀﺎﺀ‬ ‫ﻜﺎﻥ ﺍﻟﻤﺭﺸﺩ ﻴﻘﻭﻡ ﺒﻤﺘﺎﺒﻌﺔ ﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﺒﻴﺘﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ‬
‫ﻨﻘﺩ ﺤﻭل ﻋﻤل ﻗﺎﻡ ﺒﻪ ﻜﺎﻥ ﻴﺘﻘﺒﻠﻪ ﺒﺭﺤﺎﺒﺔ ﺼﺩﺭ‪ ،‬ﻭﻜﺎﻨﻭﺍ‬ ‫ﺘﻜﻠﻴﻑ ﺍﻟﻁﻔل ﺒﺒﻌﺽ ﺍﻟﺘﺩﺭﻴﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﺤﺴﻴﻥ‬
‫ﻴﻌﺒﺭﻭﻥ ﻋﻥ ﻤﺸﺎﻋﺭﻫﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺒﺫﻜﺭ ﺒﻌﺽ ﺍﻟﻌﺒﺎﺭﺍﺕ )ﺃﻨﺕ‬ ‫ﻤﻬﺎﺭﺍﺘﻪ ﻓﻲ ﺍﻟﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪ .‬ﻭﻋﻠﻰ‬
‫ﺃﻋﺯ ﺃﺼﺩﻗﺎﺌﻲ‪ ،‬ﺃﻋﺯﻙ ﻭﺍﺤﺘﺭﻤﻙ(‪ ،‬ﺃﻤﺎ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﺍﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻟﻡ ﺘﺘﻀﻤﻥ ﺩﺭﺍﺴﺔ ﻟﻠﻤﻅﺎﻫﺭ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻓﻜﺎﻨﻭﺍ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺘﻴﺔ )ﺃﺸﻌﺭ ﺒﺎﻷﺴﻑ ﻟﻤﺎ‬ ‫ﺍﻟﻤﺭﺍﻓﻘﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫ﻗﻤﺕ ﺒﻪ ﻤﻥ ﺴﻠﻭﻙ ﺨﺎﻁﺊ…ﺍﻟﺦ(‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻴﺒﺎﺩﺭﻭﻥ ﺯﻤﻼﺀﻫﻡ‬ ‫ﻨﺤﻭ ﺍﻟﺩﺍﺨل ﺒﺸﻜل ﻤﺒﺎﺸﺭ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺔ ﻻﺤﻅﻭﺍ‬
‫ﺒﺎﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﺍﻟﺘﻲ ﺘﻬﻤﻬﻡ‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻴﺘﺤﻤﻠﻭﻥ‬ ‫ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺴﻠﻭﻜﺎﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ‬
‫ﻤﺴﺅﻭﻟﻴﺔ ﺇﻨﺠﺎﺯ ﺍﻟﻭﺍﺠﺒﺎﺕ ﻭﺍﻟﻤﻬﻤﺎﺕ ﺩﺍﺨل ﺍﻟﺠﻠﺴﺔ ﻤﻌﺘﻤﺩﻴﻥ‬ ‫ﻟﻠﺨﻁﺭ ﺍﻟﺫﻴﻥ ﺍﺨﻀﻌﻭﺍ ﻟﻠﺒﺭﻨﺎﻤﺞ ﻤﺜل ﺯﻴﺎﺩﺓ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻹﺼﻐﺎﺀ‬
‫ﻋﻠﻰ ﺃﻨﻔﺴﻬﻡ ﻓﻲ ﺇﻨﺠﺎﺯﻫﺎ‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻴﻌﺯﻭﻥ ﻓﺸﻠﻬﻡ ﻷﻱ ﻋﻤل‬ ‫ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻟﺤﺩﻴﺙ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﻤﺘﻠﻜﺎﺕ ﺍﻟﺠﻤﻌﻴﺔ ﻭﺍﻟﻤﺤﺎﻓﻅﺔ‬
‫ﻴﻘﻭﻤﻭﻥ ﺒﻪ ﺩﺍﺨل ﺍﻟﺠﻠﺴﺔ ﺇﻟﻰ ﺃﻨﻔﺴﻬﻡ‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻴﺴﻌﻭﻥ ﻨﺤﻭ‬ ‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺱ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‪،‬‬
‫ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﻭﺘﺤﻭﻴل ﻓﺸﻠﻬﻡ ﺇﻟﻰ ﻨﺠﺎﺡ‪.‬‬ ‫ﻭﺇﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻯ ﺍﻟﺨﺠل ﻭﺍﻟﺨﻭﻑ ﻭﺍﻟﻘﻠﻕ‪،‬‬
‫ﻟﺫﺍ ﻓﺈﻨﻪ ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﻟﻠﻤﺭﺸﺩﻴﻥ ﻭﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻭﻜل ﺫﻟﻙ ﻴﻌﻭﺩ ﺇﻟﻰ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﺎﻋﻲ ﺍﻟﺫﻱ ﺃﺘﺎﺡ ﺍﻟﻔﺭﺼﺔ‬
‫ﻭﻤﺭﺍﻜﺯ ﺍﻹﺼﻼﺡ‪ ،‬ﺘﻁﺒﻴﻕ ﻫﺫﺍ ﺍﻟﺒﺭﻨﺎﻤﺞ‪ ،‬ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻤﻤﺎﺜﻠﺔ‬ ‫ﻟﻠﺘﻔﺎﻋل ﻭﺍﻟﺤﻭﺍﺭ ﻭﺘﺒﺎﺩل ﺍﻟﺨﺒﺭﺍﺕ ﻭﺘﻌﻠﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺘﻘﺩﻴﻡ‬
‫ﻟﻌﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻟﺘﺯﻭﻴﺩ ﺍﻷﻁﻔﺎل ﺒﺎﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ‪ ،‬ﻜﻤﺎ ﺍﻥ‬
‫ﻭﺘﻭﺠﻴﻬﻬﻡ ﻟﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻨﺤﻭ ﺍﻟﺩﺍﺨل ﻤﻤﺎ ﻴﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ‬ ‫ﺍﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﺒﻴﺘﻴﺔ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ‪ ،‬ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻨﺘﻘﺎل‬
‫ﺍﺨﺘﻴﺎﺭ ﺴﻠﻭﻜﺎﺘﻬﻡ ﺒﺤﺭﻴﺔ ﻭﻤﺴﺅﻭﻟﻴﺔ‪ ،‬ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺘﻔﺎﻋل‬ ‫ﺃﺜﺭ ﺍﻟﺘﺩﺭﻴﺏ ﺇﻟﻰ ﻤﻭﺍﻗﻑ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻭﻤﻴﺔ‪ .‬ﻭﻤﻥ ﻫﻨﺎ ﻴﻤﻜﻥ ﺍﻟﻘﻭل‬
‫ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﻴﻭﻤﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺇﻥ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩ ﺍﻟﺠﻤﻌﻲ ﺍﻟﻭﺍﻗﻌﻲ ﻗﺩ ﺤﻘﻕ ﺃﻫﺩﺍﻓﻪ‪ ،‬ﻭﺴﺎﻋﺩ‬
‫ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﺇﻴﺠﺎﺒﻴﺔ‪،‬‬ ‫ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﻭﻋﻲ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ﺍﻟﻤﺸﺎﺭﻜﻴﻥ‬
‫ﺇﻻ ﺍﻨﻪ ﻗﺩ ﺘﻜﻭﻥ ﻤﺤﺩﺩﺍﺕ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺃﺜﺭﺕ ﻋﻠﻰ ﻨﺘﺎﺌﺞ‬ ‫ﺒﺎﻟﺒﺭﻨﺎﻤﺞ ﺒﻤﺸﻜﻼﺘﻬﻡ‪ ،‬ﻭﺘﺤﺴﻴﻥ ﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﺜل ﻋﺩﻡ ﻤﺸﺎﺭﻜﺔ ﺍﻷﻫل‪ ،‬ﻭﻜﺫﻟﻙ ﻗﺼﺭ ﻓﺘﺭﺓ ﺍﻟﺒﺭﻨﺎﻤﺞ‪،‬‬ ‫ﻭﺃﺼﺒﺤﻭﺍ ﻤﻥ ﺫﻭﻱ ﺍﻟﻀﺒﻁ ﺍﻟﺩﺍﺨﻠﻲ؛ ﺇﺫ ﺃﻅﻬﺭﻭﺍ ﻗﺩﺭﺓ ﻋﻠﻰ‬
‫ﺇﺫﺍ ﻤﺎ ﺃﺨﺫﻨﺎ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل‬ ‫ﻀﺒﻁ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﺘﺠﺎﻩ ﺯﻤﻼﺌﻬﻡ ﻓﻲ ﺍﻟﺠﻠﺴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬
‫ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻴﺤﺘﺎﺠﺎﻥ ﻟﻭﻗﺕ ﺃﻁﻭل ﻤﻥ ﻭﻗﺕ ﺍﻟﺒﺭﻨﺎﻤﺞ‪.‬‬ ‫ﺍﻹﺼﻐﺎﺀ ﻭﺍﻻﻨﺘﺒﺎﻩ ﻓﻲ ﺃﺜﻨﺎﺀ ﺤﺩﻴﺙ ﺯﻤﻼﺌﻬﻡ‪ ،‬ﻜﻤﺎ ﺃﻅﻬﺭﻭﺍ ﻗﺩﺭﺓ‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻙ ﻓﻬﻤﺎ ﻴﺤﺘﺎﺠﺎﻥ ﺇﻟﻰ ﻓﺘﺭﺓ ﻤﺘﺎﺒﻌﺔ ﻁﻭﻴﻠﺔ ﻟﻠﺘﺄﻜﺩ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻤﺸﺎﻋﺭﻫﻡ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﺘﺠﺎﻩ ﺒﻌﻀﻬﻡ‬
‫ﻤﻥ ﺍﻜﺘﺴﺎﺏ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‪.‬‬ ‫ﺍﻟﺒﻌﺽ ﺒﺼﻭﺭﺓ ﺤﺴﻨﺔ ﺒﻌﻴﺩﹰﺍ ﻋﻥ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺤﺴﻨﺕ ﻟﺩﻴﻬﻡ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ :(1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬

‫)‪ (14‬ﺠﻠﺴﺔ ﺇﺭﺸﺎﺩ ﺠﻤﻌﻲ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)‪(15-12‬‬ ‫‪15‬‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻷﻭﻟﻰ‬
‫ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ‬
‫)‪ (14‬ﺠﻠﺴﺔ ﺇﺭﺸﺎﺩ ﺠﻤﻌﻲ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)‪(18-16‬‬ ‫‪15‬‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
‫ﻭﺘﻌﺩﻴل ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ‬
‫ﻟﻡ ﺘﺨﻀﻊ ﻷﻱ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ‬ ‫)‪(15-12‬‬ ‫‪15‬‬ ‫ﺍﻟﻀﺎﺒﻁﺔ ﺍﻷﻭﻟﻰ‬
‫ﻟﻡ ﺘﺨﻀﻊ ﻷﻱ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ‬ ‫)‪(18-16‬‬ ‫‪15‬‬ ‫ﺍﻟﻀﺎﺒﻁﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
‫‪- 143 -‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ :(2‬ﻤﺘﻭﺴﻁ ﻋﻼﻤﺎﺕ ﺍﻷﺩﺍﺀ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻷﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﻤﻌﻴﺎﺭﻴﺔ ﻟﻬﺎ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬

‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬ ‫ﺍﻟﺒﻌﺩﻱ‬ ‫ﺍﻟﻘﺒﻠﻲ‬
‫‪60.86‬‬ ‫‪58.13‬‬ ‫‪82.13‬‬ ‫‪57.16‬‬ ‫ﻡ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫‪4.5‬‬ ‫‪4.95‬‬ ‫‪4.94‬‬ ‫‪4.59‬‬ ‫ﻉ‬
‫‪13.86‬‬ ‫‪13.16‬‬ ‫‪9.73‬‬ ‫‪13.4‬‬ ‫ﻡ‬
‫ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ‬
‫‪2.44‬‬ ‫‪2.92‬‬ ‫‪2.30‬‬ ‫‪2.97‬‬ ‫ﻉ‬
‫ﻡ‪ :‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪ .‬ﻉ‪ :‬ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ :(3‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ ﻷﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ(‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬

‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪0.443‬‬ ‫‪0.597‬‬ ‫‪14.017‬‬ ‫‪1‬‬ ‫‪14.017‬‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫‪0.937‬‬ ‫‪0.006‬‬ ‫‪0.150‬‬ ‫‪1‬‬ ‫‪0.150‬‬ ‫ﺍﻟﻌﻤﺭ‬
‫‪0.542‬‬ ‫‪0.376‬‬ ‫‪8.817‬‬ ‫‪1‬‬ ‫‪8.817‬‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻴﺔ‬
‫‪23.476‬‬ ‫‪56‬‬ ‫‪1314.667‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪59‬‬ ‫‪1337.650‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ :(4‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ ﻷﺩﺍﺀ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﺍﻟﻤﻌﺭﺏ )ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ(‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬

‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪0.765‬‬ ‫‪0.091‬‬ ‫‪0.817‬‬ ‫‪1‬‬ ‫‪0.817‬‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫‪0.898‬‬ ‫‪0.017‬‬ ‫‪0.150‬‬ ‫‪1‬‬ ‫‪0.150‬‬ ‫ﺍﻟﻌﻤﺭ‬
‫‪0.898‬‬ ‫‪0.017‬‬ ‫‪0.150‬‬ ‫‪1‬‬ ‫‪0.150‬‬ ‫ﺍﻟﺘﻔﺎﻋل‬
‫‪-‬‬ ‫‪-‬‬ ‫‪9.019‬‬ ‫‪56‬‬ ‫‪505.067‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪59‬‬ ‫‪506.183‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ)‪ :(5‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ ﻷﺩﺍﺀ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ )ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺒﻌﺩﻱ(‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺘﻭﺴﻁ ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺩﺭﺠﺎﺕ ﺍﻟﺤﺭﻴﺔ‬ ‫ﻤﺠﻤﻭﻉ ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫‪0.001‬‬ ‫‪301.418‬‬ ‫‪6784.067‬‬ ‫‪1‬‬ ‫‪6784.067‬‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫‪0.216‬‬ ‫‪1.567‬‬ ‫‪35.267‬‬ ‫‪1‬‬ ‫‪35.267‬‬ ‫ﺍﻟﻌﻤﺭ‬
‫‪0.705‬‬ ‫‪0.145‬‬ ‫‪3.267‬‬ ‫‪1‬‬ ‫‪3.267‬‬ ‫ﺍﻟﺘﻔﺎﻋل‬ ‫ﺍﻷﺩﺍﺓ ﺍﻟﻜﻠﻴﺔ‬
‫‪22.507‬‬ ‫‪56‬‬ ‫‪1260.400‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪59‬‬ ‫‪8083.00‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫‪- 144 -‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ :(6‬ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﺜﻨﺎﺌﻲ ﻷﺩﺍﺀ ﺍﻓﺭﺍﺩ ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ )ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺒﻌﺩﻱ(‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻤﺠﻤﻭﻉ‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﺩﺭﺠﺎﺕ ﺍﻟﺤﺭﻴﺔ‬ ‫ﻤﺼﺩﺭ ﺍﻟﺘﺒﺎﻴﻥ‬
‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫‪0.001‬‬ ‫‪44.075‬‬ ‫‪256.267‬‬ ‫‪1‬‬ ‫‪256.267‬‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬
‫‪0.594‬‬ ‫‪0.287‬‬ ‫‪1.667‬‬ ‫‪1‬‬ ‫‪1.667‬‬ ‫ﺍﻟﻌﻤﺭ‬
‫‪0.915‬‬ ‫‪0.011‬‬ ‫‪0.066‬‬ ‫‪1‬‬ ‫‪0.066‬‬ ‫ﺍﻟﺘﻔﺎﻋل‬
‫‪-‬‬ ‫‪-‬‬ ‫‪5.814‬‬ ‫‪56‬‬ ‫‪325.600‬‬ ‫ﺍﻟﺨﻁﺄ‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪59‬‬ ‫‪583.600‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫ﺍﻟﻤﻌﻭﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺃﺒﺤﺎﺙ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،1‬ﺍﻟﻌﺩﺩ‪،2‬‬ ‫‪-7‬ﺍﻟﻤﺭﺍﺠـﻊ‬

‫ﺹ‪.51-9‬‬
‫‪Allen, J. 1990. Reality Therapy with at Risk Elementary‬‬ ‫ﺒﺭﻫﻭﻡ‪ ،1979 ،‬ﺘﻘﻨﻴﻥ ﺍﺨﺘﺒﺎﺭ ﺭﻭﺘﺭ ﻟﻀﺒﻁ ﺍﻟﺘﻌﺯﻴﺯ ﺍﻟﺩﺍﺨﻠﻲ‬
‫‪Students to Enhance Self- Esteem and Improve Grades‬‬ ‫ﺍﻟﺨﺎﺭﺠﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﺃﺭﺩﻨﻴﺔ‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪،‬‬
‫‪and Attendance (Study Skills), Doctoral Dissertation,‬‬ ‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻷﺭﺩﻨﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪University of San Francisco, Dissertation Abstracts‬‬ ‫ﺠﻼﺴﺭ‪ ،‬ﻭﻟﻴﻡ‪ ،1992 ،‬ﺩﺭﺍﺴﺔ ﺤﺩﻴﺜﺔ‪ ،‬ﺘﺭﺠﻤﺔ ﺍﻟﺩﺍﺭ ﺍﻟﺩﻭﻟﻴﺔ‬
‫‪International, 51, (12): 4020.‬‬ ‫ﻟﻼﺴﺘﺜﻤﺎﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫‪Corey, G. 2000. Theory and Practice of Group Counseling,‬‬ ‫ﺤﺞ‪ ،2000 ،‬ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ‪ ،‬ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﻤﻤﺎﺭﺴﺔ ﺩﺍﺨل ﺍﻟﻔﺼل‬
‫‪California State University: Fullerton.‬‬ ‫ﻭﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﻌﺭﺒﻲ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫‪Demar, J. 1994. A Study of a School – based Preventive‬‬ ‫ﺨﻠﻴل‪ ،‬ﻋﺯﺓ‪ ،2001 ،‬ﺃﻁﻔﺎل ﺍﻟﺸﻭﺍﺭﻉ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻌﺭﺒﻲ‪ ،‬ﻤﺠﻠﺔ‬
‫‪Group Intervention with Latency Age Children at Risk,‬‬ ‫ﺍﻟﻁﻔﻭﻟﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،(1) 1 ،‬ﺹ‪.152-139‬‬
‫‪Doctoral Dissertation, Barry University of Social Work.‬‬ ‫ﺨﻭﺍﺠﺎ‪ ،1999 ،‬ﻅﺎﻫﺭﺓ ﺃﻁﻔﺎل ﺍﻟﺸﻭﺍﺭﻉ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺍﻟﻜﺘﺎﺏ ﺍﻟﺴﻨﻭﻱ‬
‫‪Dissertation Abstracts International, 55 (5): 1381.‬‬ ‫ﻟﻠﻤﺠﻠﺱ ﺍﻟﻌﺭﺒﻲ ﻟﻠﻁﻔﻭﻟﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻷﻤﻴﻥ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ‪،‬‬
‫‪Frank, A. 2001. The Sequel of Attachment in Children at-‬‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫‪Risk for Insecure Attachment, Doctoral Dissertation, State‬‬ ‫ﺭﺍﻨﻴﺎ‪ ،2002 ،‬ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ ﺠﻤﻌﻲ ﻓﻲ ﺨﻔﺽ ﺍﻟﻌﺯﻟﺔ ﻭﺯﻴﺎﺩﺓ‬
‫‪University of New York at Buffalo, Dissertation Abstracts‬‬ ‫ﺍﻟﺴﻠﻭﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﺨﺎﺼﺔ ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﺎﺕ‪ ،‬ﺭﺴﺎﻟﺔ‬
‫‪International, 62 (4): 2055.‬‬ ‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪Howartt, W. 2001. The Evolution of Reality Therapy to‬‬ ‫ﺴﻨﻴﺔ‪ ،1993 ،‬ﺒﻨﺎﺀ ﻤﻘﻴﺎﺱ ﺍﻟﻭﺤﺩﺓ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻤﺩﻯ ﺍﻨﺘﺸﺎﺭﻫﺎ ﻟﺩﻯ‬
‫‪Choice Theory, International Journal of Reality Therapy,‬‬ ‫ﻤﺠﻤﻭﻋﺔ ﻋﻤﺭﻴﺔ ﻤﺘﺒﺎﻴﻨﺔ ﻤﻥ ﺃﻁﻔﺎل ﺍﻟﻤﺩﺍﺭﺱ ﺒﺩﻭﻟﺔ ﻗﻁﺭ‪ ،‬ﻤﺠﻠﺔ‬
‫‪21(1): 7-11.‬‬ ‫ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،(25)4 ،‬ﺹ‪.102‬‬
‫‪Kim, K. 2002. The Effect of a Reality Program on the‬‬ ‫ﻁﺸﻁﻭﺵ‪ ،‬ﺭﺍﻤﻲ‪ ،2002 ،‬ﺃﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻱ ﺠﻤﻌﻲ ﻓﻲ ﺨﻔﺽ‬
‫‪Personality for Elementary Schoolchildren in Korea,‬‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﻌﺩﻭﺍﻥ ﻭﺯﻴﺎﺩﺓ ﻤﺴﺘﻭﻯ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻭﻜﻴﺩﻱ ﻟﺩﻯ ﻋﻴﻨﺔ‬
‫‪International Journal of Reality Therapy, 22 (1):4-30.‬‬ ‫ﺨﺎﺼﺔ ﻤﻥ ﺍﻷﻁﻔﺎل‪ ،‬ﺭﺴﺎﻟﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﺠﺎﻤﻌﺔ‬
‫‪Lambros, K. 1999. Examination of Conduct Problems and‬‬ ‫ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺇﺭﺒﺩ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬
‫‪Hyperactivity - Impulsively -Attention Problems as‬‬ ‫ﺍﻟﻘﺭﺡ‪ ،‬ﻋﺩﻨﺎﻥ‪ ،‬ﻭﻤﺤﻤﺩ ﺍﻟﺸﻴﺒﺎﻨﻲ‪ ،‬ﻭﻋﻔﺎﻑ ﺤﺩﺍﺩ‪ ،1993،‬ﻤﺒﺎﺩﺉ‬
‫‪Correlates‬‬ ‫‪Fledgling‬‬ ‫‪Psychopaths:‬‬ ‫‪A‬‬ ‫‪Longitudinal‬‬ ‫ﺍﻹﺭﺸﺎﺩ ﻭﺍﻟﺘﻭﺠﻴﻪ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ‪ ،‬ﺍﻟﺠﻤﻬﻭﺭﻴﺔ ﺍﻟﻴﻤﻨﻴﺔ‪.‬‬
‫‪Perspective of Children at Risk, Doctoral Dissertation,‬‬ ‫ﻓﻬﻤﻲ‪ ،1998 ،‬ﻨﻅﺭﻴﺎﺕ ﺍﻹﺭﺸﺎﺩ ﻭﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ‪ ،‬ﻋﻤﺎﻥ‪.‬‬
‫‪University of California Riverside, Dissertation Abstracts‬‬ ‫ﻤﺤﺭﻭﺱ‪ ،‬ﻤﺤﻤﺩ‪ ،1994 ،‬ﻨﻅﺭﻴﺎﺕ ﺍﻹﺭﺸﺎﺩ ﻭﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺩﺍﺭ‬
‫‪International, 60 (4): 1707.‬‬ ‫ﻏﺭﻴﺏ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫‪Milligan, G. 1992. Reassessing the at Risk Student: A‬‬ ‫ﻤﺤﻤﺩ‪ ،‬ﺍﻟﺴﻴﺩ‪ ،1998 ،‬ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺩﺍﺭ ﻗﺒﺎﺀ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪.‬‬
‫‪Quadripartite Analysis of Secondary School Students‬‬ ‫ﺍﻟﻤﻭﻤﻨﻲ‪ ،‬ﻤﺤﻤﺩ‪ ،‬ﻭﺃﺤﻤﺩ ﺍﻟﺼﻤﺎﺩﻱ‪ ،1995 ،‬ﺃﺜﺭ ﺍﻟﺠﻨﺱ ﻭﺍﻟﻤﺴﺘﻭﻯ‬
‫‪Using Self- Esteem and Locus –of– Control, Doctoral‬‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻟﺫﺍﺕ ﻭﻤﺭﻜﺯ ﺍﻟﻀﺒﻁ ﻟﺩﻯ‬
‫‪Dissertation, the Claremont Graduate University. In. 1993.‬‬
‫‪- 145 -‬‬

‫ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ﺍﻟﺼﻤﺎﺩﻱ ﻭﺒﻼل ﻤﺤﻤﻭﺩ ﺍﻟﺨﺯﻋﻠﻲ‬ ...‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ‬
Counseling, Boston: Houghton Mifflin. Dissertation Abstracts International, 53(8): 2747.

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Pietrofesa, J. and Hoffman, A. 1984. An Introduction to
The Effectiveness of Reality Therapy in Developing Social Skills and

Adjusting Locus of Control among Children at Risk
Ahmad A. Al-Smadi and Belal M. Al-Khaza'li*
ABSTRACT
This study aimed at examining the effect of a group counseling program relying upon reality therapy in
developing social skills and adjusting locus of control among children at risk. The study attempted to answer the
following questions:
1. What is the effect of the reality therapy group counseling program in developing social skills and adjusting
locus of control?
2. Is there an interaction effect between sample age and the counseling program with regard to developing
social skills and adjusting locus of control?
The researchers used the social skills scale and Rotor's locus of control scale. The sample consisted of sixty
children at risk from both age groups (12 – 15 years) and (16 – 18 years), all of them were male children. The
sample was randomly assigned into two groups; experimental and control. Both groups were divided into two
subgroups according to their age, every subgroup contained (15) children. The experimental group received the
reality therapy counseling program while the control group didn't. The group counseling program was conducted
through (14) sessions. Using 2-WAY ANOVA, the results showed that there were effects of the reality group
counseling program in developing social skills and adjusting locus of control. The children became of internal
locus of control. The results also showed no interaction between sample age and the counseling program in terms
of developing social skills and adjusting the locus of control.
________________________________________________
* Faculty of Educational Sciences, University of United Arab Emirates (1), and Teacher, Ministry of Education,
Jordan(2). Received on 24/8/2003 and Accepted for Publication on 16/2/2005.
- 146 -

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‫ﺩﺭﺍﺳﺎﺕ‪ ،‬ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻟﻤﺠﻠﹼﺩ ‪ ،33‬ﺍﻟﻌﺩﺩ ‪2006 ،1‬‬

‫ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻌﺩﻴل‬

‫ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ﺍﻟﺼﻤﺎﺩﻱ‪ ،‬ﻭﺒﻼل ﻤﺤﻤﻭﺩ ﺍﻟﺨﺯﻋﻠﻲ*‬

‫)‪ Approach to Psychiatry‬ﺒﻴ‪‬ﻥ ﻓﻴﻪ ﻁﺭﻴﻘﺔ ﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﻌﻼﺝ‬ ‫‪-1‬ﺍﻟﻤﻘﺩﻤـﺔ‬

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‫‪- 136 -‬‬

‫‪- 137 -‬‬

‫‪- 138 -‬‬

‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻤﻘﺎﻴﻴﺱ ﺍﻟﺩﺭﺍﺴﺔ‬

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‫‪- 140 -‬‬

‫‪- 141 -‬‬

‫‪- 142 -‬‬

‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ :(1‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺍﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬

‫‪- 143 -‬‬

‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬

‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬

‫ﻤﺘﻭﺴﻁ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺠﻤﻭﻉ‬

‫‪- 144 -‬‬

‫ﺍﻟﻤﻌﻭﻗﻴﻥ ﺤﺭﻜﻴﹰﺎ ﻓﻲ ﺍﻷﺭﺩﻥ‪ ،‬ﺃﺒﺤﺎﺙ ﺍﻟﻴﺭﻤﻭﻙ‪ ،‬ﺍﻟﻤﺠﻠﺩ ‪ ،1‬ﺍﻟﻌﺩﺩ‪،2‬‬ ‫‪-7‬ﺍﻟﻤﺭﺍﺠـﻊ‬

‫‪- 145 -‬‬

Counseling, Boston: Houghton Mifflin. Dissertation Abstracts International, 53(8): 2747.

The Effectiveness of Reality Therapy in Developing Social Skills and

Ahmad A. Al-Smadi and Belal M. Al-Khaza'li*

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