‫‪ ‬‬

‫‪‬‬ ‫‪‬‬
‫‪:‬‬
‫ﻁﻴﺏ ﺨﺎﻁﺭ )ﻤﺼﻁﻔﻰ ﺤﺴﻥ ﺃﺤﻤـﺩ‪ ،‬ﻋﺒﻠـﺔ‬ ‫ﺃﺼﺒﺤﺕ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ ﻤـﺼﺩﺭ‬
‫ﺇﺴﻤﺎﻋﻴل ﺃﺤﻤﺩ‪.(١٠٧ :١٩٩١ ،‬‬ ‫ﻤﻌﺎﻨﺎﺓ ﻭﺘﻬﺩﻴﺩ ﻟﻠﻔﺭﺩ ﻭﺍﻟﻤﺠﺘﻤـﻊ‪ ،‬ﺇﺫ ﺸـﻬﺩﺕ‬
‫ﻭﻴ‪‬ﻌﺩ ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻤﻥ ﺃﻜﺜﺭ ﺍﻷﻤﺭﺍﺽ‬ ‫ﺍﻟﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﺘﻔﺎﻗﻡ ﺨﻁﺭﻫﺎ‪ ،‬ﻭﻻﺴﻴﻤﺎ ﺘﻠﻙ‬
‫ﺍﻟﻤﺯﻤﻨﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ ﻋﻠﻰ ﻨﻁﺎﻕ ﻭﺍﺴﻊ ﺨﺎﺼﺔﹰ ﺒﻴﻥ‬ ‫ﺍﻷﻤﺭﺍﺽ ﺍﻟﺘﻰ ﺘﺭﺍﻓﻕ ﺍﻟﻤﺭﻴﺽ ﻁﻭﺍل ﺤﻴﺎﺘﻪ‪،‬‬
‫ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﺇﺫ ﻴﻌﺎﻨﻲ ﺤـﻭﺍﻟﻲ ‪٣٣٤‬‬ ‫ﻭﻫﻭ ﻤﺎ ﻴﺠﻌل ﺍﻟﺘﻌﺎﻴﺵ ﻤﻌﻬﺎ ﺘﺤـﺩﻴﺎﹰ ﻜﺒﻴـﺭﺍﹰ‬
‫ﻤﻠﻴﻭﻥ ﺸﺨﺹ ﻤﻥ ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻓـﻰ ﺠﻤﻴـﻊ‬ ‫)ﻋﺜﻤﺎﻥ ﻴﺨﻠﻑ‪.(١٩ :٢٠٠١ ،‬‬
‫ﺃﻨﺤﺎﺀ ﺍﻟﻌـﺎﻟﻡ ‪(Asher & Pearce, 2014:‬‬ ‫ﻭﺘﻌﺘﺒﺭ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻤﻥ ﺍﻟﻤﺭﺍﺤل‬
‫)‪.1269‬‬ ‫ﺍﻟﻨﻤﺎﺌﻴﺔ ﺍﻟﺘﻰ ﻴﺘﻌﺭﺽ ﻓﻴﻬﺎ ﺍﻟﻔﺭﺩ ﻟﻜﺜﻴـﺭ ﻤـﻥ‬
‫ﻜﻤﺎ ﺃﻜﺩﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻨﺯﻯ‪ ،‬ﺇﺒـﺭﺍﻫﻴﻡ‬ ‫ﺍﻟﺘﻐﻴــﺭﺍﺕ ﺍﻟﻔــﺴﻴﻭﻟﻭﺠﻴﺔ‪ ،‬ﻭﺍﻟﺠــﺴﻤﻴﺔ‪،‬‬
‫ﺒﻬﺎﺩﻴﺭ‪ ،‬ﻋﺒـﺩ ﺍﻟﻬـﺎﺩﻯ ﺍﻟﻐﺎﻤـﺩﻯ‪ ،‬ﻤﺤﻤـﺩ‬ ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻰ ﺘﺠﻌﻠﻪ‬
‫ﺍﻟﻤﻁﻴﺭﻯ‪ ،‬ﺍﻟﺯﺍﻴﺩ‪ ،‬ﺍﻟﻌﻤﻭﺩﻯ‪ ،‬ﻭﺃﺴﺎﻤﺔ ﺸـﺤﺎﺘﺔ‬ ‫ﻴﻭﺍﺠﻪ ﺍﻟﻜﺜﻴـﺭ ﻤـﻥ ﺍﻟﻤـﺸﻜﻼﺕ ﺍﻟﻨﻔـﺴﻴﺔ‪،‬‬
‫‪(Alanazi,‬‬ ‫‪Ibrahim‬‬ ‫‪Bahadir,‬‬ ‫ﻭﺍﻹﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻟﻴـﺔ ‪(Nickl, 2006:‬‬
‫‪Abdulhi Alghamdi, Mohammed‬‬
‫‪Almutairi, Alzayed, Al Amoudi, ...‬‬ ‫)‪.82‬‬
‫)‪& Osama Shahadah, 2018 : 1159‬‬ ‫ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻓﺘﺭﺓ ﺼﻌﺒﺔ ﻤـﻥ‬
‫ﻋﻠﻰ ﺍﻨﺘﺸﺎﺭ ﻤﺭﺽ ﺍﻟﺭﺒـﻭ ﺒـﺸﻜل ﻤﺘﺯﺍﻴـﺩ‬
‫ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻓﺈﻨﻬﺎ ﻓـﻰ ﻏﺎﻴـﺔ‬
‫ﻭﻤﺴﺘﻤﺭ ﺒﻴﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻓﻰ ﻜل ﻤـﻥ ﺍﻟـﺩﻭل‬
‫ﺍﻟﺼﻌﻭﺒﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺭﺍﻫﻕ ﺍﻟﺫﻱ ﻴﻌـﺎﻨﻲ ﻤـﻥ‬
‫ﺍﻟﻤﺘﻘﺩﻤﺔ ﻭﺍﻟﻨﺎﻤﻴﺔ ﻭﻻﺴﻴﻤﺎ ﻓﻰ ﺍﻵﻭﻨﺔ ﺍﻷﺨﻴﺭﺓ‪،‬‬
‫ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨـﺔ‪ .‬ﻓﻼﺒـﺩ ﺃﻥ ﻨﺘﻭﻗـﻊ ﺃﻥ‬
‫ﻭﻟﻘﺩ ﺃﻭﺼﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺍﻟﻤﺭﺍﻫﻕ ﺴﻴﺒﺎﻟﻎ ﻓـﻰ ﺍﻹﺴـﺘﺠﺎﺒﺔ ﻟﻠﻤـﺭﺽ‪،‬‬
‫ﺒﺠﻠﺴﺎﺕ ﺍﻟﺘﺜﻘﻴﻑ ﺍﻟﺼﺤﻰ ﻤـﻥ ﺃﺠـل ﺯﻴـﺎﺩﺓ‬
‫ﻓﻴﻀﻴﻕ ﺍﻟﻤﺭﺍﻫﻕ ﺒﺎﻟﻘﻴﻭﺩ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ ﺍﻟﺘـﻰ‬
‫ﺍﻟﻭﻋﻰ ﺍﻟﻌﺎﻡ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪ ،‬ﻓﻀﻼﹰ ﻋـﻥ‬
‫ﻴﻔﺭﻀﻬﺎ ﻋﻠﻴﻪ ﺍﻟﻤﺭﺽ ﻤﺜـل ﺘﻘﻴـﺩﻩ ﺒﻨﻅـﺎﻡ‬
‫ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺤﺼﻭل ﻋﻠـﻰ ﻤﺨﺘﻠـﻑ‬
‫ﻏﺫﺍﺌﻰ ﻤﻌﻴﻥ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺃﻥ ﻴﻜﻭﻥ ﻤﻊ‬
‫ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻁﺒﻴﺔ ﺃﺜﻨﺎﺀ ﻨﻭﺒﺎﺕ ﺍﻟﺭﺒﻭ ﺨﺎﺼﺔﹰ ﻓﻰ‬
‫ﺭﻓﺎﻗﻪ ﻟﻔﺘﺭﺓ ﻁﻭﻴﻠﺔ‪ ،‬ﻓﻰ ﺤـﻴﻥ ﺃﻥ ﺍﻟﻤﺭﻀـﻰ‬
‫ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ‪.‬‬
‫ﺍﻷﻜﺒﺭ ﺴﻨﺎﹰ ﻴﺨﻀﻌﻭﻥ ﻟﻜل ﻫﺫﻩ ﺍﻟﻘﻴـﻭﺩ ﻋـﻥ‬
‫ﺍﻟﻀﺎﻏﻁﺔ‪ .‬ﻓﻘﺩ ﺃﺸﺎﺭ ﺠﻭﻟﺩﺸـﺘﻴﻥ ﻭﺒـﺭﻭﻜﺱ‬
‫)‪ (Goldstien & Brooks, 2005: 3‬ﺇﻟﻰ‬
‫ﺃﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺘﻨﻤﻴﺘﻬﺎ‬
‫ﻴﺴﺘﻨﺩ ﺇﻟﻰ ﻤﺴﻠﻤﺔ ﻤﻔﺎﺩﻫﺎ "ﺃﻨﻪ ﻻ ﻴﻭﺠـﺩ ﺃﺤـﺩ‬
‫ﻟﺩﻴﻪ ﻤﻨﺎﻋﺔ ﻀﺩ ﺍﻟﻀﻐﻭﻁ ﻓـﻰ ﺒﻴﺌـﺔ ﻤﻠﻴﺌـﺔ‬
‫ﺒﺎﻟﺘﻭﺘﺭ" ﻫﺫﻩ ﺍﻟﺒﻴﺌﺔ ﻴﺠـﺏ ﺘﻬﻴﺌﺘﻬـﺎ ﻹﻋـﺩﺍﺩ‬
‫ﺍﻷﻁﻔﺎل ﻟﻜﻲ ﻴﺼﺒﺤﻭﺍ ﺭﺍﺸﺩﻴﻥ ﻓـﺎﻋﻠﻴﻥ ﻓـﻰ‬
‫ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﻭﻗﺩ ﺃﻜﺩ ﻋﻠﻰ ﺫﻟﻙ ﻤﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ ﺃﺒـﻭ‬
‫ﺤﻼﻭﺓ )‪ (٣٣ :٢٠١٣‬ﺒﺄﻨﻪ ﻋـﺎﺩﺓﹰ ﻤـﺎ ﻴـﺘﻡ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻗﻀﺎﻴﺎ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻓﻰ ﺇﻁـﺎﺭ‬
‫ﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻭﺼﻔﻬﺎ ﻋﻭﺍﻤل ﺍﻟﺨﻁـﻭﺭﺓ‬
‫ﺍﻟﺘﻰ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺙ ﺘﺄﺜﻴﺭﺍﺕ ﻨﻔﺴﻴﺔ ﻭﺴﻠﻭﻜﻴﺔ‬
‫ﺴﻠﺒﻴﺔ ﻋﻠﻰ ﻤﻥ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻭﻤﻥ ﺃﻫـﻡ ﻫـﺫﻩ‬
‫ﺍﻟﻀﻐﻭﻁ؛ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨـﺔ‪ ،‬ﻭﺍﻟﺘﻌـﺭﺽ‬
‫ﻟﻺﺴﺎﺀﺓ ﺍﻻﻨﻔﻌﺎﻟﻴـﺔ ﺃﻭ ﺍﻟﺒﺩﻨﻴـﺔ‪ ،‬ﻭﺍﻟﺨـﻭﻑ‪،‬‬
‫ﻭﺍﻟﺘﻌﺭﺽ ﻟﻠﻌﺩﻭﺍﻥ ﺍﻟﻤﺠﺘﻤﻌﻰ‪.‬‬
‫ﻭﻟﻌل ﻤﻥ ﺍﻟﻤﻨﺎﺴﺏ ﺃﻥ ﻨﹸﺴﻠﻁ ﺍﻟـﻀﻭﺀ‬
‫ﻋﻠﻰ ﻤﺎ ﺃﺸﺎﺭﺕ ﺇﻟﻴﻪ ﺍﻟﺠﻤﻌﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻟﻌﻠـﻡ‬
‫ﺍﻟــﻨﻔﺱ ‪(American Psychological‬‬
‫)‪ Association (APA), 2002: 4‬ﻋـﻥ‬
‫ﻭﺠﻭﺩ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻰ ﺘﺴﺎﻫﻡ ﺒـﺸﻜل‬
‫ﺇﻴﺠﺎﺒﻰ ﻓﻰ ﺘﻜﻭﻴﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ ﺃﻫﻤﻬﺎ؛‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺴﻭﻴﺔ ﺍﻟﺘـﻰ ﺘﻘـﺩﻡ‬
‫ﺍﻟﺩﻋﻡ ﻭﺍﻟﺭﻋﺎﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﻭﺘﺨﻠﻕ ﺍﻟﺤﺏ ﻭﺍﻟﺜﻘﺔ‬
‫ﺒﺎﻟﻨﻔﺱ ﻭﺍﻟﺸﺠﺎﻋﺔ ﺴﻭﺍﺀ ﺩﺍﺨـل ﺍﻷﺴـﺭﺓ ﺃﻭ‬
‫ﺨﺎﺭﺠﻬﺎ ﻭﻫﻭ ﻤﺎ ﻴﻁﻭﺭ ﻤﻬـﺎﺭﺍﺕ ﺍﻟﺘﻭﺍﺼـل‬
‫‪١١٥٤‬‬
‫ﻭﻴﺫﻜﺭ ﺴﺭﻯ ﻤﺤﻤﺩ ﺭﺸﺩﻯ ﺒﺭﻜـﺎﺕ‬
‫)‪ (١٢٤ :٢٠١٦‬ﺒﺄﻨﻪ ﻴﻤﻜﻥ ﺍﻟﺘﺤﻜﻡ ﺒﻤـﺭﺽ‬
‫ﺍﻟﺭﺒﻭ ﻋﻥ ﻁﺭﻴﻕ ﺘﺠﻨـﺏ ﺍﻟﻌﻭﺍﻤـل ﺍﻟﻤﺜﻴـﺭﺓ‬
‫ﻟﻨﻭﺒﺎﺕ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﻴﺘﻡ ﺫﻟﻙ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺭﻓـﺔ‬
‫ﺍﻟﻤﺭﻴﺽ ﻟﻜﻴﻔﻴﺔ ﺘﺠﻨﺒﻪ ﻟﻸﺜﺭ ﺍﻟﻨﺎﺘﺞ ﻋﻥ ﺘﻨﺎﻭل‬
‫ﺍﻷﺩﻭﻴﺔ‪ ،‬ﻭﺃﻥ ﻴﻜﻴﻑ ﺍﻟﻤﺭﻴﺽ ﻨﻔﺴﻪ ﻤﻊ ﺍﻟﻌﻼﺝ‬
‫ـﺎﺩﺍﺕ‬
‫ـﺴﺏ ﺇﺭﺸـ‬
‫ـﺔ ﺤـ‬
‫ـﺎﺕ ﺍﻟﻤﻁﻠﻭﺒـ‬
‫ﻭﺍﻟﺠﺭﻋـ‬
‫ﺍﻟﻁﺒﻴﺏ‪.‬‬
‫ﻭﻟﻘﺩ ﺤﻅﻲ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺎﻫﺘﻤـﺎﻡ‬
‫ﻜﺒﻴﺭ ﻤﻥ ﻗﺒل ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻟﻤﺎ ﻴﻠﻌﺒﻪ ﻤﻥ‬
‫ﺩﻭﺭ ﻤﻬﻡ ﻓﻰ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻟﻀﻐﻭﻁ ﻭﺍﻟﻤﻌﺎﻨﺎﺓ‬
‫ﺍﻟﺘﻰ ﻴﺸﻌﺭ ﺒﻬﺎ ﺍﻟﻤﺭﻴﺽ‪ .‬ﻭﻓﻰ ﺫﻟﻙ ﻴﻭﻀـﺢ‬
‫ﻋﺜﻤﺎﻥ ﻴﺨﻠﻑ )‪ (١٣٧ :٢٠٠١‬ﺒـﺄﻥ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴ‪‬ﻨﻅﺭ ﺇﻟﻴﻪ ﺒﺈﻋﺘﺒﺎﺭﻩ ﻤﺘﻐﻴﺭ ﻨﻔـﺴﻲ‬
‫ﺍﺠﺘﻤﺎﻋﻰ ﺼﺤﻲ‪ ،‬ﻓﻘﺩ ﺃﺜﺒﺘﺕ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ‬
‫ﺒﺄﻨﻪ ﺴﺎﻋﺩ ﺒﻌﺽ ﺍﻟﻤﺭﻀﻰ ﻋﻠﻰ ﺍﻟﺸﻔﺎﺀ ﻤـﻥ‬
‫ﺃﻤﺭﺍﻀﻬﻡ ﺍﻟﺘﻰ ﻴﻌﺎﻨﻭﻥ ﻤﻨﻬﺎ‪ ،‬ﻓﺎﻷﻓﺭﺍﺩ ﺍﻟـﺫﻴﻥ‬
‫ﻴﺘﻠﻘﻭﻥ ﻗﺩﺭﺍﹰ ﻜﺎﻓﻴﺎﹰ ﻤﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺘﻨﺸﻁ‬
‫ﻟﺩﻴﻬﻡ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﻰ ﻤﻤـﺎ ﻴـﺴﺎﻋﺩﻫﻡ‬
‫ﻋﻠﻰ ﻤﻘﺎﻭﻤﺔ ﺒﻌﺽ ﺍﻹﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺠـﺴﻤﻴﺔ‪،‬‬
‫ﻭﺫﻟﻙ ﻋﻜﺱ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻟﻭﺤﺩﺓ ﻭﺍﻟﻌﺯﻟﺔ‬
‫ﻭﻗﻠﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﻬﻡ ﺒﺫﻟﻙ ﻋﺭﻀﺔ‬
‫ﻟﻤﺨﺘﻠﻑ ﺍﻷﻤﺭﺍﺽ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻴﺠﺩﻭﻥ ﺼـﻌﻭﺒﺔ‬
‫ﻓﻰ ﻤﻘﺎﻭﻤﺔ ﺍﻷﻤﺭﺍﺽ ﻭﺍﻟﺘﻤﺎﺜل ﻨﺤﻭ ﺍﻟﺸﻔﺎﺀ‪.‬‬
‫ﻭﻤﻥ ﺯﺍﻭﻴﺔ ﺁﺨﺭﻯ؛ ﻓﺈﻨـﻪ ﻻ ﻴﻤﻜـﻥ‬
‫ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻤﻌـﺯل ﻋـﻥ‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻠﻀﻐﻭﻁ ﺃﻭ ﺍﻟﺼﺩﻤﺎﺕ ﺃﻭ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔـﺴﻰ ﻭﻏﻴﺭﻫـﺎ ﻤـﻥ ﺍﻟﻤﺜﻴـﺭﺍﺕ‬
‫ﻭﺍﻟﻌﻭﺍﻤل ﺍﻵﺨﺭﻯ ﺍﻟﺘﻰ ﻗﺩ ﺘﺴﺎﻫﻡ ﻓﻰ ﺤﺩﻭﺙ‬
‫ﻤﻀﺎﻋﻔﺎﺕ ﺨﻁﻴﺭﺓ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺴﺒﺏ ﻓﻰ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻟﻤﻁﺎﻑ ﺇﻟﻰ ﺍﻟﻭﻓﺎﺓ ﺃﺤﻴﺎﻨﺎﹰ‪.‬‬
‫ﻭﻭﻓﻘﺎﹰ ﻟﺘﻘـﺩﻴﺭﺍﺕ ﻤﻨﻅﻤـﺔ ﺍﻟـﺼﺤﺔ‬
‫ﺍﻟﻌﺎﻟﻤﻴﺔ ﻓﻰ ﺃﻏﺴﻁﺱ ‪٢٠١٧‬ﻡ ﺍﻟﺘﻰ ﺃﻜﺩﺕ ﺒﺄﻥ‬
‫ﺤﻭﺍﻟﻲ ‪ ٢٣٥‬ﻤﻠﻴﻭﻥ ﺸـﺨﺹ ﻴﻌـﺎﻨﻭﻥ ﻤـﻥ‬
‫ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻓﻰ ﺠﻤﻴﻊ ﺃﻨﺤﺎﺀ ﺍﻟﻌـﺎﻟﻡ‪ ،‬ﻜﻤـﺎ‬
‫ﺘﺸﻴﺭ ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﺍﻟـﺼﺎﺩﺭﺓ ﻓـﻰ ﺩﻴـﺴﻤﺒﺭ‬
‫‪٢٠١٦‬ﻡ ﺒﺄﻥ ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻗﺩ ﺘﺴﺒﺏ ﻓﻰ ﺃﻜﺜﺭ‬
‫ﻤﻥ ‪ ٣٨٣‬ﺃﻟﻑ ﺤﺎﻟﺔ ﻭﻓﺎﺓ ﻓﻰ ﻋـﺎﻡ ‪٢٠١٥‬ﻡ‪،‬‬
‫ﻭﻋﺎﺩﺓﹰ ﻤﺎ ﺘﺤـﺩﺙ ﻤﻌﻅـﻡ ﺍﻟﻭﻓﻴـﺎﺕ ﺒـﺴﺒﺏ‬
‫ﺍﻹﺼﺎﺒﺔ ﺒـﺎﻟﺭﺒﻭ ﻓـﻰ ﺍﻟﺒﻠـﺩﺍﻥ ﺍﻟﻤﻨﺨﻔـﻀﺔ‬
‫ﻭﺍﻟﻤﺘﻭﺴﻁﺔ ﺍﻟﺩﺨل)‪.(WHO, 2017‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﻭﻗﺎﻴﺔ ﺨﻴﺭﺍﹰ ﻤﻥ ﺍﻟﻌـﻼﺝ‬
‫ﻓﻰ ﻤﺠﺎل ﺍﻟﻁﺏ ﻓﻬﻰ ﻓﻰ ﻤﺠﺎل ﻋﻠﻡ ﺍﻟـﻨﻔﺱ‬
‫ﻟﻬﺎ ﻨﻔﺱ ﺍﻷﻫﻤﻴﺔ ﻭﺍﻟﻘﻭﺓ‪ ،‬ﻓﺎﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫‪ Social Support‬ﻴﻌﺘﺒﺭ ﺃﺤﺩ ﺘﻠﻙ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﻭﺍﻗﻴﺔ ﺍﻟﺘﻰ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‬
‫ﻭﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﻤﺭﺽ‪ ،‬ﻜﻤﺎ ﺘﺒﺭﺯ ﺃﻫﻤﻴﺔ ﺍﻟﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻓﻰ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ ﻭﺍﻻﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ )ﻋﻤﺎﺩ ﻋﻠﻰ ﻋﺒـﺩ ﺍﻟـﺭﺍﺯﻕ‪:١٩٩٨ ،‬‬
‫‪.(١٦–١٥‬‬
‫ﻭﻓﻰ ﺫﺍﺕ ﺍﻟﺴﻴﺎﻕ؛ ﺘﻭﻀﺢ ﺸـﻬﺭﺯﺍﺩ‬
‫ﻨﻭﺍﺭ )‪ (١٤٢ :٢٠١٣‬ﺒﺄﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫ﻴﻌﺘﺒﺭ ﻤﺘﻐﻴﺭﺍﹰ ﻤﻬﻤﺎﹰ ﻓﻰ ﺍﻟﻭﻗﺎﻴﺔ ﻭﺘﻨﻤﻴﺔ ﺍﻟﺼﺤﺔ‬
‫‪١١٥٥‬‬
‫ﺍﻹﻴﺠﺎﺒﻰ ﻭﺤل ﺍﻟﻤﺸﻜﻼﺕ ﻟﺩﻯ ﺍﻟﻔﺭﺩ‪ ،‬ﻭﺘﺠﻌﻠﻪ‬
‫ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﺒﻔﺎﻋﻠﻴﺔ ﻤﻊ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺘـﻰ‬
‫ﻗﺩ ﺘﻭﺍﺠﻬﻪ ﻓﻰ ﺤﻴﺎﺘﻪ‪.‬‬
‫ﻓﺈﻟﻰ ﺃﻯ ﺤﺩ ﻴﻤﻜﻥ ﺘﺄﻜﻴﺩ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﺘﺴﺎﺅل‬
‫ﻴﻘﻭﺩﻨﺎ ﺇﻟﻰ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ ‬‬
‫ﺘﻌﺘﺒﺭ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ ﺃﺒﺭﺯ ﺃﺤـﺩ‬
‫ﺍﻷﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﻤﺜﻴـﺭﺓ ﻟﻠـﻀﻐﻭﻁ ﻟـﺩﻯ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﻓﻴﺫﻜﺭ ﺃﻜﺭﻯ ﻭﺴﻭﺭﻴﺯ & ‪(Akre‬‬
‫)‪ Suris, 2014: 764‬ﺒﺄﻥ ﻓﺘـﺭﺓ ﺍﻟﻤﺭﺍﻫﻘـﺔ‬
‫ﺘﻌﺘﺒﺭ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ﻨﻅﺭﺍﹰ ﻟﻠﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻰ‬
‫ﺘﻅﻬﺭ ﻋﻠﻰ ﺍﻟﺘﻜﻭﻴﻥ ﺍﻟﺒﻴﻭﻟﻭﺠﻰ ﻭﺍﻟﻔﻜﺭﻯ ﻟﻠﻔﺭﺩ‬
‫ﻭﻜﺫﻟﻙ ﻋﻠﻰ ﻋﻼﻗﺘﻪ ﻤﻊ ﺒﻴﺌﺘـﻪ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﺍﻟﻤﺤﻴﻁﺔ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺃﻥ ﺍﻹﺼﺎﺒﺔ ﺒـﺎﻟﻤﺭﺽ‬
‫ﺍﻟﻤﺯﻤﻥ ﻗﺩ ﻴﺅﺩﻯ ﺇﻟﻰ ﺘﺄﺜﻴﺭ ﺒﺎﻟﻎ ﻋﻠﻰ ﺍﻟﺤﺎﻟـﺔ‬
‫ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﺭﺍﻫﻕ‪ ،‬ﻓﻘﺩ ﺘﻘﻴ‪‬ﺩ ﻗﺩﺭﺘﻪ ﻋﻠﻰ‬
‫ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻤﻬﺎﻡ ﺍﻟﻀﺭﻭﺭﻴﺔ ﻓﻰ ﺤﻴﺎﺘﻪ ﺍﻟﻴﻭﻤﻴﺔ‪.‬‬
‫ﻭﻴﻭﻀﺢ ﺤﺴﺎﻥ ﻭﻫﺠﺭﺱ ‪(Hassan‬‬
‫)‪ & Hagrass, 2017: 67‬ﺒﺄﻥ ﻤﺭﺽ ﺍﻟﺭﺒﻭ‬
‫ﻴﻌﺘﺒﺭ ﻤﺸﻜﻠﺔ ﺼﺤﻴﺔ ﻤﺯﻤﻨﺔ ﻭﻻﺴـﻴﻤﺎ ﺒـﻴﻥ‬
‫ﺘﻼﻤﻴﺫ ﺍﻟﻤﺩﺍﺭﺱ ﻓﻰ ﻤﺼﺭ‪ ،‬ﻭﻴـﺭﺘﺒﻁ ﺍﻟﺭﺒـﻭ‬
‫ﺍﺭﺘﺒﺎﻁﺎﹰ ﻗﻭﻴﺎﹰ ﺒﺎﻟﺤـﺴﺎﺴﻴﺔ‪ ،‬ﻭﻴـﺼﺒﺢ ﺍﻟﻔـﺭﺩ‬
‫ﺍﻟﻤﺼﺎﺏ ﺒﺎﻟﺭﺒﻭ ﺃﻜﺜﺭ ﺤﺴﺎﺴﻴﺔ ﺘﺠﺎﻩ ﻤﺜﻴـﺭﺍﺕ‬
‫ﻤﻌﻴﻨﺔ ﻤﻥ ﺃﻫﻤﻬﺎ؛ ﺍﻟﺘﻌﺭﺽ ﻟـﺩﺨﺎﻥ ﺍﻟﺘﺒـﻎ‪،‬‬
‫ﻭﺘﻠﻭﺙ ﺍﻟﻬﻭﺍﺀ‪ ،‬ﻭﺍﻟﺘﻌﺭﺽ ﻟﻠﺴﻤﻭﻡ‪ ،‬ﻭﺍﻟﺘﻬﺎﺒﺎﺕ‬
‫ﻋﻥ ﺫﻟﻙ ﺍﻟﻤﺭﺽ )ﻤﺭﻴﻡ ﺴﻜﻴﺭﻴﻔﺔ‪ ،‬ﻤﻨـﺼﻭﺭ‬
‫ﺯﺍﻫﻰ‪.(٢٣٥: ٢٠١٥ ،‬‬
‫ﻟﺫﺍ ﻴ‪‬ﻨﻅﺭ ﻟﻠﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﺈﻋﺘﺒﺎﺭﻫـﺎ‬
‫ﻗﻭﺓ ﺩﺍﻓﻌﺔ ﺒﺎﺘﺠﺎﻩ ﺍﻟﺤﻴﺎﺓ ﺘﺠﻌل ﺍﻹﻨﺴﺎﻥ ﻭﺍﺜﻘـﺎﹰ‬
‫ﻭﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺘﺨﻁﻰ ﺍﻟﺼﻌﺎﺏ ﻭﺘﺴﺎﻋﺩﻩ ﻋﻠـﻰ‬
‫ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺘـﺼﻘل ﺍﻟﺸﺨـﺼﻴﺔ‬
‫ﻭﺘﺤﻭﻟﻬﺎ ﺇﻟﻰ ﺸﺨﺼﻴﺔ ﻗﻭﻴـﺔ )ﺤﻨـﺎﻥ ﻋﺒـﺩ‬
‫ﺍﻟﺭﺤﻴﻡ ﺍﻟﻤﺎﻟﻜﻰ‪.(١٣٩ :٢٠١٢ ،‬‬
‫ﺒﺠﻭﺍﻨﺒﻬﺎ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ‪ ،‬ﻓـﺎﻟﻤﺭﻴﺽ ﻓـﻰ‬
‫ﺃﻤﺱ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﻤﻥ ﻴﻘﻑ ﺒﺠﺎﻨﺒـﻪ ﺤﺘـﻰ ﻻ‬
‫ﻴﺸﻌﺭ ﺃﻨﻪ ﻴﻭﺍﺠﻪ ﺍﻟﻤـﺭﺽ ﺒﻤﻔـﺭﺩﻩ‪ ،‬ﻭﻜﻠﻤـﺎ‬
‫ﺘﻁﻭﺭ ﺍﻟﻤﺭﺽ ﻜﻠﻤﺎ ﺸﻌﺭ ﺍﻟﻤﺭﻴﺽ ﺒﺎﻟﺤﺎﺠـﺔ‬
‫ﺇﻟﻰ ﺍﻟﺩﻋﻡ ﻭﺍﻟﻌﻭﻥ ﻭﺍﻟﺘﺸﺠﻴﻊ ﺍﻟﺫﻱ ﻴﺤﺘﺎﺠﻪ ﻤﻥ‬
‫ﺍﻵﺨﺭﻴﻥ ﻟﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻴﺵ ﻤﻊ ﻤﺭﻀﻪ‪،‬‬
‫ﻓﺎﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻻ ﻴﺘﻠﻘﻭﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﻫﻡ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ ﻤﻘﺎﺭﻨـﺔﹰ‬

‫ﻭﻋﻠﻴﻪ ﻓﺎﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺘـﺴﻌﻰ ﺇﻟـﻰ‬ ‫ﺒﻐﻴﺭﻫﻡ‪.‬‬

‫ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒـﻴﻥ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟـﺩﻯ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪ .‬ﻭﺘﺘﻠﺨﺹ ﻤـﺸﻜﻠﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻓﻰ ﻤﺤﺎﻭﻟﺔ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻟﺘﺴﺎﺅﻻﺕ‬
‫ﺍﻵﺘﻴﺔ‪:‬‬
‫ﻓﺎﻟﻤﺭﻴﺽ ﻴﻌﺎﻨﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺘﺎﻋـﺏ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﺨﺎﺼـﺔﹰ ﺇﺫﺍ ﻜـﺎﻥ ﻫـﺫﺍ‬
‫ﺍﻟﻤﺭﺽ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﺍﻟﺠﺴﺩﻴﺔ ﺍﻟﻤﺯﻤﻨﺔ ﺍﻟﺫﻱ‬
‫ﻴﻅل ﺼﺩﻴﻘﺎﹰ ﻟﻠﻤﺭﻴﺽ ﻭﻗﺭﻴﻨﺎﹰ ﻟﻪ ﻟﻔﺘﺭﺓ ﺯﻤﻨﻴـﺔ‬
‫ﻁﻭﻴﻠﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻴﺼﺒﺢ ﺍﻟﻤﺭﻴﺽ ﻓﻰ ﺤﺎﺠـﺔ‬

‫‪ .١‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒـﻴﻥ ﺍﻟـﺩﻋﻡ‬ ‫ﻤﺎﺴﺔ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻨﻭﻉ ﻤﻥ ﺍﻟﺭﻀﺎ ﻭﺍﻟﺘﻌـﺎﻴﺵ‬

‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬ ‫ﻤﻊ ﻫﺫﺍ ﺍﻟﻤﺭﺽ ﺍﻟﻤﺯﻤﻥ ﺘﺠﻨﺒﺎﹰ ﻷﻴﺔ ﺃﻋـﺭﺍﺽ‬

‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ؟‬ ‫ﺠﺎﻨﺒﻴﺔ )ﺴﻴﺩ ﺃﺤﻤﺩ ﻤﺤﻤـﺩ ﺍﻟﻭﻜﻴـل‪:٢٠١٠ ،‬‬
‫‪.(١١٩‬‬
‫‪ .٢‬ﻫل ﻴﺨﺘﻠﻑ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭ‪‬ﻙ‬
‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺒﺈﺨﺘﻼﻑ‬ ‫ﻭﻴﺸﻴﺭ ﻻﺯﺍﺭﻭﺱ )‪(Lazarus,1981‬‬

‫ﺍﻟﺠﻨﺱ؟‬ ‫ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺇﺨﺘﻼﻑ ﻓﻰ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎل ﻟﺩﻯ‬

‫ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒـﺎﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨـﺔ‪،‬‬
‫‪ .٣‬ﻫل ﺘﺨﺘﻠـﻑ ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟـﺩﻯ‬
‫ﻓﺎﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻰ ﻴﺘﻌﺎﻤل ﺒﻬـﺎ ﺍﻟﻤـﺭﻴﺽ ﻤـﻊ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀـﻰ ﺍﻟﺭﺒـﻭ ﺒـﺈﺨﺘﻼﻑ‬
‫ﻤﺭﻀﻪ ﺘﺨﺘﻠﻑ ﻤﻥ ﺸﺨﺹ ﻵﺨﺭ ﻓﻬﻨﺎﻙ ﻤـﻥ‬
‫ﺍﻟﺠﻨﺱ؟‬
‫ﻴﺘﻌﺎﻴﺵ ﻤﻊ ﺍﻟﻤﺭﺽ ﺒﻭﺼﻔﻪ ﻭﻀﻌﻴﺔ ﺤﻴﺎﺘﻴـﺔ‬
‫‪ .٤‬ﻫل ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤـﻥ‬
‫ﻋﺎﺩﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻤﻥ ﻻ ﻴﺘﻘﺒل ﻤﺭﻀـﻪ‪ ،‬ﻭﻫـﺫﺍ‬
‫ﺨﻼل ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭﻙ ﻟـﺩﻯ‬
‫ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﺍﻟﻤﻭﻗﻑ ﻤﻥ ﺍﻟﻤﺭﺽ‪ ،‬ﻭﺘـﺼﻭﺭ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ؟‬
‫ﺍﻟﻤﺭﻴﺽ ﻟﻤﺭﻀﻪ ﻭﻤﻭﺍﺠﻬﺘﻪ ﻟﻠﻀﻐﻭﻁ ﺍﻟﻨﺎﺘﺠﺔ‬
‫‪ ‬‬

‫‪١١٥٦‬‬
‫‪Health Organization (WHO),‬‬ ‫‪ ‬‬
‫)‪ 2017‬ﺒــﺄﻥ ﺤــﻭﺍﻟﻲ ‪ ٢٣٥‬ﻤﻠﻴــﻭﻥ‬ ‫ﺘﺴﻌﻰ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬
‫ﺸﺨﺹ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺭﺽ ﺍﻟﺭﺒـﻭ ﻓـﻰ‬ ‫ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺠﻤﻴﻊ ﺃﻨﺤﺎﺀ ﺍﻟﻌﺎﻟﻡ‪ .‬ﻜﻤﺎ ﺃﻜﺩﺕ ﺩﺭﺍﺴـﺔ‬ ‫‪ -١‬ﺍﻟﻜﺸﻑ ﻋﻥ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟـﺩﻋﻡ‬
‫ﺤــﺴﺎﻥ ﻭﻫﺠــﺭﺱ & ‪(Hassan‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ـﺄﻥ‬
‫‪ Hagrass,‬ﺒـــ‬ ‫‪2017:‬‬ ‫)‪67‬‬ ‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻴﻌﺘﺒـﺭ ﻤـﺸﻜﻠﺔ ﺼـﺤﻴﺔ‬
‫‪ -٢‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺠﻨﺱ ﺍﻟﻤﺭﺍﻫـﻕ ﻓـﻰ‬
‫ﻤﺯﻤﻨﺔ ﻭﻻﺴﻴﻤﺎ ﺒﻴﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺩﺍﺭﺱ ﻓﻰ‬
‫ﺍﺩﺭﺍﻜﻪ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤﻘﺩﻡ ﻟﻪ‪.‬‬
‫ﻤﺼﺭ‪.‬‬
‫‪ -٣‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺠﻨﺱ ﺍﻟﻤﺭﺍﻫﻕ ﻋﻠـﻰ‬
‫‪ -٢‬ﺍﺴﺘﺜﻤﺎﺭ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺭﻭﻨﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭ‪‬ﻙ ﻭﺍﻟﻤﺭﻭﻨـﺔ‬
‫‪ -٤‬ﺍﻟﺘﻨﺒﺅ ﺒﺩﺭﺠﺔ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒـﻭ‬
‫ﺍﻟــﺩﻋﻡ ﺍﻻﺠﺘﻤــﺎﻋﻲ ﺍﻟﻤ‪‬ــﺩﺭﻙ ﻟــﺩﻯ‬
‫ﻓﻰ ﺇﻋﺩﺍﺩ ﻭﺘـﺼﻤﻴﻡ ﻭﺘﻁﺒﻴـﻕ ﺒـﺭﺍﻤﺞ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫ﺘﺭﺒﻭﻴﺔ ﻭﻨﻔﺴﻴﺔ ﻭﺇﺭﺸـﺎﺩﻴﺔ ﻟﻠﻤـﺭﺍﻫﻘﻴﻥ‬
‫‪ ‬‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻤﻥ ﺃﺠل ﺍﻟﺘﺨﻔﻴـﻑ ﻤـﻥ‬
‫ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻨﺘﺸﺎﺭ ﻤﺭﺽ‬
‫ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻰ ﻗﺩ ﻴﺘﻌﺭﻀـﻭﻥ ﻟﻬـﺎ‬
‫ﺍﻟﺭﺒﻭ ﺨﺎﺼﺔﹰ ﻓﻰ ﻤﺠﺘﻤﻌﺎﺘﻨﺎ‪ ،‬ﻭﺫﻟﻙ ﻷﺴـﺒﺎﺏ‬
‫ﻨﺘﻴﺠﺔ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺘﻰ ﻴﻌـﺎﻨﻭﻥ‬
‫ﻋﺩﻴﺩﺓ ﻤﻨﻬﺎ ﺍﻟﻭﺭﺍﺜﻴﺔ ﻭﻤﻨﻬﺎ ﺍﻟﻤﻜﺘـﺴﺒﺔ ﻨﺘﻴﺠـﺔ‬
‫ﻤﻨﻬﺎ‪.‬‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻠﻌﻭﺍﻤل ﺍﻟﻤﺜﻴﺭﺓ ﻟﻠﺤﺴﺎﺴﻴﺔ ﻓﻰ ﺍﻟﺒﻴﺌﺔ‬
‫‪ -٣‬ﺘﻨﻁﻠﻕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺭﺍﻫﻨﺔ ﻤـﻥ ﺍﻟﻤﻨﻅـﻭﺭ‬ ‫ﺃﻭ ﺍﻟﺘﻌﺭﺽ ﻟﻀﻐﻭﻁ ﻨﻔﺴﻴﺔ ﺸـﺩﻴﺩﺓ‪ ،‬ﻭﻤـﺩﻯ‬
‫ﺍﻟﺤــﺩﻴﺙ ﺍﻟــﺫﻱ ﺘﺘﺒﻨــﺎﻩ ﺍﻟﺩﺭﺍﺴــﺎﺕ‬
‫ﺘﺄﺜﻴﺭ ﻫﺫﺍ ﺍﻟﻤﺭﺽ ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﺨﺎﺼـﺔﹰ ﻓـﻰ‬
‫ﺍﻟﺤﺩﻴﺜــﺔ ﺒــﺎﻟﻨﻅﺭ ﺇﻟــﻰ ﺍﻟﻤــﺭﺽ‬
‫ﺃﺤﺭﺝ ﻤﺭﺍﺤل ﺤﻴﺎﺘﻪ ﻭﻫﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘـﺔ‪،‬‬
‫ـﺎﺩ‬
‫ﺍﻟﻤـﺯﻤﻥ ﻜﻤﻨﻅﻭﻤـﺔ ﻤﺘﻌـﺩﺩﺓ ﺍﻷﺒﻌـ‬
‫ﻭﻤﺩﻯ ﺍﺩﺭﺍﻜﻪ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤﻘﺩﻡ ﻟﻪ ﻤﻥ‬
‫ﺒﻴﻭﻟﻭﺠﻴﺔ ﻭﻨﻔﺴﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻟﺫﺍ ﻓـﺈﻥ‬
‫ﻗﺒل ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺇﻟﻰ ﺃﻯ ﻤﺩﻯ ﻴﺅﺜﺭ ﻫﺫﺍ ﺍﻟﺩﻋﻡ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺘﻠﻘﻰ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺃﻫﻤﻴﺔ‬
‫ﻋﻠﻰ ﻤﺭﻭﻨﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ ﻫـﺫﻩ‬
‫ـﻭل‬
‫ـﺴﺘﻘﺒﻠﻴﺔ ﺤـ‬
‫ـﻭﺙ ﺍﻟﻤـ‬
‫ـﻑ ﺍﻟﺒﺤـ‬
‫ﺘﻜﺜﻴـ‬
‫ﺍﻷﻫﻤﻴﺔ ﻓﻰ ﻀﻭﺀ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻓﻰ ﻤﺠﺎل ﺍﻷﻤـﺭﺍﺽ‬
‫‪ -١‬ﺘﺸﻴﺭ ﺇﺤﺼﺎﺌﻴﺎﺕ ﻤﻨﻅﻤﺔ ﺍﻟﺼﺤﺔ ﺍﻟﻌﺎﻟﻤﻴﺔ‬
‫ﺍﻟﻌﻀﻭﻴﺔ‪.‬‬
‫‪(World‬‬ ‫ﻓــﻰ ﺃﻏــﺴﻁﺱ ‪٢٠١٧‬ﻡ‬

‫‪١١٥٧‬‬
‫ﻜﺘﻭﻓﻴﺭ ﺍﻟﺩﻭﺍﺀ ﺍﻟﻼﺯﻡ ﺃﻭ ﺍﻟﻭﺠﺒﺎﺕ ﺍﻟﻤﻼﺌﻤﺔ ﺃﻭ‬ ‫‪ ‬‬

‫ﺍﻟﺩﻋﻡ ﺍﻟﻌﻼﺠﻰ ﺒﻘﺼﺩ ﻤـﺴﺎﻋﺩﺘﻪ ﻓـﻰ ﺤـل‬ ‫ـﺩﺭ‪‬ﻙ‬

‫ـﺎﻋﻰ ﺍﻟﻤ‪‬ــ‬
‫ـﺩﻋﻡ ﺍﻻﺠﺘﻤــ‬
‫)أ( ﺍﻟــ‬
‫ﻤﺸﻜﻼﺘﻪ ﺍﻟﻴﻭﻤﻴﺔ ﺃﻭ ﺘﺨﻔﻴـﻑ ﺃﻋﺒـﺎﺀ ﺍﻟﺤﻴـﺎﺓ‬ ‫‪:Perceived Social Support‬‬
‫ﻋﻠﻴﻪ‪.‬‬ ‫ﺘﹸﻌﺭِﻑ ﺍﻟﺒﺎﺤﺜـﺔ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫‪ -٣‬ﺍﻟـــﺩﻋﻡ ﺍﻟﻤﻌﺭﻓـــﻰ ‪Cognitive‬‬ ‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻪ‪ :‬ﻤﺎ ﻴﺩﺭﻜـﻪ ﺍﻟﻤﺭﺍﻫـﻕ‬
‫‪:Support‬‬ ‫ﺍﻟﻤﺭﻴﺽ ﻤﻥ ﻋﻭﻥ ﻭﺭﻋﺎﻴـﺔ ﻭﺍﻫﺘﻤـﺎﻡ ﻤـﻥ‬

‫ﺘﻌﺭﻓﻪ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨـﻪ‪ :‬ﻭﻋـﻰ‬ ‫ﺠﺎﻨﺏ ﺍﻵﺨﺭﻴﻥ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤـﻊ ﺍﺤﺘﻴﺎﺠﺎﺘـﻪ‬

‫ﺍﻟﻤﺭﺍﻫﻕ ﺍﻟﻤﺭﻴﺽ ﺒﻤﺸﺎﺭﻜﺔ ﺍﻵﺨﺭﻴﻥ ﻟﻪ ﻟﻜل‬ ‫ﻤﻌﻨﻭﻴﺎﹰ ﺃﻭ ﻤﺎﺩﻴﺎﹰ ﺃﻭ ﻤﻌﺭﻓﻴﺎﹰ ﺒﻘﺼﺩ ﺭﻓﻊ ﺭﻭﺤﻪ‬

‫ﻤﺎ ﻴﺤﺘﺎﺝ ﺇﻟﻴـﻪ ﻤـﻥ ﻤﻌـﺎﺭﻑ ﻭﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺍﻟﻤﻌﻨﻭﻴﺔ‪ ،‬ﻭﻤﺴﺎﻋﺩﺘﻪ ﻋﻠـﻰ ﺘﺠـﺎﻭﺯ ﻤﺤﻨـﺔ‬

‫ﻭﻨﺼﺎﺌﺢ ﻭﺇﺭﺸﺎﺩﺍﺕ ﻤﻔﻴـﺩﺓ ﺤـﻭل ﻁﺒﻴﻌـﺔ‬ ‫ﺍﻟﻤﺭﺽ ﻭﺍﻟﺘﻌﺎﻴﺵ ﻤﻌﻪ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺍﻹﺴـﻬﺎﻡ‬

‫ﻤﺭﻀﻪ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻴﺵ ﻤﻌﻪ ﻭﺍﻟﺘﺨﻔﻴﻑ ﻤﻨـﻪ‬ ‫ﻓﻰ ﺤل ﻤﺸﻜﻼﺘﻪ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻤﻥ ﺨﻼل ﺘﺯﻭﻴـﺩﻩ‬

‫ﻭﻤﻭﺍﺠﻬﺘﻪ‪.‬‬ ‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻼﺯﻤﺔ ﻟـﺫﻟﻙ‪ .‬ﻭﻴ‪‬ﻘـﺎﺱ ﺍﻟـﺩﻋﻡ‬

‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻓﻰ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤـﻥ‬
‫)ب( ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ‪Psychological‬‬
‫ﺨﻼل ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻰ‪:‬‬
‫‪:Resilience‬‬
‫‪ -١‬ﺍﻟـــﺩﻋﻡ ﺍﻟﻤﻌﻨـــﻭﻯ ‪Emotional‬‬
‫ﺘﹸﻌـﺭِﻑ ﺍﻟﺒﺎﺤﺜـﺔ ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫‪:Support‬‬
‫ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻬﺎ‪ :‬ﻋﻤﻠﻴﺔ ﺩﻴﻨﺎﻤﻴﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻷﺒﻌـﺎﺩ‬
‫ﺘﹸﻤﻜﻥ ﺍﻟﻤﺭﺍﻫﻕ ﻤﻥ ﺇﻅﻬﺎﺭ ﻗﺩﺭ ﻤﻥ ﺍﻟﺘﻭﺍﻓـﻕ‬ ‫ﺘﻌﺭﻓﻪ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴـﺎﹰ ﺒﺄﻨـﻪ‪ :‬ﺇﺩﺭﺍﻙ‬

‫ـﻑ‬
‫ـﺔ‪ ،‬ﻭﺘﻭﻅﻴـ‬
‫ـﺔ ﺍﻹﻴﺠﺎﺒﻴـ‬
‫ـﺩ ﻭﺍﻟﻤﻭﺍﺠﻬـ‬
‫ﺍﻟﺠﻴـ‬ ‫ﺍﻟﻤﺭﺍﻫﻕ ﺍﻟﻤﺭﻴﺽ ﻟﺤﺏ ﻭﺭﻋﺎﻴﺔ ﺍﻵﺨﺭﻴﻥ ﻟﻪ‪،‬‬

‫ﻜﺎﻓﺔ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻹﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺸﻌﻭﺭﻩ ﺒﺘﻘﺒﻠﻬﻡ ﻭﺘﻘﺩﻴﺭﻫﻡ ﻟـﻪ‪ ،‬ﻭﺇﺤـﺴﺎﺴﻪ‬

‫ﻟﺩﻴﻪ ﺒﻬﺩﻑ ﺍﻟﺘﻔﺎﻋل ﺒﺸﻜل ﻓﻌ‪‬ﺎل ﻤﻊ ﺍﻟﻀﻐﻭﻁ‬ ‫ﺒﺎﻷﻤﻥ ﺍﻟﻨﻔﺴﻰ ﻭﺍﻹﻨﺘﻤﺎﺀ ﻟﻤﻥ ﺤﻭﻟﻪ‪ ،‬ﻭﺘﺩﻋﻴﻤﻪ‬

‫ـﻥ‬
‫ـﻀﻼﹰ ﻋـ‬
‫ـﺼﺎﺩﻤﺔ ﻓـ‬
‫ـﺎﺓ ﺍﻟـ‬
‫ـﺩﺍﺙ ﺍﻟﺤﻴـ‬
‫ﻭﺃﺤـ‬ ‫ﻭﻤﺸﺎﺭﻜﺘﻪ ﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﻭﺍﻗـﻑ ﺍﻟﻤﺨﺘﻠﻔـﺔ‬

‫ﺘﻤﺘﻌﻪ ﺒﺎﺘﺯﺍﻥ ﻭﺍﺴـﺘﻘﺭﺍﺭ ﻨﻔـﺴﻲ ﻭﺘﺨﻁـﻰ‬ ‫ﺴــﻭﺍﺀ ﻜﺎﻨــﺕ ﺼــﺤﻴﺔ ﺃﻭ ﺍﻨﻔﻌﺎﻟﻴــﺔ ﺃﻭ‬

‫ﻤﻭﺍﻗﻑ ﺍﻹﺤﺒﺎﻁ ﻭﺍﻟﻔﺸل‪ ،‬ﻭﻤﻭﺍﺼـﻠﺔ ﺍﻟﺤﻴـﺎﺓ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﺒﻔﺎﻋﻠﻴﺔ ﻭﺍﻗﺘﺩﺍﺭ‪ .‬ﻭﺘﹸﻘﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻓـﻰ‬ ‫‪ -٢‬ﺍﻟﺩﻋﻡ ﺍﻟﻤﺎﺩﻯ ‪:Material Support‬‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﺨﻼل ﺜﻼﺜﺔ ﺃﺒﻌﺎﺩ ﻭﻫـﻲ‬ ‫ﺘﻌﺭﻓﻪ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨـﻪ‪ :‬ﺇﻤـﺩﺍﺩ‬
‫ﻜﺎﻵﺘﻰ‪:‬‬ ‫ـﻕ ﺍﻟﻤــﺭﻴﺽ ﺒــﺎﻟﻌﻭﻥ ﺍﻟﻤــﺎﺩﻯ ﺃﻭ‬
‫ﺍﻟﻤﺭﺍﻫـ‬
‫ﺍﻟﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻤﺎﺩﻴـﺔ ﺃﻭ ﺍﻟﺨـﺩﻤﺎﺕ ﺍﻟﻤﺨﺘﻠﻔـﺔ‬

‫‪١١٥٨‬‬
 ‫ـﻰ ﺍﻟﺭﺒــﻭ‬
‫)ﺝ( ﺍﻟﻤــﺭﺍﻫﻘﻴﻥ ﻤﺭﻀــ‬ ‫‪ -١‬ﺍﻟﻤﺭﻭﻨــﺔ ﺍﻻﻨﻔﻌﺎﻟﻴــﺔ ‪Emotional‬‬
‫‪:Adolescents with Asthma‬‬ ‫‪:Resilience‬‬
‫ـﺔ‬
‫ﺘﻌـﺭﻑ ﻤﻨﻅﻤـﺔ ﺍﻟـﺼﺤﺔ ﺍﻟﻌﺎﻟﻤﻴـ‬ ‫ﺘﻌﺭﻓﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻬـﺎ‪ :‬ﺘﻠـﻙ‬
‫)‪ (٢٠١٧‬ﻤــﺭﺽ ﺍﻟﺭﺒــﻭ ﺒﺄﻨــﻪ ﻤــﺭﺽ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻰ ﺘﹸﻌﻴﻥ ﺍﻟﻤﺭﺍﻫﻕ ﻋﻠـﻰ ﺘﺠـﺎﻭﺯ‬
‫ﺍﻟﺘﻬﺎﺒﻰ ﻤﺯﻤﻥ ﻴﺘﺴﻡ ﺒﺤﺩﻭﺙ ﻨﻭﺒﺎﺕ ﻤﺘﻜـﺭﺭﺓ‬ ‫ﻤﺘﺎﻋﺒﻪ ﻭﺍﻟﺭﻀﻰ ﻋﻤﺎ ﻴﺤﺩﺙ ﻟﻪ‪ ،‬ﻭﺘﻤﻜﻨﻪ ﻤﻥ‬
‫ـﺯ‪،‬‬
‫ـﻨﻔﺱ ﻭﺍﻷﺯﻴـ‬
‫ـﺴﺭ ﺍﻟﺘـ‬
‫ـﻴﻥ ﻋـ‬
‫ـﺭﺍﻭﺡ ﺒـ‬
‫ﺘﺘـ‬ ‫ﺍﻟﻤﻀﻰ ﻗﺩﻤﺎﹰ ﻤﺘﻀﻤﻨﺔ ﺍﻟﻘﺩﺭﺓ ﻋﻠـﻰ ﻀـﺒﻁ‬
‫ﻭﻫﻲ ﺘﺨﺘﻠﻑ ﻓﻰ ﺸﺩﺘﻬﺎ ﻤﻥ ﻓﺭﺩ ﻵﺨﺭ‪ ،‬ﻭﻗـﺩ‬ ‫ﻭﺇﺩﺍﺭﺓ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪ ،‬ﺍﻻﺤـﺴﺎﺱ‬

‫ﺘﻅﻬﺭ ﺃﻋﺭﺍﻀﻪ ﻋـﺩﺓ ﻤـﺭﺍﺕ ﻓـﻰ ﺍﻟﻴـﻭﻡ‪،‬‬ ‫ﺒﻤﻌﻨﻰ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﺍﻟﺘﻔـﺎﺅل‪ ،‬ﺍﻟﻤﺜـﺎﺒﺭﺓ‪ ،‬ﺘﺤﻤـل‬

‫ﻭﺘﺼﺒﺢ ﺃﺴﻭﺃ ﻟﺩﻯ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﺃﺜﻨﺎﺀ ﻤﺯﺍﻭﻟﺔ‬ ‫ﺍﻟﻤﺴﺌﻭﻟﻴﺔ‪.‬‬

‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒﺩﻨﻰ ﺃﻭ ﻓﻰ ﺍﻟﻠﻴل‪ ،‬ﻭﺃﺜﻨﺎﺀ ﻨﻭﺒﺔ ﺍﻟﺭﺒﻭ‬ ‫‪Mental‬‬ ‫‪ -٢‬ﺍﻟﻤﺭﻭﻨـــﺔ ﺍﻟﻌﻘﻠﻴـــﺔ‬

‫ﺘﺘﻭﺭﻡ ﺒﻁﺎﻨﺔ ﺃﻨﺎﺒﻴـﺏ ﺍﻟـﺸﻌﺏ ﺍﻟﻬﻭﺍﺌﻴـﺔ‪ ،‬ﺇﺫ‬ ‫‪:Resilience‬‬

‫ﻴﺤﺩﺙ ﻀﻴﻕ ﻓﻰ ﺍﻟﻤﺴﺎﻟﻙ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﻭﺍﻟﺤﺩ ﻤﻥ‬ ‫ﺘﻌﺭﻓﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻬـﺎ‪ :‬ﺘﻠـﻙ‬

‫ﺘﺩﻓﻕ ﺍﻟﻬﻭﺍﺀ ﺩﺍﺨل ﺍﻟﺭﺌﺘﻴﻥ ﻭﺨﺎﺭﺠﻬـﺎ‪ ،‬ﻭﻗـﺩ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻰ ﺘﹸﻤﻜﻥ ﺍﻟﻤﺭﺍﻫﻕ ﻤـﻥ ﺍﻟﺘﻌﺎﻤـل‬
‫ﺒﻁﺭﻴﻘﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺘﺠـﺎﻩ ﻤـﺸﻜﻼﺕ ﻭﻋﻘﺒـﺎﺕ‬
‫ـﻭ ﺍﻟﻤﺘﻜـﺭﺭﺓ ﺍﻷﺭﻕ‬
‫ـﺭﺍﺽ ﺍﻟﺭﺒـ‬
‫ﺘـﺴﺒﺏ ﺃﻋـ‬
‫ﻭﻤﻭﺍﻗﻑ ﺍﻟﺤﻴﺎﺓ ﻤﺘﻀﻤﻨﺔ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻭﻀـﻊ‬
‫ﻭﺍﻹﺭﻫﺎﻕ ﺃﺜﻨﺎﺀ ﺍﻟﻨﻬﺎﺭ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﻤـﺴﺘﻭﻴﺎﺕ‬
‫ﺨﻁﻁ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﺍﺘﺨـﺎﺫ ﺍﻟﻘـﺭﺍﺭﺍﺕ‪ ،‬ﻭﺘﻨﻔﻴـﺫ‬
‫ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﺍﻟﺘﻐﻴﺏ ﻋـﻥ ﺍﻟﻤﺩﺭﺴـﺔ ‪(WHO,‬‬
‫ـل ﺍﻟﻤــﺸﻜﻼﺕ‪،‬‬
‫ـﺭﺍﺀﺍﺕ ﺍﻟﻼﺯﻤــﺔ ﻟﺤـ‬
‫ﺍﻹﺠـ‬
‫)‪.2017‬‬
‫ﻭﺍﻟﻤﻭﺍﺠﻬﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ‪.‬‬
‫ﻭﺘﹸﻌﺭِﻑ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀـﻰ‬
‫‪Social‬‬ ‫‪ -٣‬ﺍﻟﻤﺭﻭﻨـــﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـــﺔ‬
‫ﺍﻟﺭﺒﻭ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻬﻡ‪ :‬ﻓﺌﺔ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺴﺠﻠﻴﻥ‬
‫‪:Resilience‬‬
‫ﻓﻰ ﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﻁﺒﻴﺔ ﻟـﺩﻯ ﺍﻟﺯﺍﺌـﺭﺓ ﺍﻟـﺼﺤﻴﺔ‬
‫ﺘﻌﺭﻓﻬﺎ ﺍﻟﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺒﺄﻨﻬـﺎ‪ :‬ﺘﻠـﻙ‬
‫ـﻨﻬﻡ‬
‫ـﺸﻑ ﻋـ‬
‫ـﻡ ﺍﻟﻜـ‬
‫ـﺫﻴﻥ ﺘـ‬
‫ـﺔ‪ ،‬ﻭﺍﻟـ‬
‫ﺒﺎﻟﻤﺩﺭﺴـ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻰ ﺘﹸﻤﻜﻥ ﺍﻟﻤﺭﺍﻫﻕ ﻤﻥ‬
‫ﻭﺘﺸﺨﻴﺼﻬﻡ ﻁﺒﻴﺎﹰ ﺒﺄﻨﻬﻡ ﻴﻌﺎﻨﻭﻥ ﻤـﻥ ﻤـﺭﺽ‬
‫ﺍﻟﺘﻭﺍﺼل ﺍﻟﻔﻌ‪‬ﺎل ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻻﻨﻔﺘﺎﺡ ﻋﻠـﻰ‬
‫ﺍﻟﺭﺒﻭ‪ ،‬ﻭﺘﻠﻙ ﺍﻟﻤﻠﻔـﺎﺕ ﻤ‪‬ـﺩﻭﻥ ﺒﻬـﺎ ﺒﻴﺎﻨـﺎﺕ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺫﻯ ﻴﻌﻴﺵ ﻓﻴﻪ ﺴﺎﻋﻴﺎﹰ ﻟﻠﺘﻜﻴﻑ ﻤـﻊ‬
‫ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺘﺼﻨﻴﻑ ﺍﻟﻤﺭﺽ‪ ،‬ﻭﻤﺩﺓ ﺍﺼـﺎﺒﺘﻬﻡ‬ ‫ﺃﻓﺭﺍﺩﻩ‪ ،‬ﻭﻭﺠﻭﺩ ﺭﻭﺡ ﺍﻟﺘﻌـﺎﻭﻥ ﻭﺍﻟﺘﻌـﺎﻁﻑ‬
‫ﺒﺎﻟﻤﺭﺽ‪ ،‬ﻭﺍﻟﺫﻴﻥ ﻴﺘـﺎﺒﻌﻭﻥ ﺩﺭﺍﺴـﺘﻬﻡ ﻓـﻰ‬ ‫ﻤﻌﻬﻡ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺯﺯ ﻗﺩﺭﺘﻪ ﻋﻠـﻰ ﻤﻭﺍﺠﻬـﺔ‬
‫ﺍﻟﻤﺭﺤﻠﺘﻴﻥ ﺍﻻﻋﺩﺍﺩﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬ ‫ﺃﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻀﺎﻏﻁﺔ‪.‬‬

‫‪١١٥٩‬‬
‫ﻭﺘﺴﺎﻋﺩﻩ ﻓﻰ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺼـﺤﺘﻪ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﺍﻟﻌﻘﻠﻴﺔ"‪.‬‬
‫ﻭﺘﻌﺭﻑ ﻗﻨﻭﻥ ﺨﻤﻴﺴﺔ )‪(٧٩ :٢٠١٢‬‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤﺩﺭﻙ ﺒﺄﻨﻪ "ﻤـﺩﻯ ﺇﺩﺭﺍﻙ‬
‫ﺍﻟﻔﺭﺩ ﻟﻭﺠـﻭﺩ ﺴـﻨﺩ ﻤـﺎﺩﻯ ﺃﻭ ﻤﻌﻨـﻭﻯ ﺃﻭ‬
‫ﻤﻌﻠﻭﻤﺎﺘﻰ ﺃﻭ ﺘﻭﺠﻴﻬﻰ ﻤﻥ ﺨـﻼل ﻋﻼﻗﺎﺘـﻪ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻰ ﺍﻟﻭﺴﻁ ﺍﻷﺴـﺭﻯ‪ ،‬ﺃﻭ ﻭﺴـﻁ‬
‫ﺍﻷﺼﺩﻗﺎﺀ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﻭﺴﺎﻁ ﺍﻟﺘﻰ ﻴﺘﻌﺎﻤـل‬
‫ﻤﻌﻬﺎ ﺍﻟﻔﺭﺩ )ﺃﺜﻨﺎﺀ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺍﻟﻌﻼﺝ‪.. ،‬‬
‫ﺇﻟﺦ( ﺴﻭﺍﺀ ﻓﻰ ﻤﻭﺍﻗﻑ ﺍﻟـﺴﺭﺍﺀ ﺃﻭ ﻤﻭﺍﻗـﻑ‬
‫ﺍﻟﻀﺭﺍﺀ"‪.‬‬
‫ﻭﺘﻌﺭﻑ ﺤﻨﺎﻥ ﺍﻟﺸﻘﺭﺍﻥ‪ ،‬ﻴﺎﺴﻤﻴﻥ ﺭﺍﻓﻊ‬
‫ﺍﻟﻜﺭﻜﻰ )‪ (٨٧ :٢٠١٦‬ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫ﺍﻟﻤﺩﺭﻙ ﺒﺄﻨﻪ "ﺤﺼﻭل ﺍﻟﻔﺭﺩ ﻋﻠـﻰ ﺍﻟﺭﻋﺎﻴـﺔ‪،‬‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﺍﻟﺤﺏ‪ ،‬ﻭﺍﻟﺘﻘﺩﻴﺭ‪ ،‬ﻭﺍﻻﺤﺘﺭﺍﻡ ﻤـﻥ‬
‫ﺸــﺒﻜﺘﻪ ﺍﻻﺠﺘﻤﺎﻋﻴــﺔ ﺍﻟﻤﺤﻴﻁــﺔ ﻜﺎﻷﻫــل‪،‬‬
‫ﻭﺍﻷﺼﺩﻗﺎﺀ ﻭﺯﻤﻼﺀ ﺍﻟﻌﻤل"‪.‬‬
‫ﻭﺘﺨﻔﻴﻑ ﺁﻻﻤﻪ ﺍﻟﻌﻀﻭﻴﺔ‪ ،‬ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻨﺎﺠﻤـﺔ‬
‫ﻭﻓﻰ ﻀﻭﺀ ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻴﻤﻜﻥ‬
‫ﻟﻠﺒﺎﺤﺜﺔ ﺃﻥ ﺘﻌﺭﻑ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ‬
‫ﻓﻰ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺒﺄﻨﻪ‪" :‬ﻤﺎ ﻴﺩﺭﻜﻪ ﺍﻟﻤﺭﺍﻫﻕ‬
‫ﺍﻟﻤﺭﻴﺽ ﻤﻥ ﻋﻭﻥ ﻭﺭﻋﺎﻴـﺔ ﻭﺍﻫﺘﻤـﺎﻡ ﻤـﻥ‬
‫ﺠﺎﻨﺏ ﺍﻵﺨﺭﻴﻥ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤـﻊ ﺍﺤﺘﻴﺎﺠﺎﺘـﻪ‬
‫ﻤﻌﻨﻭﻴﺎﹰ ﺃﻭ ﻤﺎﺩﻴﺎﹰ ﺃﻭ ﻤﻌﺭﻓﻴﺎﹰ ﺒﻘﺼﺩ ﺭﻓﻊ ﺭﻭﺤﻪ‬
‫ﺍﻟﻤﻌﻨﻭﻴﺔ‪ ،‬ﻭﻤﺴﺎﻋﺩﺘﻪ ﻋﻠـﻰ ﺘﺠـﺎﻭﺯ ﻤﺤﻨـﺔ‬
‫ﺍﻟﻤﺭﺽ ﻭﺍﻟﺘﻌﺎﻴﺵ ﻤﻌﻪ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺍﻹﺴـﻬﺎﻡ‬
‫ﻓﻰ ﺤل ﻤﺸﻜﻼﺘﻪ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻤﻥ ﺨﻼل ﺘﺯﻭﻴـﺩﻩ‬
‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻼﺯﻤﺔ ﻟﺫﻟﻙ"‪.‬‬
‫‪١١٦٠‬‬
‫‪ ‬‬
‫ﻭﻴﺘﻡ ﻓﻴﻪ ﺇﻟﻘﺎﺀ ﺍﻟﻀﻭﺀ ﻷﻫﻡ ﻤﻔـﺎﻫﻴﻡ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﻰ ﺘﺘﻤﺜل ﻓﻰ‪:‬‬
‫ﺃﻭﻻﹰ‪ :‬ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ‪Perceived‬‬
‫‪:Social Support‬‬
‫ﻴﻌﺘﺒﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻤﺼﺩﺭﺍﹰ ﻤﻬﻤﺎﹰ‬
‫ﻤﻥ ﻤﺼﺎﺩﺭ ﺍﻷﻤﻥ ﺍﻟﺫﻱ ﻴﺤﺘﺎﺠﻪ ﺍﻹﻨﺴﺎﻥ ﻓـﻰ‬
‫ﻋﺎﻟﻤﻪ ﺍﻟﺫﻱ ﻴﻌﻴﺵ ﻓﻴﻪ‪ ،‬ﻓﻌﻨﺩﻤﺎ ﻴﺸﻌﺭ ﺍﻟﻔﺭﺩ ﺃﻥ‬
‫ﻫﻨﺎﻙ ﻤﺎ ﻴﻬﺩﺩﻩ ﻭﺃﻨﻪ ﻟﻡ ﻴﻌﺩ ﺒﻭﺴﻌﻪ ﺃﻥ ﻴﻭﺍﺠﻪ‬
‫ﺍﻟﺨﻁﺭ‪ ،‬ﺃﻭ ﻴﺘﺤﻤل ﻤﺎ ﻴﻘﻊ ﻋﻠﻴﻪ ﻤﻥ ﺇﺠﻬﺎﺩ ﻓﻬﻭ‬
‫ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﻋﻭﻥ ﻭﻤﺩﺩ ﻤﻥ ﺍﻵﺨـﺭﻴﻥ )ﻫﻨـﺎﺀ‬
‫ﺃﺤﻤﺩ ﺸﻭﻴﺦ ‪.(٨٣ :٢٠٠٧ ،‬‬
‫‪ ‬‬
‫ﻴﻌﺭﻑ ﻤﺤﻤﺩ ﺒﻴﻭﻤﻰ ﺨﻠﻴـل )‪:١٩٩٦‬‬
‫‪ (١٠٠‬ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺄﻨﻪ "ﻜل ﺩﻋﻡ ﻤﺎﺩﻱ‪،‬‬
‫ﺃﻭ ﻤﻌﻨﻭﻯ ﻴﻘﺩﻡ ﻟﻠﻤﺭﻴﺽ ﺒﻘﺼﺩ ﺭﻓﻊ ﺭﻭﺤـﻪ‬
‫ﺍﻟﻤﻌﻨﻭﻴﺔ‪ ،‬ﻭﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﻤﺠﺎﺒﻬﺔ ﺍﻟﻤـﺭﺽ‪،‬‬
‫ﻋﻥ ﺍﻟﻤﺭﺽ"‪.‬‬
‫ﻭﻴﻌﺭﻑ ﻋﻠـﻰ ﻋﺒـﺩ ﺍﻟـﺴﻼﻡ ﻋﻠـﻰ‬
‫)‪ (١٣ :٢٠٠٥‬ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺄﻨﻪ "ﺍﻟـﺩﻋﻡ‬
‫ﺍﻟﻤﺎﺩﻯ‪ ،‬ﺍﻟﻌﺎﻁﻔﻰ‪ ،‬ﻭﺍﻟﻤﻌﺭﻓﻰ ﺍﻟـﺫﻱ ﻴـﺴﺘﻤﺩﻩ‬
‫ﺍﻟﻔﺭﺩ ﻤﻥ ﺠﻤﺎﻋﺔ ﺍﻷﺴﺭﺓ ﺃﻭ ﺯﻤﻼﺀ ﺍﻟﻌﻤل ﺃﻭ‬
‫ﺍﻷﺼﺩﻗﺎﺀ ﻓﻰ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺼﻌﺒﺔ ﺍﻟﺘﻰ ﻴﻭﺍﺠﻬﻬﺎ‬
‫ﻓﻰ ﺤﻴﺎﺘﻪ‪ ،‬ﻭﺘﺴﺎﻋﺩﻩ ﻋﻠـﻰ ﺨﻔـﺽ ﺍﻵﺜـﺎﺭ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻨﺎﺸﺌﺔ ﻤﻥ ﺘﻠـﻙ ﺍﻟﻤﻭﺍﻗـﻑ‪،‬‬
‫ﻤﻥ ﺍﻟﻌﺭﺽ ﺍﻟﺴﺎﺒﻕ ﺘﺭﻯ ﺍﻟﺒﺎﺤﺜـﺔ ﺃﻥ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﻅﻬﺭ ﺃﻫﻤﻴﺘﻪ ﺒﺸﻜل ﻭﺍﻀﺢ‬
‫ﻓﻰ ﺘﺤﺴﻴﻥ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ ﻟﻠﻔـﺭﺩ‪،‬‬
‫ﻟﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘـﻰ‬
‫ﻗﺩ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻓﻰ ﺤﻴﺎﺘﻪ‪ ،‬ﻓﻀﻼﹰ ﻋـﻥ ﺩﻭﺭﻩ‬
‫ﻓﻰ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻵﺜـﺎﺭ ﺍﻟـﺴﻠﺒﻴﺔ ﻟﻠـﻀﻐﻭﻁ‬
‫ﺍﻟﺤﻴﺎﺘﻴﺔ ﻭﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻋﻠﻰ ﺍﻟﻤﺭﻀﻰ ﺍﻟـﺫﻴﻥ‬
‫ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺃﻤﺭﺍﺽ ﻤﺯﻤﻨﺔ‪.‬‬
‫ﻤﺼﺎﺩﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‪:‬‬
‫ﻟﻘﺩ ﺤﻅﻲ ﻤﻔﻬﻭﻡ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫ﺒﺎﻫﺘﻤﺎﻡ ﻜﺒﻴﺭ ﻤﻥ ﻁﺭﻑ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻓﻰ ﻤﺠﺎﻻﺕ‬
‫ﺍﻟﺼﺤﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺤﻴﺙ ﺘﺸﻴﺭ ﺃﺤﺩﺙ ﺍﻟﺘﻘﺎﺭﻴﺭ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻁﺒﻴﺔ ﺇﻟﻰ ﺍﻟﺩﻭﺭ ﺍﻟﻤﻬﻡ ﺍﻟﺫﻱ ﻴﻠﻌﺒـﻪ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺄﺒﻌﺎﺩﻩ ﺍﻟﻤﻌﻨﻭﻯ ﻭﺍﻟﻤـﺎﺩﻱ‬
‫ﻭﺍﻟﺫﻱ ﻴﺴﺘﻤﺩﻩ ﺍﻟﻔﺭﺩ ﻤﻥ ﺨﻼل ﺍﻟﺠﻤﺎﻋﺎﺕ ﺍﻟﺘﻰ‬
‫ﻴﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ ﻜﺎﻷﺴﺭﺓ ﻭﺍﻷﺼﺩﻗﺎﺀ ﻭﺍﻟﺯﻤﻼﺀ ﻓﻰ‬
‫ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺩﻭﺭﻩ ﻓﻰ ﻭﻗﺎﻴﺔ ﺍﻟﻔـﺭﺩ‬
‫ﻤﻥ ﺍﻵﺜـﺎﺭ ﺍﻟـﺴﻠﺒﻴﺔ ﻟﻸﺤـﺩﺍﺙ ﺍﻟـﻀﺎﻏﻁﺔ‬
‫ﻭﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺴﻴﺌﺔ ﺍﻟﺘﻰ ﻴﺘﻌﺭﺽ ﻟﻬﺎ‪ ،‬ﻭﻻﺴـﻴﻤﺎ‬
‫ﻓﻰ ﺘﺨﻔﻴﻑ ﺍﻹﺼﺎﺒﺔ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ـﻑ‪، ٢٠٠١ ،‬‬
‫ـﺎﻥ ﻴﺨﻠـ‬
‫ـﺴﻴﻭﻟﻭﺠﻴﺔ )ﻋﺜﻤـ‬
‫ﻭﺍﻟﻔـ‬
‫‪.(١٣٨-١٣٧‬‬
‫ﻭﻴﺸﻴﺭ ﺭﺍﻴﺱ ﻭﺭﺴـﺒﻴﻠﺕ & ‪(Reis‬‬
‫)‪ Rusbult, 2004‬ﺇﻟﻰ ﺃﻥ ﻤـﺼﺎﺩﺭ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻜﻤﺎ ﻴﻠﻲ‪ :‬ﺍﻷﺴـﺭﺓ‪،‬‬
‫ﻭﺍﻷﺼﺩﻗﺎﺀ‪ ،‬ﻭﻤﻘﺩﻤﻭ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺼﺤﻴﺔ‪ .‬ﻜﻤـﺎ‬
‫ﺘﻭﺼﻠﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﺩﻋﻡ‬
‫‪١١٦١‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﻠﻤﺭﻀﻰ‪:‬‬
‫ﺘﺸﻴﺭ ﺒﺸﺭﻯ ﺇﺴﻤﺎﻋﻴل )‪(٢٢ : ٢٠٠٤‬‬
‫ﺇﻟﻰ ﺃﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻀﺭﻭﺭﻯ ﻻﺴﺘﻤﺭﺍﺭ‬
‫ﺍﻻﻨﺴﺎﻥ ﻭﺒﻘﺎﺌـﻪ‪ ،‬ﺇﺫ ﻴﻤﻜـﻥ ﺘـﺸﺒﻴﻪ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺎﻟﻘﻠﺏ‪ ،‬ﻓﻜﻤﺎ ﺃﻥ ﺍﻟﻘﻠﺏ ﻴﻀﺦ ﺍﻟﺩﻡ‬
‫ﺇﻟﻰ ﺴﺎﺌﺭ ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻡ ﺍﻵﺨـﺭﻯ ﻭﺒﺎﻟﺘـﺎﻟﻰ‬
‫ﻓﺈﻥ ﺘﻭﻗﻑ ﻋﻤل ﺍﻟﻘﻠﺏ ﻴﻌﻨﻰ ﺘﻭﻗـﻑ ﻭﻨﻬﺎﻴـﺔ‬
‫ﺤﻴﺎﺓ ﺍﻻﻨﺴﺎﻥ ﻫﻜﺫﺍ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‪ ،‬ﻓﻠـﻭﻻ‬
‫ﻭﺠﻭﺩ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻓﻰ ﺤﻴـﺎﺓ ﺍﻷﻓـﺭﺍﺩ‬
‫ﻭﺇﺩﺭﺍﻜﻬﻡ ﻟﻪ ﻟﻤﺎ ﺍﻨﺘﻘل ﺇﻟﻴﻬﻡ ﺍﻟﺤﺏ ﻭﺍﻟﺘﻘـﺩﻴﺭ‬
‫ﻭﺍﻟﻘﺒﻭل ﻭﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﺫﻯ ﻴﺯﻴﺩ ﻤﻥ ﻗﻭﺘﻬﻡ ﻓـﻰ‬
‫ﻤﻭﺍﺠﻬﺔ ﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺘﻰ ﻴﻤﺭﻭﻥ ﺒﻬﺎ ﻓـﻰ‬
‫ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﻴﺅﻜﺩ ﻜﻭﻫﻴﻥ ﻭﻭﻴﻠـﺯ & ‪(Cohen‬‬
‫)‪ Wills, 1985‬ﺃﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴـﺭﺘﺒﻁ‬
‫ﺒﺎﻟﺼﺤﺔ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻏﻴﺎﺏ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﺭﺘﺒﻁ ﺒﺯﻴـﺎﺩﺓ ﺍﻟﺘﻌـﺭﺽ‬
‫ﻟﻸﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻤﻌﺩﻻﺕ ﺍﻟﻭﻓﺎﺓ‪.‬‬
‫ﻜﻤﺎ ﺃﻜﺩﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻋﻤﺎﺩ ﻤﺤﻤـﺩ‬
‫ﻤﺨﻴﻤﺭ )‪ (١٢٩ ، ١٩٩٧‬ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟـﺩﻭﺭ‬
‫ﺍﻟﺫﻯ ﻴﻠﻌﺒﻪ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﻓـﻰ ﺍﻟـﺼﺤﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ‪ ،‬ﺒل ﻭﻓﻰ ﺍﻟﻤﺭﺽ ﺍﻟﺠﺴﻤﻰ‬
‫ﻭﺍﻟﻨﻔﺴﻰ ﺃﻴﻀﺎﹰ‪ ،‬ﻭﻓﻰ ﻜل ﻤﺭﺍﺤل ﺍﻟﺤﻴﺎﺓ ﻤـﻥ‬
‫ﺍﻟﻁﻔﻭﻟﺔ ﺇﻟﻰ ﺍﻟﻤﺭﺍﻫﻘـﺔ ﺇﻟـﻰ ﺍﻟﺭﺸـﺩ ﺇﻟـﻰ‬
‫ﺍﻟﺸﻴﺨﻭﺨﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺠﺯﺀ ﻜﺒﻴﺭ ﻤﻥ ﻫﻭﻴﺔ ﺍﻟﻔﺭﺩ‬
‫ﺘﺘﺸﻜل ﻤﻥ ﺨﻼل ﻋﻼﻗﺎﺘﻪ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﻭﻫـﻭ‬
‫ﻤﺎ ﻴﺴﺎﻋﺩﻩ ﻓﻰ ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺤﺩﺓ ﻭﻗﻊ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻟﻀﺎﻏﻁﺔ‪.‬‬
‫ﺍﻟﻭﻀﻊ ﺍﻟﻨﻔﺴﻰ ﻟﻠﻔﺭﺩ‪ .‬ﻭﻤﻥ ﻨﺎﺤﻴﺔ ﺁﺨﺭﻯ ﻓﺈﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﺫﻱ ﻴﺘﻠﻘﺎﻩ ﺍﻟﻔﺭﺩ ﻤـﻥ ﺍﻵﺨـﺭﻴﻥ‬
‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺇﻴﺠﺎﺒﻴـﺔ ﻤـﻥ‬ ‫ﺴﻭﺍﺀ ﻓﻰ ﺍﻷﺴﺭﺓ ﺃﻭ ﺨﺎﺭﺠﻬـﺎ ﺘﻌﺘﺒـﺭ ﻤـﻥ‬
‫ﺸﺄﻨﻪ ﺃﻥ ﻴـﺅﺩﻯ ﺇﻟـﻰ ﻤﻌﺎﻨـﺎﺓ ﺍﻟﻔـﺭﺩ ﻤـﻥ‬ ‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﻬﻤﺔ ﻓﻰ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠـﻰ ﺼـﺤﺘﻪ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﻨﻔﺴﻴﺔ ﻜﺎﻟﻘﻠﻕ ﺃﻭ ﺍﻻﻜﺘﺌﺎﺏ؛ ﺒﻤﻌﻨﻰ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺄﻨﻪ ﻓـﻰ ﻅـل‬
‫ﺃﻥ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺭﺩ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻋﻠـﻰ‬ ‫ﻏﻴﺎﺏ ﺍﻟﺩﻋﻡ ﺃﻭ ﺍﻨﺨﻔﺎﻀﻪ‪ ،‬ﻴﻤﻜـﻥ ﺃﻥ ﺘﻨـﺸﻁ‬
‫ﺍﻟﺼﺤﺔ ﺍﻟﺒﺩﻨﻴﺔ ﺴـﻭﺍﺀ ﻤـﻥ ﺨـﻼل ﺍﻟﺘـﺄﺜﻴﺭ‬ ‫ﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ ﻭﺍﻟﻤﻭﺍﻗـﻑ‬
‫ﺍﻟﻤﺒﺎﺸﺭ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ ﺍﻟﺘﻰ ﺘﺅﺜﺭ‬ ‫ﺍﻟﺴﻴﺌﺔ ﺍﻟﺘﻰ ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﺍﻟﻔﺭﺩ‪ ،‬ﺒﻤﺎ ﻴﺅﺩﻯ ﺇﻟﻰ‬
‫ﻋﻠﻰ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻟﻺﺼﺎﺒﺔ ﺒﺎﻷﻤﺭﺍﺽ‪ ،‬ﺃﻭ ﻤـﻥ‬ ‫ﺍﺨﺘﻼل ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻴﻪ )ﺤﺴﻴﻥ ﻋﻠﻰ ﻓﺎﻴﺩ‬
‫ﺨﻼل ﺍﻷﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻰ ﻗﺩ ﺘﺯﻴـﺩ ﻤـﻥ‬ ‫‪.(١٦٤ :١٩٩٨ ،‬‬
‫ﺨﻁﺭ ﺍﻹﺼﺎﺒﺔ ﺒﺎﻟﻤﺭﺽ ﻭﺍﻟﺘﻌﺭﺽ ﻟﻠﻤـﻭﺕ‬ ‫ﺘﺴﺘﻨﺘﺞ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ ﺃﻥ‬
‫‪(Bisschop, Kriegsman, Beekman,‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﺫﻱ ﻴﺘﻠﻘﺎﻩ ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻟﺸﺒﻜﺔ‬
‫)‪.& Deeg, 2004 : 721‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻪ ﺘﻠﻌﺏ ﺩﻭﺭﺍﹰ ﻤﻬﻤﺎﹰ ﻓﻰ‬
‫ﻭﻴﺸﻴﺭ ﻤﺤﻤﺩ ﺒﻴﻭﻤﻰ ﺨﻠﻴل )‪: ١٩٩٦‬‬ ‫ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺼﺤﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻭﻤـﻥ‬
‫‪ (٩٥-٩٤‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻤـﺭﺽ ﻴﻌﺘﺒـﺭ ﻤﻭﻗـﻑ‬ ‫ﺃﻫﻡ ﻤﺼﺎﺩﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﺘـﻰ ﺘﺒـﺭﺯ‬
‫ﻀﺎﻏﻁ ﻁﺎﺭﺉ ﻴﻬﺩِﺩ ﺴﻼﻤﺔ ﺍﻹﻨﺴﺎﻥ ﺠـﺴﺩﻴﺎﹰ‬
‫ﺩﻭﺭﻫﺎ ﻓﻰ ﺍﻟﺘﺨﻔﻴﻑ ﻭﺍﻟﻭﻗﺎﻴـﺔ ﻤـﻥ ﺍﻵﺜـﺎﺭ‬
‫ﻭﻨﻔﺴﻴﺎﹰ ﻤﻤﺎ ﻴﺅﺩﻯ ﺇﻟﻰ ﺼـﻌﻭﺒﺔ ﺃﺩﺍﺀ ﺍﻟﻔـﺭﺩ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻷﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻀﺎﻏﻁﺔ ﻤـﺎ ﻴﻠـﻲ‪:‬‬
‫ﻟﻭﻅﺎﺌﻔﻪ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻭﺍﻻﺴﺘﻤﺘﺎﻉ ﺒﺤﻴﺎﺘﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ‬
‫ﺍﻷﺴﺭﺓ‪ ،‬ﻭﺍﻷﺼﺩﻗﺎﺀ‪ ،‬ﻭﺍﻟﺯﻤﻼﺀ‪ ،‬ﻭﺍﻟﺠﻴـﺭﺍﻥ‪،‬‬
‫ﻴﻬﺩﺩ ﺘﻭﺍﻓﻘﻪ ﺍﻟﺸﺨﺼﻰ ﻭﺍﻻﺠﺘﻤﺎﻋﻰ‪ ،‬ﻓﻌﻨـﺩﻤﺎ‬ ‫ﻭﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺎﺕ ﺍﻟﻤﺨﺘﻠﻔـﺔ ﺍﻟﺘـﻰ ﻴﻨﺘﻤـﻲ‬
‫ﻴﺸﻌﺭ ﺍﻟﻤﺭﻴﺽ ﺒﺄﻥ ﻤﺭﻀﻪ ﺨﻁﻴﺭ ﻭﺃﻥ ﻓﺘـﺭﺓ‬ ‫ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﻬﻨﻴﻭﻥ ﺍﻟﺫﻱ ﻴﻠﺠﺄ ﺇﻟـﻴﻬﻡ‬
‫ﻤﺭﻀﻪ ﺴﻭﻑ ﺘﻁﻭل ﻓﺈﻥ ﺫﻟﻙ ﻴـﺅﺩﻯ ﺇﻟـﻰ‬ ‫ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺨﺩﻤﺎﺕ ﻓﻰ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺠﺎﻻﺕ‪.‬‬
‫ﺸﻌﻭﺭ ﺍﻟﻔﺭﺩ ﺒﺎﻟﻘﻠﻕ ﻭﺍﻟﺨﻭﻑ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟـﻰ‬
‫ـﺩﻋﻡ‬
‫ـﺭﺽ ﻭﺍﻟـ‬
‫ـﻴﻥ ﺍﻟﻤـ‬
‫ـﺔ ﺒـ‬
‫ـﺴﻴﺭ ﺍﻟﻌﻼﻗـ‬
‫ﺘﻔـ‬
‫ﺸﻌﻭﺭ ﺍﻟﻤﺭﻴﺽ ﺒﺎﻟﻀﻌﻑ ﺒﻌﺩ ﺍﻟﻘﻭﺓ‪ ،‬ﻭﺍﻟﻌﺠﺯ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ‪:‬‬
‫ﺒﻌﺩ ﺍﻟﻘﺩﺭﺓ‪ ،‬ﻭﺍﻹﻋﺘﻤﺎﺩﻴﺔ ﺒﻌﺩ ﺍﻻﺴﺘﻘﻼل ﻭﻫـﻭ‬
‫ﻴﻭﻀﺢ ﻜﻭﻫﻴﻥ ﻭﻭﻴﻠـﺯ & ‪(Cohen‬‬
‫ﻤﺎ ﻴﻀﻊ ﺍﻟﻤﺭﻴﺽ ﻓﻰ ﻤﻭﻗﻑ ﻨﻔﺴﻰ ﺼـﻌﺏ‬
‫)‪ Wills, 1985: 310‬ﺒﺄﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﻴﺅﺜﺭ ﺴﻠﺒﻴﺎﹰ ﻋﻠﻰ ﺤﺎﻟﺘﻪ ﺍﻟﺠـﺴﻤﻴﺔ ﻭﺍﻟﻨﻔـﺴﻴﺔ‪،‬‬
‫ﺍﻟﺫﻱ ﻴﺘﻠﻘﺎﻩ ﺍﻟﻔـﺭﺩ ﻤـﻥ ﺸـﺒﻜﺔ ﺍﻟﻌﻼﻗـﺎﺕ‬
‫ﻭﻫﻨﺎ ﻴﺼﺒﺢ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﻟﻠﻤـﺭﻴﺽ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻻﺴﻴﻤﺎ ﻤـﻥ ﺃﻋـﻀﺎﺀ ﺍﻷﺴـﺭﺓ‬
‫ﻀﺭﻭﺭﺓ ﻋﻼﺠﻴﺔ‪ ،‬ﻭﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﻘﺘﻀﻰ‬
‫ﻭﺍﻷﺼﺩﻗﺎﺀ ﺘﻠﻌﺏ ﺩﻭﺭﺍﹰ ﻤﻬﻤـﺎﹰ ﻓـﻰ ﺘﻌﺯﻴـﺯ‬

‫‪١١٦٢‬‬
‫ﻗﺩﺭﺓ ﻋﻠﻰ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺭﺽ ﻭﺃﻜﺜﺭ ﺍﺴﺘﻔﺎﺩﺓ ﻤﻥ‬
‫ﺠﻤﻴﻊ ﺃﻨﻭﺍﻉ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻭﺍﺩﺭﺍﻜﻬﺎ ﺒﺸﻜل‬
‫ﺇﻴﺠﺎﺒﻰ ﻭﻤﻥ ﺜﻡ ﻴﺼﺒﺢ ﺍﻟﻤﺭﻴﺽ ﺃﻜﺜﺭ ﺘﻔـﺎﺅﻻﹰ‬
‫ﺒﺎﻟﺤﻴﺎﺓ‪.‬‬
‫ﺤﺎﺠﺔ ﺍﻟﻤﺭﻀﻰ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‪:‬‬
‫ﺤﺩﻴﺜﺎﹰ؛ ﻋﺭﻑ ﻤﻔﻬﻭﻡ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﺘﻁﻭﺭﺍ ﻤﻬﻤﺎ‪ ،‬ﺤﻴﺙ ﺍﻗـﺘﺤﻡ ﻤﺠـﺎل ﺍﻟـﺼﺤﺔ‬
‫ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ ﻭﺍﻟﺠﺴﻤﻴﺔ ﻭﺒﺫﻟﻙ ﺃﺼﺒﺢ ﻴﻜﺘـﺴﻰ‬
‫ـﺔ‬
‫ـﺎﺕ ﺍﻟﻭﺒﺎﺌﻴـ‬
‫ـﻰ ﺍﻟﺩﺭﺍﺴـ‬
‫ـﺔ ﻓـ‬
‫ـﺔ ﺨﺎﺼـ‬
‫ﺃﻫﻤﻴـ‬
‫ﻭﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﺍﻟﺘﻰ ﺘﺤﺎﻭل ﺘﺸﺨﻴﺹ ﻤـﺴﺒﺒﺎﺕ‬
‫ﺃﻤﺭﺍﺽ ﺍﻟﻌﺼﺭ ﺍﻟﻤﺯﻤﻨﺔ‪ ،‬ﻭﻴﺭﺠﻊ ﺍﻟﻔﻀل ﻓﻰ‬
‫‪(Cassel,‬‬ ‫ﺫﻟﻙ ﺇﻟﻰ ﻜل ﻤﻥ ﻜﺎﺴل ﻭﻜـﻭﺏ‬
‫)‪ 1970 ; Cobb, 1976‬ﺤﻴﺙ ﺃﻜـﺩﺍ ﻋﻠـﻰ‬
‫ﺩﻭﺭ ﺍﻟﺭﻭﺍﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺩﻋﻡ ﺍﻟﻌﺎﻁﻔﻰ ﻓﻰ‬
‫ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﻭﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﻤﺭﺽ ﻤﻥ‬
‫ﺨﻼل ﺍﻟﺩﻭﺭ ﺍﻷﺴﺎﺴـﻰ ﻟﻠـﺭﻭﺍﺒﻁ ﺍﻷﺴـﺭﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻰ ﻤﻭﺍﺠﻬـﺔ ﻀـﻐﻭﻁ ﺍﻟﺤﻴـﺎﺓ‬
‫ﺍﻟﺼﻌﺒﺔ‪ ،‬ﻭﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟـﺼﺤﻴﺔ‬
‫ﺍﻟﻨﺎﺠﻤﺔ ﻋﻨﻬﺎ)ﻋﺜﻤﺎﻥ ﻴﺨﻠﻑ‪-١٤١ ، ٢٠٠١ ،‬‬
‫‪.(١٤٢‬‬
‫ﻭﻴﺸﻴﺭ ﻋﻼﺀ ﺍﻟﺩﻴﻥ ﻜﻔﺎﻓﻰ‪ ،‬ﺠﻬﺎﺩ ﻋﻼﺀ‬
‫ﺍﻟﺩﻴﻥ )‪ (٧٨-٧٧ :٢٠٠٦‬ﺒﺄﻥ ﻤﻥ ﺃﻫﻡ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺼﺤﻴﺔ ﺍﻟﻤﻔﻴﺩﺓ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻫـﻭ ﺩﻭﺭﻩ‬
‫ﻓﻰ ﺘﺨﻔﻴﻑ ﺁﺜﺎﺭ ﺍﻟـﻀﻐﻭﻁ ﻭﻻﺴـﻴﻤﺎ ﻟـﺩﻯ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤﻥ‬
‫ﺍﻟﺘﻭﺘﺭ‪ ،‬ﻓﺎﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﺘﻤﺘﻌـﻭﻥ ﺒﺎﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﺩﻴﻬﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﺍﻟﻨﻔـﺴﻰ‬
‫‪١١٦٣‬‬
‫ﺍﻟﻨﻅﺭ ﻟﻠﻤﺭﻴﺽ ﻋﻠﻰ ﺃﻨﻪ ﻜﻴﺎﻥ ﺇﻨﺴﺎﻨﻰ ﻴﻌـﺎﻨﻰ‬
‫ﻤﻥ ﺤﺎﻟﺔ ﻤﺭﻀﻴﺔ‪ ،‬ﻭﻟـﻪ ﺤﺎﺠﺎﺘـﻪ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻰ ﻴﻨﺒﻐﻰ ﺇﺸـﺒﺎﻋﻬﺎ ﺒﺎﻟـﺸﻜل‬
‫ﺍﻟﻤﻨﺎﺴﺏ‪ ،‬ﻭﺃﻥ ﻤﻥ ﺤﻘﻪ ﺍﻟﻌﻴﺵ ﻓﻰ ﺤﺎﻟﺔ ﻤـﻥ‬
‫ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻰ ﻭﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﺫﺍ ﻴﺠﺏ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺒﻪ ﻭﺘﻘﺩﻴﻡ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟـﻪ ﻤـﻥ ﺃﺠـل‬
‫ﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﺭﻴﺽ ﻋﻠﻰ ﺘﻘﺒل ﺫﺍﺘـﻪ‪ ،‬ﻭﺘﻘﺒﻠـﻪ‬
‫ﻟﻤﺭﻀﻪ‪ ،‬ﻭﺘﻘﻭﻴﺔ ﺃﻤﻠﻪ ﻓﻰ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻭﻴﺭﻯ ﻋﻠﻰ ﻋﺒﺩ ﺍﻟﺴﻼﻡ ﻋﻠﻰ )‪:٢٠٠٥‬‬
‫‪ (٨٣‬ﺃﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﻌﺘﺒـﺭ ﺍﻟﻤﺤـﻭﺭ‬
‫ﺍﻟﺭﺍﺒﻊ ﺒﻌﺩ ﺍﻟﻭﻗﺎﻴﺔ‪ ،‬ﻭﺍﻟﺘـﺸﺨﻴﺹ‪ ،‬ﻭﺍﻟﻌـﻼﺝ‬
‫ﺍﻟﻁﺒﻰ ﻟﻤﺎ ﻟﻪ ﻤﻥ ﺩﻭﺭ ﺃﺴﺎﺴﻰ ﻓﻰ ﺘﺤﻘﻴﻕ ﺤﻴﺎﺓ‬
‫ﺁﻤﻨﺔ ﺘﺘﻼﺌﻡ ﻤﻊ ﻗﺩﺭﺍﺕ ﺍﻟﻤﺭﻴﺽ ﻭﺭﻏﺒﺘﻪ ﻓـﻰ‬
‫ﺍﻟﺸﻔﺎﺀ‪ ،‬ﻜﻤﺎ ﻴﺅﻜﺩ ﺃﻴﻀﺎﹰ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﻤـﺼﺎﺩﺭ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﺘﻘﻭﻴﺔ ﺭﻏﺒﺔ ﺍﻟﻤﺭﻴﺽ ﻓـﻰ‬
‫ﺍﻟﺸﻔﺎﺀ‪ ،‬ﻭﺘﻘﺒﻠﻪ ﻟﻤﺭﻀـﻪ‪ ،‬ﻭﻤـﺴﺎﻋﺩﺘﻪ ﻋﻠـﻰ‬
‫ﺨﻔﺽ ﺍﻵﺜﺎﺭ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻰ ﺘﻭﺍﺠﻬﻪ ﻓﻰ‬
‫ﺘﺤﻤﻠﻪ ﻟﻤﺭﻀﻪ‪.‬‬
‫ﻭﺒﻨﺎﺀ‪ ‬ﻋﻠﻰ ﺫﻟﻙ؛ ﺘﺴﺘﻨﺘﺞ ﺍﻟﺒﺎﺤﺜـﺔ ﺃﻥ‬
‫ﺇﺩﺭﺍﻙ ﺍﻟﻤﺭﻴﺽ ﻟﻭﺠﻭﺩ ﺩﻋﻡ ﺍﺠﺘﻤﺎﻋﻰ ﺍﻟـﺫﻱ‬
‫ﻴﺘﻠﻘﺎﻩ ﻤﻥ ﻗﺒل ﺍﻟﻤﺤﻴﻁـﻴﻥ ﺒـﻪ ﻓـﻰ ﺒﻴﺌﺘـﻪ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﺅﺩﻯ ﺇﻟﻰ ﺍﻟﺘﺨﻔﻴـﻑ‬
‫ﻤﻥ ﺍﻻﺤﺴﺎﺱ ﺒﺎﻟﻤﺭﺽ ﻭﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻵﺜـﺎﺭ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ ﻭﺍﻷﺯﻤﺎﺕ‪ ،‬ﻭﻫـﻭ‬
‫ﻤﺎ ﻴﺠﻌل ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﻋـﺎﻤﻼﹰ ﻭﻗﺎﺌﻴـﺎﹰ‬
‫ﻭﻋﻼﺠﻴﺎﹰ ﻴﻘﻠل ﻤﻥ ﻤﻌﺎﻨﺎﺓ ﺍﻟﻤـﺭﻴﺽ‪ ،‬ﻓﻜﻠﻤـﺎ‬
‫ﻜﺎﻨﺕ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺼﺤﻴﺔ ﻟﺩﻴﻪ ﺃﻓﻀل ﻜﺎﻥ ﺃﻜﺜـﺭ‬
‫ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻵﺨﺭﻴﻥ ﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻪ ﻴﻠﻌـﺏ ﺩﻭﺭ‬ ‫ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ ﺒﺸﻜل ﺃﻓﻀل‪ ،‬ﻜﻤﺎ ﺃﻨﻬـﻡ‬
‫ﺒﺎﺭﺯ ﻋﻠﻰ ﺼﺤﺘﻪ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻻﺴﻴﻤﺎ‬ ‫ﻴﺸﻔﻭﻥ ﺒﺴﺭﻋﺔ ﺃﻜﺒﺭ ﻤـﻥ ﺃﻤﺭﺍﻀـﻬﻡ‪ ،‬ﺒـل‬
‫ﻟﻠﻤﺭﻀﻰ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺃﻤﺭﺍﺽ ﻤﺯﻤﻨـﺔ‪،‬‬ ‫ﻴﻜﻭﻨﻭﻥ ﺃﻗل ﻋﺭﻀﺔ ﻟﺨﻁـﺭ ﺍﻟﻭﻓـﺎﺓ ﻨﺘﻴﺠـﺔ‬
‫ﻟﻤﺎ ﻟﻠﻤﺭﺽ ﻤﻥ ﺍﻨﻌﻜﺎﺴـﺎﺕ ﻋﻠـﻰ ﺍﻟـﺼﺤﺔ‬ ‫ﺍﻹﺼﺎﺒﺔ ﺒﺒﻌﺽ ﺍﻷﻤﺭﺍﺽ ﺍﻟﺠﺴﺩﻴﺔ‪.‬‬
‫ﺍﻟﺒﺩﻨﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﺤﻴﺎﺓ ﺍﻟﻔﺭﺩ‪ ،‬ﻟﺫﺍ ﻴﺼﺒﺢ ﻤـﻥ‬ ‫ﻭﻓﻰ ﺫﺍﺕ ﺍﻟﺴﻴﺎﻕ؛ ﺃﻜﺩﺕ ﺍﻟﻌﺩﻴﺩ ﻤـﻥ‬
‫ﺍﻟﻀﺭﻭﺭﻯ ﻓﻬﻡ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘـﻰ ﻴﻜـﻭﻥ‬ ‫ـﺭﺝ‪،‬‬
‫ـﺎﻟﻡ‪ ،‬ﺠﻴـ‬
‫ـﺔ ﻜـ‬
‫ـل ﺩﺭﺍﺴـ‬
‫ـﺎﺕ ﻤﺜـ‬
‫ﺍﻟﺩﺭﺍﺴـ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﻤﺭﻴﺽ‪ ،‬ﻭﺍﻟﺘﻔﺎﻋـل ﻤﻌـﻪ ﺒﺈﻴﺠﺎﺒﻴـﺔ‪،‬‬ ‫ﺴﻴﻤﺒﺴﻭﻥ‪ ،‬ﻤﻭﺭﻴﺱ‪ ،‬ﻭﺩﻜـﻭﻙ‪ ،‬ﻭﻜـﺴﺘﻭﻓﺎﻙ‬
‫ﻭﺘﻘﺩﻴﻡ ﻴﺩ ﺍﻟﻌﻭﻥ ﻟﻪ ﺤﺘﻰ ﻴﺼل ﺇﻟﻰ ﻤﺭﺤﻠـﺔ‬ ‫‪Calam, Gregg, Simpson, Morris,‬‬
‫ﺍﻟﺘﻜﻴﻑ ﻭﺍﻟﺘﻌﺎﻴﺵ ﻤﻊ ﺍﻟﻤﺭﺽ‪.‬‬ ‫)‪ (Woodcock & Custovic, 2003‬؛‬
‫ﺩﺭﺍﺴﺔ ﺃﻨﺠﺎﺭ‪ ،‬ﻤﺎﻜﺩﻭﻨﺎﻟﺩ‪ ،‬ﻭﻜﻭﺯﻨﺯ ‪Ungar,‬‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ‪Psychological‬‬
‫)‪ (MacDonald & Cousins, 2005‬؛‬
‫‪:Resilience‬‬
‫ﺩﺭﺍﺴﺔ ﺸﺎﻟﻭﻴﺘﺯ‪ ،‬ﻤﻴﺠﺎﻨﻔﻴﺘﺵ‪ ،‬ﺒﻴﺭﻯ‪ ،‬ﻜﻼﺭﻙ‪-‬‬
‫ﻴﻌﻴﺵ ﺍﻹﻨﺴﺎﻥ ﺍﻟﻤﻌﺎﺼﺭ ﺯﻤﻨﺎﹰ ﺘﻌﺩﺩﺕ‬
‫ـﺭﺯ ‪(Shalowitz,‬‬
‫ـﻭﻴﻥ‪ ،‬ﻭﺒﻴـ‬
‫ـﺎﻥ‪ ،‬ﻜـ‬
‫ﻜﺎﻓﻤـ‬
‫ﻓﻴﻪ ﻤﺼﺎﺩﺭ ﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‪،‬‬
‫‪Mijanovich,‬‬ ‫‪Berry,‬‬ ‫‪Clark-‬‬
‫ﻭﺍﻟﺘﻰ ﺘﺘﻀﻤﻥ ﺨﺒﺭﺍﺕ ﻏﻴﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬـﺎ‪،‬‬ ‫)‪ Kauffman, Quinn & Perez, 2006‬؛‬
‫ﻭﺃﺤﺩﺍﺙ ﺘﻨﻁﻭﻯ ﻋﻠﻰ ﺍﻟﻜﺜﻴﺭ ﻤـﻥ ﻤـﺼﺎﺩﺭ‬ ‫ـﺩﻟﻴﻥ‬
‫ـﺴﻭﻥ‪ ،‬ﻭﻫﻴـ‬‫ـﺩﺭﻭﺱ‪ ،‬ﺠﺎﻨـ‬
‫ـﺔ ﻫـ‬‫ﻭﺩﺭﺍﺴـ‬
‫ﺍﻟﻘﻠﻕ‪ ،‬ﻭﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ ﻭﺍﻟﺘﻬﺩﻴﺩ ﻓﻰ ﻤﺨﺘﻠـﻑ‬ ‫)‪(Hederos, Janson & Hedlin, 2007‬‬
‫ﻤﺠﺎﻻﺕ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻗـﺩ ﺘـﻨﻌﻜﺱ ﺁﺜـﺎﺭ ﺘﻠـﻙ‬ ‫ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻷﺴﺭﺓ ﻓﻰ ﺩﻋـﻡ ﺃﻁﻔـﺎﻟﻬﻡ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ ﻋﻠـﻰ ﻤﻌﻅـﻡ ﺠﻭﺍﻨـﺏ‬ ‫ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺭﺽ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﺨﻔﺽ ﺤﺩﺓ‬
‫ﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ )ﺤﺴﻴﻥ ﻋﻠـﻰ ﻓﺎﻴـﺩ‪:١٩٩٨ ،‬‬ ‫ﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌـﺎﺏ ﻟـﺩﻴﻬﻡ‪،‬‬
‫‪.(١٥٥‬‬ ‫ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻤﻜﻴﻥ ﺍﻟﻔﺭﺩ ﻤﻥ ﺘﻔﻬﻡ ﻁﺒﻴﻌﺔ‬
‫ﻤﻔﻬﻭﻡ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪:‬‬ ‫ﻤﺭﻀﻪ‪ ،‬ﻭﻤـﺴﺎﻋﺩﺘﻪ ﻋﻠـﻰ ﺍﺘﺒـﺎﻉ ﺍﻟﻁـﺭﻕ‬

‫ﻤﻥ ﺃﻫﻡ ﺍﻟﺘﻌﺭﻴﻔﺎﺕ ﺍﻟﺘﻰ ﺃﻟﻘﺕ ﺍﻟﻀﻭﺀ ﻋﻠـﻰ‬ ‫ﺍﻟﻼﺯﻤﺔ ﻟﺘﺠﻨﺏ ﺍﻟﺩﺨﻭل ﻓﻰ ﺍﻟﻨﻭﺒﺎﺕ ﺍﻟﻤﺘﻜﺭﺭﺓ‬

‫ﻤﻔﻬﻭﻡ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﺎ ﻴﻠﻰ‪:‬‬ ‫ﻟﻠﺭﺒﻭ‪ ،‬ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻷﺘﺭﺒﺔ ﻭﺍﻟـﺩﺨﺎﻥ ﻤـﻊ‬

‫ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻤﻭﺍﻋﻴﺩ ﺍﻟﻌﻼﺝ ﺤﺘﻰ ﺍﻟﻭﺼﻭل‬
‫ﻟﻘﺩ ﻭﺭﺩ ﻓـﻰ ﺇﺼـﺩﺍﺭﺍﺕ ﺍﻟﺠﻤﻌﻴـﺔ‬
‫ﻟﻠﺸﻔﺎﺀ‪.‬‬
‫ﺍﻷﻤﺭﻴﻜﻴــﺔ ﻟﻌﻠــﻡ ﺍﻟــﻨﻔﺱ ‪(American‬‬
‫‪Psychological Association (APA) ,‬‬ ‫ﺘﺴﺘﺨﻠﺹ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻰ ﻀﻭﺀ ﺍﻟﻌـﺭﺽ‬
‫)‪ 2002: 2‬ﻓﻰ ﻨﺸﺭﺓ ﺒﻌﻨﻭﺍﻥ ﺍﻟﻁﺭﻴـﻕ ﺇﻟـﻰ‬ ‫ﺍﻟﺴﺎﺒﻕ ﺒﺄﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟـﺫﻱ ﻴﺩﺭﻜـﻪ‬

‫‪١١٦٤‬‬
‫ـﻭﺍﻥ‬
‫ـﺴﻥ ﺭﻀـ‬
‫ـﺔ ﺤـ‬
‫ـﺭﻑ ﻓﻭﻗﻴـ‬
‫ﻭﺘﻌـ‬
‫)‪ (٥ :٢٠١٥‬ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﺄﻨﻬـﺎ "ﺍﻟﻘـﺩﺭﺓ‬
‫ﻋﻠﻰ ﺇﺩﺨﺎل ﺃﻜﺜﺭ ﻤﻥ ﺍﺴﺘﺠﺎﺒﺔ ﻓﻌﺎﻟـﺔ ﺘﺠـﺎﻩ‬
‫ﺍﻟﺸﺩﺍﺌﺩ ﻭﺍﻟﻤﺼﺎﺌﺏ ﻭﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺤﻴﺎﺘﻴﺔ ﺍﻟﻴﻭﻤﻴﺔ‬
‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺘﻰ ﺘﺤﺘﺎﺝ ﺇﻟـﻰ ﺍﺘﺨـﺎﺫ ﻗـﺭﺍﺭ‬
‫ﻤﻨﺎﺴﺏ ﻴﺅﺩﻯ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻟﻬـﺩﻑ ﺒﺄﺴـﻠﻭﺏ‬
‫ﻴﺅﺩﻯ ﺇﻟـﻰ ﺍﻟﺘﻭﺍﻓـﻕ ﻤـﻊ ﺍﻟـﻨﻔﺱ ﻭﺍﻟﺒﻴﺌـﺔ‬
‫ﺍﻟﻤﺤﻴﻁﺔ"‪.‬‬
‫ﻭﺘﻌﺭﻑ ﺃﻤﻴﺭﺓ ﻤﺤﻤـﺩ ﺇﻤـﺎﻡ ﻤﺤﻤـﺩ‬
‫ـﺎ‬
‫ـﺔ ﺒﺄﻨﻬـ‬
‫ـﺔ ﺍﻹﻴﺠﺎﺒﻴـ‬
‫)‪ (٣٠٨ :٢٠١٦‬ﺍﻟﻤﺭﻭﻨـ‬
‫"ﻋﻤﻠﻴﺔ ﺩﻴﻨﺎﻤﻴﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻷﺒﻌﺎﺩ ﺘﻤﻜﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫ﻤﻥ ﺇﻤﺘﻼﻙ ﻤﻬﺎﺭﺍﺕ ﻋﻘﻠﻴﺔ )ﺤل ﺍﻟﻤـﺸﻜﻼﺕ‪،‬‬
‫ﻭﻤﻭﺍﺠﻬﺔ ﺍﻷﺤﺩﺍﺙ ﺍﻟـﻀﺎﻏﻁﺔ‪ ،‬ﻭﺍﻟﻤﺜـﺎﺒﺭﺓ(‪،‬‬
‫ﻭﻨﻔﺴﻴﺔ )ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﺍﻟﻤﺭﺘﻔﻊ‪ ،‬ﻭﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ‬
‫ﺍﻟﺩﺍﺨﻠﻴﺔ‪ ،‬ﻭﺭﻭﺡ ﺍﻟﻤﺭﺡ ﻭﺍﻷﻤـل(‪ ،‬ﻭﺭﻭﺤﻴـﺔ‬
‫)ﺍﻹﻴﻤﺎﻥ ﺒﻘﻀﺎﺀ ﺍﷲ‪ ،‬ﻭﺍﻟﺘﻔﺎﺅل‪ ،‬ﻭﺍﻟﻤﺴﺌﻭﻟﻴﺔ(‪،‬‬
‫ﻭﺍﺠﺘﻤﺎﻋﻴﺔ )ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻌـﺎﻁﻑ(‬
‫ﻤﺨﺘﻠﻔﺔ ﻭﻓﻌﺎﻟﺔ ﺘﻌﻴﻨﻬﻡ ﻋﻠﻰ ﺤـﺴﻥ ﺍﻟﺘﻜﻴـﻑ‪،‬‬
‫ﻭﺍﻟﻤﻭﺍﺠﻬﺔ‪ ،‬ﻭﺍﻟﺘﺼﺩﻯ ﻨﺤﻭ ﻤﺨﺘﻠﻑ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻟﻀﺎﻏﻁﺔ‪ ،‬ﻭﻋﻭﺍﻤـل ﺍﻟﻤﺨـﺎﻁﺭﺓ‪ ،‬ﻭﺍﻟﻌـﻭﺩﺓ‬
‫ﻟﻸﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻰ ﻓﻭﺭ ﺤﺩﻭﺜﻬﺎ"‪.‬‬
‫ﻭﻓﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ؛ ﻴﻤﻜﻥ ﻟﻠﺒﺎﺤﺜـﺔ‬
‫ﺃﻥ ﺘﻌﺭﻑ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻓـﻰ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﺍﻟﺤﺎﻟﻴﺔ ﺒﺄﻨﻬﺎ‪":‬ﻋﻤﻠﻴﺔ ﺩﻴﻨﺎﻤﻴﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻷﺒﻌـﺎﺩ‬
‫ﺘﹸﻤﻜﻥ ﺍﻟﻤﺭﺍﻫﻕ ﻤﻥ ﺇﻅﻬﺎﺭ ﻗﺩﺭ ﻤﻥ ﺍﻟﺘﻭﺍﻓـﻕ‬
‫ﺍﻟﺠﻴﺩ ﻭﺍﻟﻤﻭﺍﺠﻬﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﺘﻭﻅﻴـﻑ ﻜﺎﻓـﺔ‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻹﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻴﻪ‬
‫‪١١٦٥‬‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺫﻱ ﺘﺭﺠﻤﻪ ﻟﻠﻌﺭﺒﻴﺔ "ﻤﺤﻤﺩ‬
‫ﺍﻟﺴﻌﻴﺩ ﺃﺒﻭ ﺤﻼﻭﺓ" ﺃﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻫـﻰ‬
‫"ﻋﻤﻠﻴﺔ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺠﻴﺩ ﻭﺍﻟﻤﻭﺍﺠﻬـﺔ ﺍﻹﻴﺠﺎﺒﻴـﺔ‬
‫ﻟﻠﺸﺩﺍﺌﺩ‪ ،‬ﺍﻟﺼﺩﻤﺎﺕ‪ ،‬ﺍﻟﻨﻜﺒـﺎﺕ‪ ،‬ﺃﻭ ﺍﻟـﻀﻐﻭﻁ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺎﺩﻴﺔ ﺍﻟﺘﻰ ﻴﻭﺍﺠﻬﻬـﺎ ﺍﻟﺒـﺸﺭ ﻤﺜـل‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻤﺸﻜﻼﺕ ﺍﻟﻌﻼﻗﺎﺕ ﻤـﻊ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻟﻤـﺸﻜﻼﺕ ﺍﻟـﺼﺤﻴﺔ ﺍﻟﺨﻁﻴـﺭﺓ‪،‬‬
‫ﻀﻐﻭﻁ ﺍﻟﻌﻤل‪ ،‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻤﺎﻟﻴﺔ"‪.‬‬
‫ﻭﻴﺫﻜﺭ ﻜﻭﻨﺭ ﻭﺩﻴﻔﻴﺩﺴﻭﻥ & ‪(Connor‬‬
‫)‪ Davidson, 2003: 76‬ﺒـﺄﻥ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺘﻌﺭﻑ ﺒﺄﻨﻬﺎ "ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺘﻰ‬
‫ﺘﹸﻤﻜﻥ ﺍﻟﻔـﺭﺩ ﻤـﻥ ﻤﻭﺍﺠﻬـﺔ ﺍﻷﺯﻤـﺎﺕ ﺃﻭ‬
‫ـﺎﺡ‬
‫ـﻀﺎﻏﻁﺔ ﺒﻨﺠـ‬
‫ـﺩﺍﺙ ﺍﻟـ‬
‫ﺍﻟـﺼﺩﻤﺎﺕ ﻭﺍﻷﺤـ‬
‫ﻭﻓﻌﺎﻟﻴﺔ"‪.‬‬
‫ﻜﻤﺎ ﻴﻌـﺭﻑ ﻤﺤﻤـﺩ ﺴـﻌﺩ ﻋﺜﻤـﺎﻥ‬
‫)‪ (١٣ :٢٠١٠‬ﺍﻟﻤﺭﻭﻨﺔ ﺒﺄﻨﻬﺎ "ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ‬
‫ﺍﻟﺘﻜﻴﻑ ﺒﻔﺎﻋﻠﻴﺔ ﻭﺍﻟﻨﻬﻭﺽ ﻤـﻥ ﺠﺩﻴـﺩ ﺒﻌـﺩ‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺓ ﻭﻋﺜﺭﺍﺘﻬﺎ ﻴـﺴﺎﻋﺩﻫﻡ‬
‫ـﺎﺀﺓ‬
‫ـﺼﻴﺔ‪ ،‬ﺍﻟﻜﻔـ‬
‫ـﻙ ﺍﻟﻜﻔـﺎﺀﺓ ﺍﻟﺸﺨـ‬
‫ﻋﻠـﻰ ﺫﻟـ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﺴﺭﻴﺔ‪ ،‬ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‪،‬‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﻘﻴﻤﻴﺔ ﻭﺍﻟﺩﻴﻨﻴﺔ"‪.‬‬
‫ﻭﻴﻌﺭﻑ ﻤﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ ﺃﺒـﻭ ﺤـﻼﻭﺓ‬
‫)‪ (٦ :٢٠١٣‬ﺍﻟﻤﺭﻭﻨﺔ ﺒﺄﻨﻬﺎ "ﻋﻤﻠﻴـﺔ ﺩﻴﻨﺎﻤﻴـﺔ‬
‫ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺇﻅﻬﺎﺭ ﻗـﺩﺭ‬
‫ﻤﻥ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻹﻴﺠﺎﺒﻰ ﻤﻊ ﻤﺤـﻥ ﻭﻤـﺼﺎﻋﺏ‬
‫ﺍﻟﺤﻴﺎﺓ"‪.‬‬
‫‪ -٢‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻷﺴﺭﺓ‪ :‬ﻭﺘﺘﻤﺜـل‬ ‫ﺒﻬﺩﻑ ﺍﻟﺘﻔﺎﻋل ﺒﺸﻜل ﻓﻌ‪‬ـﺎل ﻤـﻊ ﺍﻟـﻀﻐﻭﻁ‬
‫ﻓﻰ؛ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ ﺍﻟﺠﻴـﺩﺓ‬ ‫ﻭﺃﺤﺩﺍﺙ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺼﺎﺩﻤﺔ ﻓﻀﻼﹰ ﻋـﻥ ﺘﻤﺘﻌـﻪ‬
‫ﻭﺍﻟﺘﺭﺍﺒﻁ ﺍﻟﻌﺎﺌﻠﻰ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻷﺴـﺭﺓ‪،‬‬ ‫ﺒﺎﺘﺯﺍﻥ ﻭﺍﺴﺘﻘﺭﺍﺭ ﻨﻔـﺴﻲ ﻭﺘﺨﻁـﻰ ﻤﻭﺍﻗـﻑ‬
‫ﻭﺍﻟﺜﻘﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟـﻀﺭﻭﺭﻴﺔ‪،‬‬ ‫ﺍﻹﺤﺒﺎﻁ ﻭﺍﻟﻔﺸل‪ ،‬ﻭﻤﻭﺍﺼﻠﺔ ﺍﻟﺤﻴـﺎﺓ ﺒﻔﺎﻋﻠﻴـﺔ‬
‫ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻤﺸﺎﻜل ﺼﺤﻴﺔ ﻭﻨﻔـﺴﻴﺔ‬ ‫ﻭﺍﻗﺘﺩﺍﺭ"‪.‬‬
‫ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ‪.‬‬ ‫ﺍﻟﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪:‬‬
‫‪ -٣‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻤﺠﺘﻤﻊ‪ :‬ﻭﺘﺘﻤﺜل‬ ‫ﺘﺭﺘﺒﻁ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﺎﻟﻌﺩﻴـﺩ ﻤـﻥ‬
‫ﻓﻰ؛ ﺍﻟﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻷﺼﺩﻗﺎﺀ ﻭﺍﻷﻗﺎﺭﺏ‬ ‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻰ ﺘﻌﻤل ﻋﻠﻰ ﺘﻌـﺩﻴل ﻭﻤﻭﺍﺠﻬـﺔ‬
‫ﻭﺍﻟﺠﻴﺭﺍﻥ‪ ،‬ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺍﻟﺠﻴﺩﺓ‬ ‫ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻤﻭﺍﻗﻑ ﺍﻟﺤﻴـﺎﺓ ﺍﻟـﺼﻌﺒﺔ‪،‬‬
‫‪(In: The Bridge Child‬‬ ‫ﻓﻴﺸﻴﺭ ﻜل ﻤﻥ ﻟﻴﺩﺒﻴﺘﺭ ﻭﺩﻭﺩﺠـﻥ ﻭﺴـﻭﻻﺭﺯ‬
‫‪Development Service, 2007 :‬‬
‫‪(Leadbeater, Dodgen & Solarz,‬‬
‫)‪. 3‬‬
‫)‪ 2005 : 48‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻫـﻰ‬
‫ـﺘﻔﺎل‪،‬‬
‫ـﺴﺘﻠﺭ‪ ،‬ﻭﺴـ‬
‫ـﺩﺭ‪ ،‬ﻨـ‬
‫ـﺫﻜﺭ ﻓﻴـ‬
‫ﻭﻴـ‬ ‫ﻨﺘﺎﺝ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤـل ﻤـﻊ ﺍﻟﺒﻴﺌـﺔ‬
‫ﻭﺘـﺸﺎﺭﻨﻰ ‪(Feder, Nestler, Westphal‬‬ ‫ﺍﻟﻤﺤﻴﻁﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ ﻤﻊ ﺍﻟﺘﺄﻜﻴﺩ‬
‫)‪ & Charney, 2010, 35-36‬ﺒﺄﻥ ﻫﻨـﺎﻙ‬ ‫ﻋﻠﻰ ﺍﻟـﺩﻭﺭ ﺍﻟﻔﻌـﺎل ﻟﻸﺴـﺭﺓ ﻭﺍﻟﻤﺩﺭﺴـﺔ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﺠﺘﻤﺎﻋﻴـﺔ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ ﻓﻰ ﺘﻨﻤﻴﺔ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟـﺩﻯ‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘـﻰ ﺘﻤﻜـﻥ‬ ‫ﺍﻟﻔﺭﺩ‪.‬‬
‫ﺍﻟﻔﺭﺩ ﻤﻥ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﻀﻐﻭﻁ ﺒﻨﺠﺎﺡ‪ ،‬ﻤـﻥ‬
‫ﻭﻗﺩ ﻟﺨﺹ ﺩﺍﻨﻴﺎل ﻭﻭﻴﺴﻴل ‪(Danial‬‬
‫ﺃﻫﻤﻬﺎ‪ :‬ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻤﻭﺍﺠﻬـﺔ ﺍﻟﻔﻌﺎﻟـﺔ‪،‬‬
‫)‪ & Wassell, 2002‬ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ‬
‫ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺘﻔﺎﺅل ﻭﺇﻋﺎﺩﺓ ﺍﻟﺒﻨـﺎﺀ‬
‫ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺨﻼل ﻓﺘﺭﺓ ﺍﻟﻤﺭﺍﻫﻘﺔ ﻓـﻰ‬
‫ﺍﻟﻤﻌﺭﻓﻰ‪ ،‬ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‪ ،‬ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻬﺩﻑ‬
‫ﻀﻭﺀ ﻤﺎ ﻴﻠﻰ‪:‬‬
‫ﻓﻰ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫‪ -١‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﻔﺭﺩ‪ :‬ﻭﺘﺘﻤﺜل ﻓﻰ؛‬
‫ﺘﺴﺘﻨﺘﺞ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ ﺒﺄﻥ‬
‫ﻗﺩﺭﺓ ﺍﻟﻔـﺭﺩ ﻋﻠـﻰ ﺍﻟﺘﻌـﺎﻁﻑ ﻤـﻊ‬
‫ﻫﻨﺎﻙ ﻋﺩﺓ ﻋﻭﻤل ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺎﻋﺩ ﻓﻰ ﺘﻨﻤﻴـﺔ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﺤﻤل ﺍﻟﻤﺴﺌﻭﻟﻴﺔ‪ ،‬ﻭﺍﻟﺘﻭﺠﻪ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻔﺭﺩ ﻤﻥ ﺃﻫﻤﻬﺎ‪ :‬ﺍﻟﻘﺩﺭﺓ‬
‫ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓـﻪ‪ ،‬ﻭﻟﺩﻴـﻪ ﻨﻅـﺭﺓ‬
‫ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻹﻴﺠﺎﺒﻰ ﻭﺍﻟﻤﻭﺍﺠﻬـﺔ ﺍﻟﻔﻌﺎﻟـﺔ‬
‫ﺇﻴﺠﺎﺒﻴﺔ ﻟﻠﺫﺍﺕ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻁﻴﻁ‪،‬‬
‫ﻟﻠﻀﻐﻭﻁ ﻭﺍﻟﺼﺩﻤﺎﺕ‪ ،‬ﻭﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ ﺇﺩﺍﺭﺓ‬
‫ﻭﺍﻟﻔﻜﺎﻫﺔ ﻭﺍﻟﻤﺭﺡ‪.‬‬

‫‪١١٦٦‬‬
‫ـﻰ ﻫــﺫﻩ‬
‫ـﺎ‪ ،‬ﻭﻴﻁﻠــﻕ ﻋﻠـ‬
‫ـﺴﻌﻭﻥ ﻟﺘﻨﻤﻴﺘﻬـ‬
‫ﻴـ‬ ‫ﺍﻻﻨﻔﻌﺎﻻﺕ ﻭﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻘﻭﻴﺔ‪ ،‬ﻭﺍﻜﺘﺴﺎﺏ ﺍﻟﻔـﺭﺩ‬
‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺒﺎﻟﺘﻭﺠﻬﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻤﻬﺎﺭﺍﺕ ﺤل ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﺍﻟﺤـﺼﻭل ﻋﻠـﻰ‬
‫ﻭﺍﻟﻔﻜﺭﻴﺔ ﻭﺍﻟﺘﻰ ﺘﺘﻜﻭﻥ ﻤﻥ ﻤﺠﻤﻭﻋـﺔ ﻤـﻥ‬ ‫ـﺭﻴﻥ‪،‬‬
‫ـﺴﺎﻋﺩﺓ ﺍﻵﺨـ‬
‫ـﺎﻋﻰ ﻭﻤـ‬
‫ـﺩﻋﻡ ﺍﻻﺠﺘﻤـ‬
‫ﺍﻟـ‬
‫ﺍﻟﺨﺼﺎﺌﺹ ﻤﻥ ﺃﻫﻤﻬﺎ‪ :‬ﺍﻟﺘﺤﻜﻡ‪ ،‬ﺍﻟﺘﺤﺼﻴﻥ ﻓﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺒﺤﺙ ﻋـﻥ ﻤﻌﻨـﻰ ﺇﻴﺠـﺎﺒﻰ‬
‫ﻤﻭﺍﺠﻬﺔ ﺍﻟﻀﻐﻭﻁ‪ ،‬ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﺘﻜﻭﻴﻥ ﺭﻭﺍﺒـﻁ‬ ‫ﻟﻸﺤﺩﺍﺙ ﺍﻟﻀﺎﻏﻁﺔ‪ ،‬ﻜل ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺘﻤﻜـﻥ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺤل ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﺍﺘﺨﺎﺫ‬ ‫ﺍﻟﻔﺭﺩ ﻤﻥ ﺘﺠﺎﻭﺯ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﻤﻭﺍﻗـﻑ‬
‫ﺍﻟﻘﺭﺍﺭﺍﺕ‪ ،‬ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺍﻷﺨﻁـﺎﺀ‪ ،‬ﺍﻟﻤـﺸﺎﺭﻜﺔ‬ ‫ﺍﻟﻀﺎﻏﻁﺔ ﻭﺘﺠﺎﻭﺯﻫﺎ ﺒﻨﺠﺎﺡ‪.‬‬
‫ﺍﻟﻔﻌﺎﻟﺔ ﻤﻊ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﺍﻟﻤﺴﺌﻭﻟﻴﺔ‪ ،‬ﻭﺍﻟﺘﻤﻴﺯ‪.‬‬ ‫ﺼﻔﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪:‬‬
‫ﻭﻴﺭﻯ ﻤﺤﻤﺩ ﺴﻌﺩ ﻋﺜﻤـﺎﻥ )‪:٢٠١٠‬‬ ‫ـﺴﺕ‬
‫ـﻥ ﻤﺎﺴ ـﺘﻥ ﻭﺒﻴـ‬
‫ـل ﻤـ‬
‫ـﺭﻯ ﻜـ‬
‫ﻴـ‬
‫ـﻭﻥ‬
‫ـﺫﻴﻥ ﻴﺘﻤﺘﻌـ‬
‫ـﺨﺎﺹ ﺍﻟـ‬
‫ـﺄﻥ ﺍﻷﺸـ‬
‫‪ (٥٤١‬ﺒـ‬ ‫& ‪(Masten, Best‬‬ ‫ﻭﺠـــﺎﺭﻤﺯﻯ‬
‫ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻴﺘﻤﻴـﺯﻭﻥ ﺒﺎﻟﻘـﺩﺭﺓ ﻋﻠـﻰ‬ ‫ـﺼﻴﺔ‬
‫)‪ Garmezy, 1990: 426‬ﺃﻥ ﺍﻟﺸﺨـ‬
‫ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻨﻔﺴﻰ ﺍﻟﺠﻴﺩ ﻤﻊ ﻜﺎﻓﺔ ﺍﻟﻤﺤﻥ ﻭﺍﻟﺸﺩﺍﺌﺩ‬ ‫ﺍﻟﺘﻰ ﺘﻤﺘﺎﺯ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﺘـﺴﻡ ﺒﻌـﺩﺓ‬
‫ﻭﺍﻟﺼﺩﻤﺎﺕ ﺒﺸﺘﻰ ﺼﻭﺭﻫﺎ‪ ،‬ﻭﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ‬ ‫ﺼﻔﺎﺕ‪:‬‬
‫ﺍﻟﺘﻌﺎﻓﻰ ﺴﺭﻴﻌﺎﹰ ﺒﻌﺩ ﺍﻻﻨﻬﻴﺎﺭ ﻭﻤﻭﺍﺼﻠﺔ ﺍﻟﺤﻴـﺎﺓ‬ ‫‪ -١‬ﻟﺩﻴﻬﺎ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺨﺭﻭﺝ ﺒﻤﺨﺭﺠـﺎﺕ‬
‫ﺒﻨﺠﺎﺡ‪.‬‬ ‫ﺠﻴﺩﺓ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺨﻁﻭﺭﺓ ﺍﻟﻤﻭﻗﻑ‪.‬‬
‫ﻓﺎﻟــﺸﺨﺹ ﺍﻟﻤــﺭﻥ ﻋﻨــﺩﻤﺎ ﻴﻤــﺭ‬ ‫‪ -٢‬ﺘﺘﺼﻑ ﺒﺎﻟﻜﻔـﺎﺀﺓ ﺍﻟﺸﺨـﺼﻴﺔ ﺘﺤـﺕ‬
‫ﺒﺎﻟﺼﺩﻤﺎﺕ ﻴﺴﺘﺨﺩﻡ ﺨﺒﺭﺍﺘﻪ ﺍﻟﻤﻜﺘـﺴﺒﺔ ﻤﻨﻬـﺎ‬ ‫ﺍﻟﻀﻐﻭﻁ‪.‬‬
‫ﻭﻴﺤﻭﻟﻬﺎ ﻟﺘﻜﻭﻥ ﺤﺎﺌﻁﺎﹰ ﻓﻭﻻﺫﻴـﺎﹰ ﻤـﻥ ﺤﻭﻟـﻪ‬
‫‪ -٣‬ﺃﻥ ﺘﻜﻭﻥ ﻗﺎﺩﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﻌـﺎﻓﻰ ﻤـﻥ‬
‫ﻟﻴﺯﺩﺍﺩ ﺒﻪ ﻗﻭﺓ ﻭﻜﺄﻨﻬﺎ ﻨﻭﻉ ﻤﻥ ﺍﻟﺘﻁﻌﻴﻡ ﺍﻟﻨﻔﺴﻰ‬
‫ﺍﻟﺼﺩﻤﺎﺕ‪.‬‬
‫ﻓﻬﻭ ﻴﺸﺒﻪ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ ﺍﻟﺘﻁﻌﻴﻡ ﺍﻟﺫﻯ ﻴﻌﻁـﻰ‬
‫‪ -٤‬ﻟﺩﻴﻬﺎ ﺍﻟﻤﻘﺩﺭﺓ ﻋﻠﻰ ﺠﻌـل ﺍﻟﻤـﺼﺎﻋﺏ‬
‫ﻟﻠﻔﺭﺩ ﻟﻠﺘﻌﺎﻴﺵ ﺒﺸﻜل ﺠﻴﺩ ﻤﻊ ﺍﻷﻤﺭﺍﺽ ﺍﻟﺘـﻰ‬
‫ﻭﺍﻷﺯﻤﺎﺕ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻗﺎﺒﻠﺔ ﻟﻠﺘﺤﻤل‪.‬‬
‫ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻓﻰ ﺍﻟﻤﺴﺘﻘﺒل‪ ،‬ﻓﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻭﻴﺅﻜــﺩ ﺒــﺭﻭﻜﺱ ﻭﺠﻭﻟﺩﺸــﺘﺎﻴﻥ‬
‫ﺃﻜﺜﺭ ﻤﻥ ﻤﺠﺭﺩ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻤل ﺍﻟﺠﻴﺩ‬
‫)‪ (Brooks & Goldstein, 2004: 3‬ﺃﻥ‬
‫ﻓﻰ ﺇﻁﺎﺭ ﺍﻟﺼﺩﻤﺎﺕ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﺃﻓﻀل ﻁﺭﻴﻘـﺔ‬
‫ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻟﻔﻬﻡ ﺍﻟﻤﺭﻭﻨﺔ ﻫﻭ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻓﺭﺼﺔ ﺘﺘﻴﺢ ﻟﻠﻔﺭﺩ‬
‫ﻟﺩﻴﻬﻡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ‬
‫ﺍﻹﺒﺤﺎﺭ ﻤﻥ ﺃﺠل ﺍﻟﺤـﺼﻭل ﻋﻠـﻰ ﺍﻟﻤـﻭﺍﺭﺩ‬
‫ﺍﻟﺘﻰ ﺘﺅﺜﺭ ﻓﻰ ﺴـﻠﻭﻜﻬﻡ ﻭﻤﻬـﺎﺭﺍﺘﻬﻡ ﺍﻟﺘـﻰ‬
‫ـﺔ‬
‫ـﺔ ﻭﺍﻟﺜﻘﺎﻓﻴـﺔ ﻭﺍﻟﻤﺎﺩﻴـ‬
‫ﺍﻟﻨﻔـﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴـ‬

‫‪١١٦٧‬‬
‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻓﻰ ﺍﻟﻤﺩﺭﺴﺔ ﺘﺭﺘﺒﻁ ﺒـﺸﻜل ﻜﺒﻴـﺭ‬
‫ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻷﻁﻔـﺎل ﺍﻟﻤـﺼﺎﺒﻴﻥ‬
‫ﺒﺎﻟﺴﺭﻁﺎﻥ ﻓﻰ ﺴﻥ ﺍﻟﻤﺩﺭﺴﺔ‪.‬‬
‫ﻭﺒﻴﻨﺕ ﺩﺭﺍﺴﺔ ﻜﻭﻤﺒﺎﺱ‪ ،‬ﺠﺎﺴﺭ‪ ،‬ﺩﻥ‪،‬‬
‫ﻭﺭﺩﻴﺠـﺱ & ‪(Compas, Jaser, Dunn‬‬
‫)‪ Rodriguez, 2012‬ﺒــﺄﻥ ﺍﻷﻤــﺭﺍﺽ‬
‫ﺍﻟﻤﺯﻤﻨﺔ ﺘﻤﺜل ﻤﻼﻴﻴﻥ ﺍﻷﻁﻔـﺎل ﻭﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺍﻟﺫﻴﻥ ﻴﻭﺍﺠﻬﻭﻥ ﻀﻐﻭﻁ ﻤﺭﺘﺒﻁـﺔ ﺒﻤﺨـﺎﻁﺭ‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻌﺎﻁﻔﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻟﺘﻰ ﺘﺘﺩﺍﺨل‬
‫ﻤﻊ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺭﺽ ﺍﻟﻤﺯﻤﻥ‪ ،‬ﻓﻀﻼﹰ ﻋـﻥ‬
‫ﺍﻹﻟﺘﺯﺍﻡ ﺒﺎﻟﻨﻅﺎﻡ ﺍﻟﻌﻼﺠﻰ‪ ،‬ﻭﺃﻜـﺩﺕ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﺴﻠﻴﻁ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻰ‬
‫ﻤﻥ ﺸﺄﻨﻬﺎ ﻤﺴﺎﻋﺩﺓ ﻫﺅﻻﺀ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﺍﻟﻨﺎﺠﺢ ﻤﻊ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ‪.‬‬
‫ﻭﺘﻭﺼﻠﺕ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ ﻟﻴﻤـﻭﺱ‪،‬‬
‫ﻭﻤﻭﺭﺍﻴﺱ‪ ،‬ﻭﺒﻴﻼﻨﺩﺍ & ‪(Lemos, Moraes‬‬
‫)‪ Pellanda, 2016‬ﺒﺄﻥ ﺤﻭﺍﻟﻰ ‪ %٨١‬ﻤـﻥ‬
‫ﻤﺭﻀﻰ ﺍﻟﻘﻠﺏ ﻴﺘﻤﺘﻌﻭﻥ ﺒﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻟﻴﺔ ﻤـﻥ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻭﻓﻰ ﺍﻟﻤﻘﺎﺒل؛ ﻨﺠﺩ ﺃﻨﻪ ﻓـﻰ‬
‫ﻀﻭﺀ ﻤﺭﺍﺠﻌﺔ ﻟﻸﺩﺒﻴﺎﺕ ﻟﻠﻜﺸﻑ ﻋﻥ ﺍﻟﻤﺭﻭﻨﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﻀﻰ ﺍﻟـﺫﻴﻥ ﻴﻌـﺎﻨﻭﻥ ﻤـﻥ‬
‫ﺃﻤﺭﺍﺽ ﺠﺴﺩﻴﺔ ﻤﺯﻤﻨﺔ؛ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ‬
‫ﺠﺸﻼﺝ‪ ،‬ﻭﺴـﻴﻬﻤﺭﻯ‪ ،‬ﻭﺍﺒـﺎﺩﻯ‪ ،‬ﻭﺩﺍﻟﻔﺎﻨـﺩ‪،‬‬
‫ـﺎﺒﺭﻴﺯﻯ ‪(Gheshlagh, Sayehmiri,‬‬
‫ﻭﺘـ‬
‫‪Ebadi,‬‬ ‫‪Dalvandi,‬‬ ‫‪Dalvand‬‬
‫ـﺴﺘﻭﻴﺎﺕ‬
‫ـﺩﻨﻰ ﻤـ‬
‫ـﻰ ﺘـ‬
‫)‪ Tabrizi, 2016‬ﺇﻟـ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻤﺭﻀﻰ ﻤﻘﺎﺭﻨﺔﹰ ﺒﻐﻴﺭﻫﻡ ﻤﻥ‬
‫ﺍﻷﺼﺤﺎﺀ‪.‬‬
‫‪١١٦٨‬‬
‫ﻟﻠﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻭﺍﻓﻕ ﺍﻟﻔﺭﺩ ﻭﺼﺤﺘﻪ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫)ﺤﻨﺎﻥ ﻋﺒﺩ ﺍﻟﺭﺤﻴﻡ ﺍﻟﻤﺎﻟﻜﻰ‪.(١٣٨ : ٢٠١٢ ،‬‬
‫ﻭﻓﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ؛ ﺘﺴﺘﻨﺘﺞ ﺍﻟﺒﺎﺤﺜـﺔ‬
‫ﺒﺄﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺘﻰ ﻴﺘﺼﻑ‬
‫ﺒﻬﺎ ﺍﻷﺸﺨﺎﺹ ﺫﻭﻱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘـﻰ‬
‫ﺘﺘﻤﺜل ﻓﻰ‪ :‬ﺍﻟﻘـﺩﺭﺓ ﻋﻠـﻰ ﺇﻗﺎﻤـﺔ ﻋﻼﻗـﺎﺕ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻗﻌﻴﺔ ﻤﻊ ﺍﻵﺨـﺭﻴﻥ‪ ،‬ﻭﺍﻟـﺸﻌﻭﺭ‬
‫ﺒﺎﻻﻨﺘﻤﺎﺀ‪ ،‬ﻭﺍﻻﻨﻔﻌﺎل ﺍﻹﻴﺠﺎﺒﻰ ﻭﺘﻘﺒل ﺍﻟﻤﺸﺎﻋﺭ‬
‫ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺎﻤـل ﺍﻟﺠﻴـﺩ ﻤـﻊ ﺍﻟـﻀﻐﻭﻁ‬
‫ﻭﺍﻋﺘﺒﺎﺭﻫﺎ ﺘﺤﺩﻴﺎﺕ ﻴﻨﺒﻐﻰ ﻤﻭﺍﺠﻬﺘﻬﺎ‪ ،‬ﻭﺍﻤﺘﻼﻙ‬
‫ﺍﻟﻤﻬــﺎﺭﺍﺕ ﺍﻟﻔﻌﺎﻟــﺔ ﻟﻤﻌﺎﻟﺠــﺔ ﺍﻟﻤــﺸﻜﻼﺕ‬
‫ﻭﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺤﻠﻭل ﻟﻬﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻗﺩﺭﺓ‬
‫ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﻜﻴﻑ ﻤﻊ ﺍﻟﺘﻐﻴﻴﺭ‪ ،‬ﻓـﻀﻼﹰ ﻋـﻥ‬
‫ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻻﺤﺘﻔﺎﻅ ﺒـﺴﻌﺎﺩﺘﻪ ﻤـﻥ ﺨـﻼل‬
‫ﺘﺤﻘﻴﻕ ﺍﻟﻬﺩﻑ ﺍﻟﺫﻱ ﻴﺴﻌﻰ ﻤﻥ ﺃﺠﻠﻪ‪.‬‬
‫ﺃﺜﺭ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ ﺤﻴﺎﺓ ﺍﻟﻤﺭﻴﺽ‪:‬‬
‫ﻴﻌﺎﻨﻲ ﺍﻟﻤﺭﻴﺽ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺘﺎﻋـﺏ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﻻﺴﻴﻤﺎ ﺇﺫﺍ ﻜـﺎﻥ ﻫـﺫﺍ‬
‫ﺍﻟﻤﺭﺽ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﺍﻟﺠﺴﺩﻴﺔ ﺍﻟﻤﺯﻤﻨﺔ ﺍﻟﺫﻱ‬
‫ﻴﻅل ﺼﺩﻴﻘﺎﹰ ﻟﻠﻤﺭﻴﺽ ﻭﻗﺭﻴﻨﺎﹰ ﻟﻪ ﻟﻔﺘﺭﺓ ﺯﻤﻨﻴـﺔ‬
‫ﻁﻭﻴﻠﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﺈﻥ ﺍﻟﻤﺭﻴﺽ ﻓﻰ ﺤﺎﺠﺔ ﻤﺎﺴﺔ‬
‫ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﻨﻭﻉ ﻤﻥ ﺍﻟﺭﻀﺎ ﻭﺍﻟﺘﻌﺎﻴﺵ ﻤﻊ ﻫﺫﺍ‬
‫ﺍﻟﻤﺭﺽ ﺍﻟﻤﺯﻤﻥ ﺘﺠﻨﺒﺎﹰ ﻷﻴﺔ ﺃﻋﺭﺍﺽ ﺠﺎﻨﺒﻴـﺔ‬
‫)ﺴﻴﺩ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﻭﻜﻴل‪.(١١٩ :٢٠١٠ ،‬‬
‫&‬ ‫ﻭﻜﺸﻔﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻜﻴﻡ ﻭﻴﻭ ‪(Kim‬‬
‫)‪ & Yoo, 2010‬ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﻤﺎﺴﻙ ﺍﻷﺴـﺭﻯ‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺠﻴﺩﺓ ﻤﻊ ﺍﻷﺼـﺩﻗﺎﺀ‬
‫& ‪(Al Zahrani, El Morsy, Laila‬‬ ‫ﻜﻤﺎ ﺃﺴﻔﺭﺕ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ ﺍﻴﻔـﺎﻨﺯ‪،‬‬
‫ـﻭ‬
‫ـﺄﻥ ﺍﻟﺭﺒـ‬
‫)‪ Dorgham, 2014 : 283‬ﺒـ‬ ‫ﻭﺒﻴل‪ ،‬ﻭﺴﻤﻴﺙ ) ‪Evans, Bell & Smith,‬‬
‫ﺍﻟﺸﹸﻌﺒﻰ ﻴﻌﺘﺒﺭ ﻤﻥ ﺃﻫـﻡ ﺃﻤـﺭﺍﺽ ﺍﻟـﺼﺩﺭ‬
‫‪ (2016‬ﺇﻟﻰ ﺃﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﻠﻌـﺏ ﺩﻭﺭ‬
‫ﺍﻟﻤﺯﻤﻨﺔ ﺍﻟﺫﻯ ﻴﻬﺎﺠﻡ ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔـﺴﻰ‪ ،‬ﻓﻬـﻭ‬
‫ﻤﻬﻡ ﻓﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﺠﺴﺩﻯ ﻭﺍﻟﻨﻔﺴﻰ‬
‫ﻤﺭﺽ ﻤﺯﻤﻥ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻟﺸﻌﺏ ﺍﻟﻬﻭﺍﺌﻴﺔ ﻋﻨﺩ‬
‫ﻭﺍﻟﺘﻭﺍﻓﻕ ﻤﻊ ﻤﺭﺽ ﻓﺸل ﺍﻟﻘﻠﺏ ﺍﻟﻤﺯﻤﻥ‪ ،‬ﻜﻤﺎ‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻠﻤﺅﺜﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ‪ ،‬ﻓﺘﺤﺩﺙ ﻨﻭﺒﺎﺕ ﺃﻭ‬
‫ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻴﻀﺎﹰ ﺒﺄﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺘﻌﺘﺒﺭ ﻤﻨﺒﺊ‬
‫ﺃﺯﻤﺎﺕ ﻤﺘﻜﺭﺭﺓ ﻤﻥ ﻀﻴﻕ ﺍﻟﺘﻨﻔﺱ‪ ،‬ﺍﻟـﺴﻌﺎل‪،‬‬ ‫ﻟﻠﺭﻋﺎﻴﺔ ﺍﻟﺫﺍﺘﻴـﺔ ﺍﻟﻔﻌﺎﻟـﺔ ﻟﻠﻤﺭﻀـﻰ ﺍﻟـﺫﻴﻥ‬
‫ﺍﻟﺼﻔﻴﺭ‪ ،‬ﻭﻀﻴﻕ ﺍﻟﺼﺩﺭ ﺨﺎﺼﺔ ﻓـﻰ ﺍﻟﻠﻴـل‬ ‫ﻴﻌﻴﺸﻭﻥ ﻅﺭﻭﻑ ﻤﺭﻀـﻴﺔ ﻁﻭﻴﻠـﺔ ﺍﻷﺠـل‬
‫ﻭﺍﻟﺼﺒﺎﺡ ﺍﻟﺒـﺎﻜﺭ‪ ،‬ﻭﻫـﺫﻩ ﺍﻟﻨﻭﺒـﺎﺕ ﺘﻜـﻭﻥ‬ ‫ﻭﻻﺴﻴﻤﺎ ﻤﺭﻀﻰ ﺍﻻﻨﺴﺩﺍﺩ ﺍﻟﺭﺌﻭﻯ ﺍﻟﻤـﺯﻤﻥ‪،‬‬
‫ﻤﺼﺤﻭﺒﺔ ﺒﻀﻴﻕ ﻓﻰ ﺍﻟﺸﻌﺏ ﺍﻟﻬﻭﺍﺌﻴﺔ‪.‬‬ ‫ﻭﺘﻭﺼﻰ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﺍﻟﻤﺯﻴﺩ‬
‫ﺘﻌﺭﻴﻑ ﻤﺭﺽ ﺍﻟﺭﺒﻭ‪:‬‬ ‫ﻤﻥ ﺍﻟﺒﺤﻭﺙ ﺍﻟﻤـﺴﺘﻘﺒﻠﻴﺔ ﻟﺘﺤـﺴﻴﻥ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﻴ‪‬ﻌﺭﻑ ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﺍﻟﺴﺭﻁﺎﻭﻯ‪ ،‬ﺠﻤﻴل‬ ‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﻀﻰ ﺍﻟـﺫﻴﻥ ﻴﻌـﺎﻨﻭﻥ ﻤـﻥ‬
‫ﺍﻟﺼﻤﺎﺩﻯ )‪ (٢٤٩ :٢٠١٠‬ﺍﻟﺭﺒﻭ ﺒﺄﻨـﻪ ﺘﻠـﻙ‬ ‫ﻅﺭﻭﻑ ﺼﺤﻴﺔ ﺼﻌﺒﺔ‪.‬‬
‫ﺍﻹﺼﺎﺒﺔ ﺍﻟﻤﺯﻤﻨﺔ ﺍﻟﺘﻰ ﺘﺼﻴﺏ ﺍﻟﺸﻌﺏ ﺍﻟﻬﻭﺍﺌﻴﺔ‬ ‫ﺘﺴﺘﻨﺘﺞ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻰ ﻀﻭﺀ ﻤﺎ ﺴﺒﻕ؛ ﺃﻥ‬
‫ﻓﻰ ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﻔﺴﻰ‪ ،‬ﻭﺘﺘﻤﻴـﺯ ﺒﺄﻨﻬـﺎ ﺘـﺴﺒﺏ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﻌﺘﺒﺭ ﻤﻥ ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻬﺎﻤـﺔ‬
‫ﺴﻌﺎﻻﹰ ﻤﺴﺘﻤﺭﺍﹰ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﻓﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘـﻨﻔﺱ‬ ‫ﻟﻠﺘﻘﻠﻴل ﻤﻥ ﺍﻟﻀﻐﻭﻁ ﻭﺍﻷﺯﻤﺎﺕ ﺍﻟﺘﻰ ﻗﺩ ﻴﻤـﺭ‬
‫ﺒﺤﻴﺙ ﻴﺼﺩﺭ ﺼـﻭﺘﺎﹰ ﺃﺜﻨـﺎﺀ ﺍﻟﺯﻓﻴـﺭ ﻴـﺸﺒﻪ‬ ‫ﺒﻬﺎ ﺍﻟﻔﺭﺩ ﻓﻰ ﺤﻴﺎﺘﻪ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﺩﻭﺭﻫـﺎ ﻓـﻰ‬
‫ﺍﻟﺼﻔﻴﺭ‪.‬‬ ‫ﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺫﺍﺘﻴﺔ ﺍﻟﻔﻌﺎﻟﺔ ﻓـﻰ‬
‫ﻭﺘﻌﺭﻑ ﻋ‪‬ﻼ ﻋﺒـﺩ ﺍﻟﺒـﺎﻗﻰ ﺇﺒـﺭﺍﻫﻴﻡ‬ ‫ﻤﻭﺍﺠﻬﺔ ﺍﻟـﻀﻐﻭﻁ ﺍﻟﻤﺭﺘﺒﻁـﺔ ﺒـﺎﻟﻤﺭﺽ‪،‬‬
‫)‪ (٣١ :٢٠١٥‬ﺍﻟﺭﺒﻭ ﺒﺄﻨﻪ ﻤـﺭﺽ ﻴﺘـﺼﻑ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺩﻭﺭ ﺍﻟﺒـﺎﺭﺯ ﻟﻠﻤﺭﻭﻨـﺔ ﻓـﻰ‬
‫ﺒﻬﺠﻤﺎﺕ ﻓﻰ ﺍﻟﻘﺼﺒﺎﺕ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﻤﻤﺎ ﻴـﺴﺒﺏ‬ ‫ﺘﺤﺴﻴﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺼﺤﻴﺔ ﻟﻸﺸـﺨﺎﺹ ﺍﻟـﺫﻴﻥ‬
‫ﻀﻴﻕ ﺸﺩﻴﺩ ﻓﻰ ﺍﻟﺘﻨﻔﺱ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﻓﻰ ﻋﻤﻠﻴـﺔ‬ ‫ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺃﻤﺭﺍﺽ ﻤﺯﻤﻨﺔ ﺒﺤﻴـﺙ ﻴـﺴﺘﻁﻴﻊ‬
‫ﺍﻟﺸﻬﻴﻕ ﻭﺍﻟﺯﻓﻴﺭ‪.‬‬ ‫ﺍﻟﻤﺭﻴﺽ ﺍﻟﺘﺄﻗﻠﻡ‪ ،‬ﻭﺃﻥ ﻴﺤﻴﺎ ﺤﻴﺎﺓ ﻨﻔﺴﻴﺔ ﺠﻴﺩﺓ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﻤﻨﻅﻤـﺔ ﺍﻟـﺼﺤﺔ ﺍﻟﻌﺎﻟﻤﻴـﺔ‬ ‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﻤﺭﺽ ﺍﻟﺭﺒﻭ ‪: Asthma‬‬
‫)‪ (٢٠١٧‬ﻤﺭﺽ ﺍﻟﺭﺒﻭ ﺒﺄﻨﻪ ﻤﺭﺽ ﺍﻟﺘﻬـﺎﺒﻰ‬ ‫ﻴ‪‬ﻌﺩ ﺍﻟﺭﺒﻭ ﺍﻟـﺸﹸﻌﺒﻰ ﺃﺤـﺩ ﺃﻤـﺭﺍﺽ‬
‫ﻤﺯﻤﻥ ﻴﺘﺴﻡ ﺒﺤﺩﻭﺙ ﻨﻭﺒﺎﺕ ﻤﺘﻜﺭﺭﺓ ﺘﺘـﺭﺍﻭﺡ‬ ‫ﺍﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﺘﻰ ﻗﺩ ﺘﺅﺩﻯ ﺇﻟﻰ ﺃﺨﻁﺎﺭ ﺸـﺩﻴﺩﺓ‪.‬‬
‫ﺒﻴﻥ ﻋﺴﺭ ﺍﻟﺘﻨﻔﺱ ﻭﺍﻷﺯﻴﺯ‪ ،‬ﻭﻫﻲ ﺘﺨﺘﻠﻑ ﻓـﻰ‬ ‫ﻓﻴﻭﻀﺢ ﺍﻟﺯﻫﺭﺍﻨﻰ‪ ،‬ﺍﻟﻤﺭﺴﻰ‪ ،‬ﻟﻴﻠﻰ‪ ،‬ﻭﺩﺭﻏـﺎﻡ‬

‫‪١١٦٩‬‬
‫ﻤﺼﺎﺒﺎﹰ ﺒﺎﻟﻤﺭﺽ‪ ،‬ﻭﺘﺯﺩﺍﺩ ﻫﺫﻩ ﺍﻟﻨﺴﺒﺔ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﻜﻼ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺭﺒﻭ‪ ،‬ﻓﻠﻘﺩ ﻭﺠـﺩ ﺃﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺭﺒﻭ ﺘﺘﺭﺍﻭﺡ ﻨﺴﺒﺘﻬﻡ ﻤـﺎ‬
‫ﺒﻴﻥ ‪ %٧٥ –٥٠‬ﻴﻨﺘﻤﻭﻥ ﺇﻟﻰ ﻋﺎﺌﻼﺕ ﻴـﺸﻴﺭ‬
‫ﺘﺎﺭﻴﺨﻬﺎ ﺍﻟﻁﺒﻰ ﺇﻟﻰ ﺇﻨﺘﺸﺎﺭ ﺍﻟﺭﺒﻭ ﺒﻴﻥ ﺍﻟﻌﺩﻴـﺩ‬
‫ﻤﻥ ﺃﻓﺭﺍﺩﻫﺎ‪.‬‬
‫ﺘﺸﺨﻴﺹ ﻤﺭﺽ ﺍﻟﺭﺒﻭ‪:‬‬
‫ﻴ‪‬ﺒﻴِﻥ ﻟﻭﻫﺎﺠﻥ ‪(Löwhagen, 2015:‬‬
‫)‪ 538‬ﺒﺄﻨﻪ ﻤﻥ ﺍﻟﺼﻌﺏ ﺘـﺸﺨﻴﺹ ﺍﻹﺼـﺎﺒﺔ‬
‫ﺒﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻓﻰ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ‪ ،‬ﻭﻗﺩ ﻴﺭﺠﻊ‬
‫ﺫﻟﻙ ﺇﻟﻰ ﺍﻟﺨﻠﻁ ﺒﻴﻨـﻪ ﻭﺒـﻴﻥ ﺍﻻﻀـﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻟﺸﺒﻴﻬﺔ ﺒﺎﻟﺭﺒﻭ‪ ،‬ﻭﻫﻭ ﻤـﺎ ﻴﺘﻁﻠـﺏ ﺇﺠـﺭﺍﺀ‬
‫ﺨﻁﻭﺍﺕ ﺘﺸﺨﻴﺼﻴﺔ ﺇﻀﺎﻓﻴﺔ ﺘﺘﻀﻤﻥ ﺇﺠـﺭﺍﺀ‬
‫ﻓﺤﺹ ﺠﺴﺩﻯ‪ ،‬ﻭﺍﻟﺘﻌﺭﻑ ﻋﻠـﻰ ﺍﻷﻋـﺭﺍﺽ‬
‫ﺍﻟﺘﻰ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻤﺭﻴﺽ‪ ،‬ﻜﻤﺎ ﻴ‪‬ﺠﺭﻯ ﺃﺤﻴﺎﻨﺎﹰ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻷﺩﺍﺀ ﺍﻟﻭﻅﻴﻔﻰ ﻟﻠﺭﺌﺘﻴﻥ ﻤﻥ ﺃﺠل ﺘﺤﺩﻴﺩ‬
‫ﻜﻤﻴﺔ ﺍﻟﻬﻭﺍﺀ ﺍﻟﺘﻰ ﺘﺩﺨل ﻭﺘﺨﺭﺝ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻨﻔﺱ ﺒﻬﺩﻑ ﺘﺸﺨﻴﺹ ﺍﻹﺼـﺎﺒﺔ ﺒﻤـﺭﺽ‬
‫ﺍﻟﺭﺒﻭ‪.‬‬
‫ﻭﻓﻰ ﻨﻔﺱ ﺍﻟـﺼﺩﺩ؛ ﻴـﺸﻴﺭ ﺍﻟﻤﻌﻬـﺩ‬
‫ﺍﻟــــﻭﻁﻨﻰ ﻟﻠــــﺼﺤﺔ ﻭﺍﻟﺭﻋﺎﻴــــﺔ‬
‫ﺍﻟﻤﺘﻤﻴﺯﺓ ‪(National Institute for Health‬‬
‫)‪and Care Excellence, 2017 :30-31‬‬
‫ﺒﺄﻥ ﺍﻟﺘﺎﺭﻴﺦ ﺍﻟﻌﺎﺌﻠﻰ ﻴ‪‬ﻌﺩ ﻤﻥ ﻋﻭﺍﻤـل ﺨﻁـﺭ‬
‫ﺇﻴﻬﺎﺏ ﺍﻟﺒﺒﻼﻭﻯ )‪(٣٥٠ :٢٠١٠‬؛ ﻜﻤﺎل ﺴﺎﻟﻡ‬
‫ﺤﺩﻭﺙ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﻋﺩﻡ ﻭﺠـﻭﺩ‬
‫ﺴﻴﺎﻟﻡ )‪ (٦٧ :٢٠٠٩‬ﻋﻠـﻰ ﺃﻫﻤﻴـﺔ ﺍﻟﻌﺎﻤـل‬
‫ﺍﺨﺘﺒﺎﺭ ﺩﻗﻴﻕ ﻟﺘﺸﺨﻴﺹ ﺍﻟﺭﺒﻭ‪ ،‬ﺇﻻ ﺃﻥ ﺘﺸﺨﻴﺹ‬
‫ﺍﻟﻤﺭﺽ ﻴﻌﺘﻤﺩ ﺒﺸﻜل ﺃﺴﺎﺴـﻰ ﻋﻠـﻰ ﻨﻤـﻁ‬
‫‪١١٧٠‬‬
‫ﺸﺩﺘﻬﺎ ﻤﻥ ﻓﺭﺩ ﻵﺨﺭ‪ ،‬ﻭﻗﺩ ﺘﻅﻬـﺭ ﺃﻋﺭﺍﻀـﻪ‬
‫ﻋﺩﺓ ﻤﺭﺍﺕ ﻓﻰ ﺍﻟﻴﻭﻡ‪ ،‬ﻭﺘﺼﺒﺢ ﺃﺴـﻭﺃ ﻟـﺩﻯ‬
‫ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﺃﺜﻨﺎﺀ ﻤﺯﺍﻭﻟﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺒـﺩﻨﻰ ﺃﻭ‬
‫ﻓﻰ ﺍﻟﻠﻴل‪ ،‬ﻭﺃﺜﻨﺎﺀ ﻨﻭﺒﺔ ﺍﻟﺭﺒﻭ ﺘﺘـﻭﺭﻡ ﺒﻁﺎﻨـﺔ‬
‫ﺃﻨﺎﺒﻴﺏ ﺍﻟﺸﻌﺏ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﺇﺫ ﻴﺤﺩﺙ ﻀﻴﻕ ﻓـﻰ‬
‫ﺍﻟﻤﺴﺎﻟﻙ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﻭﺍﻟﺤﺩ ﻤﻥ ﺘـﺩﻓﻕ ﺍﻟﻬـﻭﺍﺀ‬
‫ﺩﺍﺨل ﺍﻟﺭﺌﺘﻴﻥ ﻭﺨﺎﺭﺠﻬﺎ‪ ،‬ﻭﻗﺩ ﺘﺴﺒﺏ ﺃﻋﺭﺍﺽ‬
‫ﺍﻟﺭﺒﻭ ﺍﻟﻤﺘﻜﺭﺭﺓ ﺍﻷﺭﻕ ﻭﺍﻹﺭﻫﺎﻕ ﺃﺜﻨﺎﺀ ﺍﻟﻨﻬﺎﺭ‪،‬‬
‫ﻭﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻭﺍﻟﺘﻐﻴـﺏ ﻋـﻥ‬
‫ﺍﻟﻤﺩﺭﺴﺔ )‪.(WHO, 2017‬‬
‫ﺃﺴﺒﺎﺏ ﺍﻹﺼﺎﺒﺔ ﺒﻤﺭﺽ ﺍﻟﺭﺒﻭ‪:‬‬
‫ﻴﺫﻜﺭ ﺴﺭﻯ ﻤﺤﻤﺩ ﺭﺸـﺩﻯ ﺒﺭﻜـﺎﺕ‬
‫)‪ (١١٩ :٢٠١٦‬ﺒﺄﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻟﻤﺜﻴـﺭﺍﺕ‬
‫ﺍﻟﺘﻰ ﻻ ﺘﺴﺒﺏ ﺍﻟﺭﺒﻭ‪ ،‬ﺇﻻ ﺃﻨﻬـﺎ ﺘﻠﻌـﺏ ﺩﻭﺭﺍﹰ‬
‫ﻜﺒﻴﺭﺍﹰ ﻓﻰ ﺇﺤﺩﺍﺙ ﺃﻋﺭﺍﺽ ﺃﻭ ﻨﻭﺒـﺎﺕ ﺍﻟﺭﺒـﻭ‬
‫ﻭﺍﻟﺘﻰ ﻤﻥ ﺃﻫﻤﻬﺎ‪ :‬ﺍﻟﺯﻜﺎﻡ ﻭﺍﻷﻨﻔﻠﻭﻨﺯﺍ‪ ،‬ﺤﺎﻻﺕ‬
‫ﺍﻟﺠﻭ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺜﻴﺭ ﺍﻷﻋﺭﺍﺽ ﻜـﺎﻟﻬﻭﺍﺀ‬
‫ﺍﻟﺒﺎﺭﺩ ﺍﻟﺠﺎﻑ‪ ،‬ﺍﻟﻌﻭﺍﻤل ﺍﻹﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟـﻀﻐﻭﻁ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺩﺨﺎﻥ ﺍﻟﺴﺠﺎﺌﺭ‪ ،‬ﺍﻟﺘﻤﺎﺭﻴﻥ ﺍﻟﺭﻴﺎﻀﻴﺔ‪،‬‬
‫ﺍﻟﺤﺴﺎﺴﻴﺔ‪ ،‬ﻭﺒﻌﺽ ﺍﻷﺩﻭﻴﺔ ﺍﻟﺘـﻰ ﻴﻤﻜـﻥ ﺃﻥ‬
‫ﺘﺴﺒﺏ ﻨﻭﺒﺎﺕ ﺸﺩﻴﺩﺓ ﻟﻠﺭﺒﻭ ﻜﺎﻷﺴﺒﺭﻴﻥ‪.‬‬
‫ﻜﻤﺎ ﺃﻜﺩ ﻜﻼﹰ ﻤﻥ ﺠﻴﺭﺸﻭﻴﻥ ﻭﺃﻟﺒﺭﺘﺴﻭﻥ‬
‫)‪(Gershwin & Albertson, 2011: 20‬؛‬
‫ﺍﻟﻭﺭﺍﺜﻰ ﺍﻟﺫﻱ ﻴﻠﻌﺏ ﺩﻭﺭﺍﹰ ﻜﺒﻴﺭﺍﹰ ﻓﻰ ﺍﻹﺼـﺎﺒﺔ‬
‫ﺒﻤﺭﺽ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﻻﺴﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺃﺤﺩ ﺍﻟﻭﺍﻟﺩﻴﻥ‬
‫ﻭﻴ‪‬ﺒﻴﻥ ﻴﻭﻜﻴﻨـﺎ‪ ،‬ﻓﻴـﺸﻤﺎﻥ‪ ،‬ﻭﻨﻴﺒﻠﻴـﻨﺞ‬ ‫ﺍﻷﻋﺭﺍﺽ ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﻟﻠﻌﻼﺝ ﻤـﻊ ﻤـﺭﻭﺭ‬
‫‪(Ukena, Fishman & Niebling,‬‬ ‫ﺍﻟﻭﻗﺕ‪ ،‬ﺇﺫ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺍﻹﺼﺎﺒﺔ ﺒﺎﻟﺭﺒﻭ ﻓـﻰ‬
‫)‪ 2008: 386‬ﺃﻥ ﺍﻹﺼﺎﺒﺔ ﺒﺎﻟﺭﺒﻭ ﻏﺎﻟﺒﺎﹰ ﻤـﺎ‬
‫ﺤﺎﻟﺔ ﻭﺠﻭﺩ ﺘﺎﺭﻴﺦ ﻤﺘﻜﺭﺭ ﻟﻸﺯﻴﺯ ﻭﺍﻟﺴﻌﺎل ﺃﻭ‬
‫ﻴﺭﺘﺒﻁ ﺒﻭﺠﻭﺩ ﺘﺎﺭﻴﺦ ﻭﺭﺍﺜﻰ ﻟﻠﺤـﺴﺎﺴﻴﺔ ﻓـﻰ‬
‫ﻭﺠﻭﺩ ﺼﻌﻭﺒﺔ ﻓﻰ ﺍﻟﺘﻨﻔﺱ‪ ،‬ﻭﺇﻨﻘﺒـﺎﺽ ﻓـﻰ‬
‫ﺍﻟﻌﺎﺌﻠﺔ‪ ،‬ﻭﻴ‪‬ﻌﺩ ﻤﻥ ﺃﺒﺭﺯ ﺃﻋﺭﺍﺽ ﺍﻟﺭﺒﻭ؛ ﻨﻭﺒﺎﺕ‬
‫ﺍﻟﺼﺩﺭ‪ ،‬ﻭﺘﺘﻔﺎﻗﻡ ﻫﺫﻩ ﺍﻷﻋـﺭﺍﺽ ﺒﻤﻤﺎﺭﺴـﺔ‬
‫ﻤﺘﻜﺭﺭﺓ ﻤﻥ ﺍﻷﺯﻴـﺯ‪ ،‬ﻭﺍﻟـﺴﻌﺎل‪ ،‬ﻭﻀـﻴﻕ‬
‫ﺍﻟﺭﻴﺎﻀﺔ ﺃﻭ ﺍﻟﺘﻌﺭﺽ ﻟﻤﺴﺒﺒﺎﺕ ﺍﻟﺤـﺴﺎﺴﻴﺔ ﺃﻭ‬
‫ﺍﻟﺘﻨﻔﺱ‪ ،‬ﻭﺍﻨﻘﺒﺎﺽ ﺍﻟﺼﺩﺭ ﺨﺎﺼﺔﹰ ﻓﻰ ﺍﻟﻠﻴل ﺃﻭ‬ ‫ﺘﻠﻭﺙ ﺍﻟﻬﻭﺍﺀ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬
‫ﻓﻰ ﺍﻟﺼﺒﺎﺡ ﺍﻟﺒﺎﻜﺭ‪ ،‬ﻭﺘﺘﻔﺎﻗﻡ ﻫـﺫﻩ ﺍﻷﻋـﺭﺍﺽ‬ ‫ﻓﻰ ﺘﺸﺨﻴﺹ ﺍﻹﺼﺎﺒﺔ ﺒـﺎﻟﺭﺒﻭ ﻫـﻭ ﻓﺤـﺹ‬
‫ﺒﻤﻤﺎﺭﺴـﺔ ﺍﻟﺭﻴﺎﻀـﺔ ﺃﻭ ﺍﻹﺼـﺎﺒﺔ ﺒﻌـﺩﻭﻯ‬ ‫ـﺩﻓﻕ‬
‫ـﺎﺭ ﺫﺭﻭﺓ ﺍﻟﺘـ‬
‫ـﻨﻔﺱ‪ ،‬ﻭﺍﺨﺘﺒـ‬
‫ـﺎﺱ ﺍﻟﺘـ‬
‫ﻤﻘﻴـ‬
‫ﻓﻴﺭﻭﺴﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﻌﺭﺽ ﻟﻤـﺴﺒﺒﺎﺕ ﺍﻟﺤـﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺯﻓﻴﺭﻯ‪ ،‬ﻭﻓﺤﺹ ﺃﻜﺴﻴﺩ ﺍﻟﻨﺘﺭﻴﻙ‪.‬‬
‫ﻜﺎﻟﻐﺒﺎﺭ‪ ،‬ﻭﺍﻟﺩﺨﺎﻥ‪ ،‬ﻭﺍﻟﻬﻭﺍﺀ ﺍﻟﺒﺎﺭﺩ‪ ،‬ﻭﺤﺒـﻭﺏ‬
‫ﻋﻼﻤﺎﺕ ﻭﺃﻋﺭﺍﺽ ﺍﻟﺭﺒﻭ‪:‬‬
‫ﺍﻟﻠﻘﺎﺡ‪.‬‬
‫ﻴﻭﻀﺢ ﺒﻴﻜـﺎﺩﻭ ‪(Picado, 1996:‬‬
‫‪ ‬‬
‫‪‬‬ ‫)‪1775‬؛ ﻭﻫﻭﻟﺠﻴـﺕ ‪(Holgate, 2013 :‬‬
‫‪ ‬‬ ‫ـﺎﻡ‬
‫ـﺎﻡ‪ ،‬ﻭﺴـ‬
‫ـﻭﻟﺭ‪ ،‬ﺴـ‬
‫ـﻜﻭ‪-‬ﻤـ‬
‫)‪343‬؛ ﻭﺒﻴﻭﺴـ‬
‫ﺃﺠﺭﻯ ﺘﺸﻥ‪ ،‬ﺸﻴﻡ‪ ،‬ﺴﺘﺭﻭﻨﻙ‪ ،‬ﻭﻤﻴﻠـﺭ‬ ‫‪(Poethko-Müller,‬‬ ‫‪Thamm‬‬ ‫&‬
‫‪(Chen, Chim, Strunk & Miller,‬‬ ‫)‪ Thamm, 2018 : 52‬ﺒــﺄﻥ ﺍﻷﺯﻤــﺔ‬
‫)‪ 2007‬ﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺇﻟـﻰ ﺍﻟﻜـﺸﻑ ﻋـﻥ‬ ‫ﺍﻟﺼﺩﺭﻴﺔ ﺘﻨﺘﺞ ﻋﻥ ﻀﻴﻕ ﺍﻟﻘﺼﺒﺎﺕ ﺍﻟﻬﻭﺍﺌﻴـﺔ‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺩﻋﻡ ﺍﻷﺴﺭﺓ ﻭﺍﻷﻗـﺭﺍﻥ ﻭﻨﺘـﺎﺌﺞ‬ ‫ﺒﺴﺒﺏ ﺘﺼﻠﺏ ﺍﻟﻌﻀﻼﺕ ﺍﻟﻤﺤﻴﻁـﺔ ﺒﺎﻹﻁـﺎﺭ‬
‫ﺍﻟﺭﺒﻭ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻟﻤﺴﺎﺭﺍﺕ ﺍﻟﺘـﻰ‬ ‫ﺍﻟﺩﺍﺨﻠﻰ ﻟﻬﺫﻩ ﺍﻟﻘﺼﺒﺎﺕ‪ ،‬ﻭﺘـﻀﺨﻡ ﺍﻷﻨـﺴﺠﺔ‬
‫ﺘﻌﻤل ﻤﻥ ﺨﻼﻟﻬﺎ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‪.‬‬ ‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻠﻘﺼﺒﺎﺕ ﺍﻟﻬﻭﺍﺌﻴﺔ ﺍﻟﺫﻯ ﺘﻨـﺘﺞ ﻋـﻥ‬
‫ﻭﻗﺩ ﺃﺠﺭﻴﺕ ﺩﺭﺍﺴﺔ ﺭﺼﺩﻴﺔ ﻟﻠﺸﺒﺎﺏ ﺍﻟﻤﺼﺎﺒﻴﻥ‬ ‫ﺘﻭﺴﻊ ﺍﻷﻭﻋﻴﺔ ﺍﻟﺩﻤﻭﻴﺔ ﺍﻟﺘـﻰ ﺘﻤـﺭ ﺒﺠـﺩﺍﺭ‬
‫ـﻴﻬﻡ‬
‫ـﻕ ﻋﻠـ‬
‫ـﺩﺩﻫﻡ)‪ ،(٥٧٨‬ﻭﻁﺒـ‬
‫ـﺎﻟﺭﺒﻭ ﻭﻋـ‬
‫ﺒـ‬ ‫ﺍﻟﻘﺼﺒﺎﺕ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﺍﻟـﺴﺎﺌل ﺍﻟﻤﻔـﺭﺯ‬
‫ﺍﺴﺘﺒﻴﺎﻨﺎﺕ ﺤﻭل ﻤﺸﺎﻜل ﺍﻟﻤﺩﻥ‪ ،‬ﻭﺩﻋﻡ ﺍﻷﺴﺭﺓ‬ ‫ﺩﺍﺨل ﺍﻟﻘﺼﺒﺎﺕ ﺍﻟﻬﻭﺍﺌﻴﺔ‪ ،‬ﻭﺘﺘـﺭﺍﻭﺡ ﻨﻭﺒـﺎﺕ‬
‫ﻭﺍﻷﻗﺭﺍﻥ‪ ،‬ﻭﺃﻴـﻀﺎﹰ ﺘـﻡ ﻗﻴـﺎﺱ ﺍﻟﻤـﺴﺎﺭﺍﺕ‬ ‫ﺍﻟﺭﺒﻭ ﻤﺎ ﺒﻴﻥ ﺸﺩﻴﺩﺓ ﻭﻤﺘﻭﺴﻁﺔ ﻭﺨﻔﻴﻔﺔ‪ ،‬ﻭﻤﻥ‬
‫ﺍﻟﺒﻴﻭﻟﻭﺠﻴﺔ ﻭﺍﻟـﺴﻠﻭﻜﻴﺔ )ﺘـﺩﺨﻴﻥ ﺍﻟـﺸﺒﺎﺏ‪،‬‬ ‫ﺃﻫﻡ ﺍﻷﻋﺭﺍﺽ ﺍﻟﺘﻰ ﺘﻅﻬﺭ ﻋﻠـﻰ ﺍﻟﻤـﺭﻴﺽ‬
‫ﻭﺍﻟﺘﻌﺭﺽ ﻟﻠﺩﺨﺎﻥ‪ ،‬ﻭﺍﻻﻟﺘﺯﺍﻡ ﺒﺎﻷﺩﻭﻴﺔ(‪ ،‬ﻜﻤـﺎ‬ ‫ﺒﺎﻟﺭﺒﻭ؛ ﺍﻟﺴﻌﺎل‪ ،‬ﻀﻴﻕ ﻓﻰ ﺍﻟﺘـﻨﻘﺱ‪ ،‬ﺃﺯﻴـﺯ‬
‫ﺘﻡ ﺘﻘﻴﻴﻡ ﺃﻋﺭﺍﺽ ﺍﻟﺭﺒﻭ ﻭﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺭﺌﻭﻴﺔ ﻓﻰ‬ ‫"ﺼﻭﺕ ﺼﻔﻴﺭ" ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻔﺱ‪.‬‬

‫‪١١٧١‬‬
‫ﺍﻟﺭﺒﻭ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ‪ .‬ﻜﻤـﺎ ﻭﺠـﺩ ﺃﻥ ﺍﻟـﺩﻋﻡ‬ ‫ﺍﻟﻤﺨﺘﺒﺭ ﻭﻓﻰ ﺍﻟﻤﻨﺯل ﻟﻤﺩﺓ ﺃﺴﺒﻭﻋﻴﻥ‪ .‬ﻭﺃﺸﺎﺭﺕ‬
‫ﺍﻷﺴﺭﻯ ﻴﺤﺩ ﻤﻥ ﺍﻟﺤﻭﺍﺠﺯ ﺍﻟﺘـﻰ ﺘﻌﺘـﺭﺽ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﻋﻡ ﺍﻷﺴﺭﻯ‬
‫ﺴﻠﻭﻙ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﺴﻠﺒﻲ ﺘﺠﺎﻩ ﺍﻷﺩﻭﻴﺔ ﻭﻤﻘﺩﻤﻰ‬ ‫ﻜﺎﻥ ﻤﺭﺘﺒﻁﺎﹰ ﺒﺄﻋﺭﺍﺽ ﻜﺒﻴﺭﺓ ﻟﻠﺭﺒـﻭ ﻭﺘـﺩﻨﻰ‬
‫ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﺼﺤﻴﺔ ﻤﻤﺎ ﻴﺅﺩﻯ ﺒﺩﻭﺭﻩ ﺇﻟﻰ ﺘﺤﺴﻴﻥ‬ ‫ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺭﺌﻭﻴﺔ ﻋﺒﺭ ﺍﻟﻤﺴﺎﺭﺍﺕ ﺍﻟﺒﻴﻭﻟﻭﺠﻴـﺔ‪،‬‬
‫ﻤﺭﺍﻗﺒﺔ ﺍﻟﺭﺒﻭ ﻭﺠﻭﺩﺓ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﺍﻷﺩﺍﺀ ﺍﻟﻌﺎﻁﻔﻰ‪،‬‬ ‫ﻜﻤﺎ ﺍﺭﺘﺒﻁﺕ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻟﻤﺸﺎﻜل ﺍﻟﻤﺩﻥ‬
‫ـﺼﻌﻭﺒﺎﺕ‬
‫ـﺎ ﺃﻥ ﺍﻟـ‬
‫ـﺸﺎﻁ‪ .‬ﻜﻤـ‬
‫ـﺎﻻﺕ ﺍﻟﻨـ‬
‫ﻭﻤﺠـ‬ ‫)ﺍﻷﺤﻴﺎﺀ( ﺒﺄﻋﺭﺍﺽ ﺃﻜﺒﺭ ﻟﻠﺭﺒﻭ ﻋﺒﺭ ﻤﺴﺎﺭﺍﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺘﻤﻴل ﺇﻟﻰ ﺍﻟﺘﻭﺴﻁ ﻓﻰ‬ ‫ﺘﺘﻌﻠﻕ ﺒﺎﻟﺘﺩﺨﻴﻥ‪ ،‬ﻭﻟﻡ ﻴﻜـﻥ ﺍﻟـﺩﻋﻡ ﻤﺭﺘﺒﻁـﺎﹰ‬
‫ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺩﻋﻡ ﺍﻷﺴـﺭﺓ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻌـﺎﻁﻔﻰ‪.‬‬ ‫ﺒﺄﻋﺭﺍﺽ ﻟﻠﺭﺒﻭ ﺃﻭ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺭﺌﻭﻴﺔ‪ .‬ﻭﺘـﺸﻴﺭ‬
‫ﻭﺒﺎﻟﺘﺎﻟﻰ ﻨﺠﺩ ﺃﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺴﻠﻁ ﺍﻟـﻀﻭﺀ‬ ‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻷﺴﺭﻴﺔ ﻗﺩ ﺘﺅﺜﺭ‬
‫ﻋﻠﻰ ﺍﻵﺜﺎﺭ ﺍﻟﻤﻔﻴﺩﺓ ﻟﻠﺩﻋﻡ ﺍﻷﺴﺭﻯ ﻓﻰ ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ ﺍﻟﺭﺒﻭ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﻤﻥ ﺨﻼل ﺍﻟﺘﻐﻴـﺭﺍﺕ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﺭﺒﻭ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪.‬‬ ‫ﺍﻟﻔﺴﻴﻭﻟﻭﺠﻴﺔ‪ ،‬ﻓﻰ ﺤﻴﻥ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺠﺘﻤﻌﻴﺔ‬
‫‪‬‬ ‫ﻗﺩ ﺘﺴﺎﻋﺩ ﻓﻰ ﺘﺸﻜﻴل ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺼﺤﻴﺔ ﻟﺩﻯ‬
‫‪ ‬‬
‫ﺍﻟﺸﺒﺎﺏ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺭﺒﻭ‪.‬‬
‫ـﺘﺭﻭﻨﻙ‪،‬‬
‫ـﺸﻥ‪ ،‬ﺴـ‬
‫ـﺔ ﺘـ‬
‫ـﺕ ﺩﺭﺍﺴـ‬
‫ﺒﺤﺜـ‬
‫‪(Rhee,‬‬ ‫ﻭﻗﺎﻡ ﺭﻯ‪ ،‬ﺒﻴﻠﻰ‪ ،‬ﻭﺒـﺭﺍﺵ‬
‫ﺘﺭﻴﺯﻭﻯ‪ ،‬ﺴﻜﺭﻴﺭ‪ ،‬ﻤﻬﺭﺍﺝ‪ ،‬ﻭﻤﻴﻠﺭ ‪(Chen,‬‬
‫)‪ Belyea, & Brasch, 2010‬ﺒﺩﺭﺍﺴــﺔ‬
‫‪Strunk,‬‬ ‫‪Trethewey,‬‬ ‫‪Schreier,‬‬
‫)‪ Maharaj & Miller, 2011‬ﺍﻟﻜﺸﻑ ﻋﻥ‬ ‫ﻫﺩﻓﺕ ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻤﻥ‬

‫ﺃﺴﺎﻟﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻀﻐﻭﻁ ﻭﺍﻟﻤﺭﻭﻨـﺔ ﻟـﺩﻯ‬ ‫ﺍﻷﺴﺭﺓ ﻭﻨﺘﺎﺌﺞ ﺍﻟﺭﺒﻭ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﻭﺘﻜﻭﻨﺕ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (١٢٦‬ﻤﺭﺍﻫﻘﺎﹰ ﻴﻌﺎﻨﻭﻥ ﻤـﻥ‬
‫ـﺩﺨل‬
‫ـﺎﻟﺭﺒﻭ ﺫﻭﻯ ﺍﻟـ‬
‫ـﺼﺎﺒﻴﻥ ﺒـ‬
‫ـﺎل ﺍﻟﻤـ‬
‫ﺍﻷﻁﻔـ‬
‫ﺍﻟﺭﺒﻭ ﻭﺍﻟﺫﻴﻥ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒـﻴﻥ)‪-١٣‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻭﺍﻻﻗﺘﺼﺎﺩﻯ ﺍﻟﻤﻨﺨﻔﺽ‪ .‬ﻭﺘﻜﻭﻨﺕ‬
‫‪ (٢٠‬ﻋﺎﻤﺎﹰ ﻭﻴﻌﻴﺸﻭﻥ ﻓﻰ ﺸﻤﺎل ﺸﺭﻕ ﺍﻟﻭﻻﻴﺎﺕ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (١٢١‬ﻁﻔﻼﹰ ﺘﻡ ﺘﺸﺨﻴﺼﻬﻡ‬
‫ﺍﻟﻤﺘﺤﺩﺓ‪ ،‬ﻭﺘﺄﻟﻔﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ‪ %٤٩‬ﻤﻥ ﺍﻟﺒﻴﺽ‬
‫ﺒﺄﻨﻬﻡ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺭﺽ ﺍﻟﺭﺒـﻭ‪ ،‬ﻭﺘﺘـﺭﺍﻭﺡ‬
‫ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒـﻴﻥ ‪ ١٨-٩‬ﺴـﻨﺔ )ﺒﻤﺘﻭﺴـﻁ‬ ‫ﻭ‪ %٥١‬ﻤﻥ ﺍﻷﻗﻠﻴﺎﺕ ﺒﻤﺎ ﻓﻰ ﺫﻟﻙ ﺍﻟﺴﻭﺩ ﺒﻨﺴﺒﺔ‬

‫ﻋﻤﺭﻱ ﻗﺩﺭﻩ ‪ ١٢,٦‬ﻋﺎﻤﺎﹰ؛ ﻤﻨﻬﻡ ‪ %٦٧‬ﻤـﻥ‬ ‫‪ .%٣٨‬ﻭﺘﻡ ﺇﺠﺭﺍﺀ ﻨﻤﺫﺠﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻬﻴﻜﻠﻴـﺔ‬

‫ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭ‪ %٦١‬ﻗﻭﻗﺎﺯﻯ(‪ .‬ﻭﻗـﺩ ﺘـﻡ ﺘﻘﻴـﻴﻡ‬ ‫ﻟﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻤﺒﺎﺸﺭﺓ ﻭﻏﻴـﺭ ﺍﻟﻤﺒﺎﺸـﺭﺓ‬

‫ﺍﻟﺘﺤﻭل ﺍﻟﻤـﺴﺘﻤﺭ ﻟﻤـﺭﺽ ﺍﻟﺭﺒـﻭ )ﺍﻟـﺘﻬﻡ‬ ‫ﺒﻴﻥ ﺩﻋﻡ ﺍﻷﺴﺭﺓ ﻭﻨﺘـﺎﺌﺞ ﺍﻟﺭﺒـﻭ‪ .‬ﻭﺃﺸـﺎﺭﺕ‬

‫ﺍﻟﺤﻤﻀﻴﺔ–ﺘﺤﻔﻴﺯ ﺍﻨﺘﺎﺝ ﺍﻟﺴﻴﺘﻭﻜﻴﻨﺎﺕ( ﻭﺍﻟﺘﻰ ﺘﻡ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟﻰ ﺃﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻤﻥ ﺍﻷﺴـﺭﺓ‬
‫ﻜﺎﻥ ﻤﺭﺘﺒﻁ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻰ ﺒـﺎﻟﺘﺤﻜﻡ ﺒﻤـﺭﺽ‬
‫ﺘﺤﺩﻴﺩﻫﺎ ﻤﻥ ﺨـﻼل ﻗﻴﺎﺴـﺎﺕ ﻴﻭﻤﻴـﺔ ﻤـﻥ‬

‫‪١١٧٢‬‬
‫ﺸــﻴﻜﺎﻏﻭ )ﻭﻜــﺎﻥ ﻤﺘﻭﺴــﻁ ﻋﻤــﺭﻫﻡ ‪١٦‬‬ ‫ﺍﻻﺴﺘﻨﺸﺎﻕ ﺍﻷﺭﺠﻭﺍﻨﻰ ﻟﻌﻼﺝ ﺍﻟﺭﺒﻭ ﻭﻤﻌﺩﻻﺕ‬
‫ﻋﺎﻤﺎﹰ؛‪ %٤٠‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ %٦١،‬ﻤﻥ ﺍﻟـﺴﻭﺩ(‪،‬‬ ‫ﺍﻟﺘﻐﻴﺏ ﻋﻥ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺭﺼﺩ ﺍﻟـﺫﺭﻭﺓ‬
‫ﻭﺘﻡ ﺇﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﺘﻌﺩﺩ ﺍﻟﻬﺭﻤـﻲ‬ ‫ﺍﻟﻴﻭﻤﻴﺔ ﻟﻠﺘﺩﻓﻕ ﻋﻠﻰ ﻤـﺩﻯ ‪ ٦‬ﺸـﻬﻭﺭ ﻤـﻥ‬
‫ﻟﺩﺭﺍﺴﺔ ﺘﻘﺩﻴﺭ ﺍﻟـﺫﺍﺕ ﻭﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬ ‫ﺍﻟﻤﺘﺎﺒﻌﺔ‪ .‬ﻭﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺇﻟـﻰ ﺃﻥ ﺍﻷﻁﻔـﺎل‬
‫ﻭﻭﺠﻬﺔ ﺍﻟﻀﺒﻁ ﺍﻟـﺩﺍﺨﻠﻰ ﻜﻭﺴـﻴﻁ ﻟﻌﻭﺍﻤـل‬ ‫ﺫﻭﻱ ﺍﻟــﺩﺨل ﺍﻻﺠﺘﻤــﺎﻋﻰ ﻭﺍﻻﻗﺘــﺼﺎﺩﻯ‬
‫ﺍﻟﺨﻁﺭ‪ .‬ﻭﻟﻘﺩ ﻟﻭﺤﻅ ﺜﻼﺙ ﻨﺘﺎﺌﺞ ﻋﺎﻤﺔ ﻟﻬـﺫﻩ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ ﻭﺍﻟﺫﻴﻥ ﺸﺎﺭﻜﻭﺍ ﻓﻰ ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﻟﺘﻰ ﺘﺘﻤﺜل ﻓﻰ ﺍﻷﻫﻤﻴـﺔ ﺍﻟﻜﺒﻴـﺭﺓ‬ ‫ﺍﻟﺘﺤﻭل ﻭﺍﻻﺴﺘﻤﺭﺍﺭ ﺃﻅﻬﺭﻭﺍ ﺃﻋـﺭﺍﺽ ﺃﻗـل‬
‫ﻟﻼﻜﺘﺌﺎﺏ ﻜﻌﺎﻤل ﺨﻁـﺭ ﻟﻠﻨﺘـﺎﺌﺞ ﺍﻟـﺼﺤﻴﺔ‬ ‫ﻟﻤﺭﺽ ﺍﻟﺭﺒﻭ ﻭﺫﻟﻙ ﻋﻨـﺩ ﻤـﺴﺘﻭﻯ ﺩﻻﻟـﺔ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒـﺎﻟﺭﺒﻭ‪ ،‬ﻜﻤـﺎ‬ ‫)‪ .(٠,٠٥‬ﻓﻀﻼﹰ ﻋﻥ ﺍﻨﺨﻔﺎﺽ ﻤﺭﺽ ﺍﻟﺭﺒـﻭ‬
‫ﺃﻅﻬﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﺩﻡ ﻭﺠﻭﺩ ﺘـﺄﺜﻴﺭ ﻟﻌﻭﺍﻤـل‬ ‫ﺍﻟﺫﻱ ﻴﻅﻬﺭ ﻓﻰ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻷﻗل ﻟﺠﻬﺎﺯ ﺍﻻﻨﻘﺎﺫ‬
‫ﺍﻟﺨﻁﺭ ﻋﻠﻰ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻭﻗﺎﺌﻴﺔ‪ ،‬ﻓﻀﻼﹰ ﻋﻥ ﻋﺩﻡ‬ ‫ﺍﻻﺴﺘﻨﺸﺎﻗﻰ ﻜﻤﺎ ﺃﻅﻬﺭﻭﺍ ﻤﺴﺘﻭﻴﺎﺕ ﺃﻗـل ﻓـﻰ‬
‫ﻭﺠﻭﺩ ﺃﺩﻟﺔ ﺘﺩﻋﻡ ﺍﻵﺜـﺎﺭ ﺍﻟﻤﻔﻴـﺩﺓ ﺍﻟﻤﺒﺎﺸـﺭﺓ‬ ‫ﻅﺎﻫﺭﺓ ﺍﻟﺘﻐﻴﺏ ﻋﻥ ﺍﻟﺩﺭﺍﺴـﺔ ﻭﺫﻟـﻙ ﻋﻨـﺩ‬
‫ﻟﻠﻌﻭﺍﻤل ﺍﻟﻭﻗﺎﺌﻴﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻰ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ )‪ (٠,٠١‬ﻭﺫﻟﻙ ﻤﺴﺘﻘﺒﻼﹰ ﺨﻼل ‪٦‬‬
‫ﺃﻭ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺫﺍﺕ‪ .‬ﻜﻤﺎ ﻭﺠﺩ ﺃﻥ ﻭﺠﻬﺔ ﺍﻟـﻀﺒﻁ‬ ‫ﺃﺸﻬﺭ ﻓﻰ ﻓﺘﺭﺓ ﺍﻟﻤﺘﺎﺒﻌﺔ‪ .‬ﻭﻋﻠﻰ ﺍﻟﻨﻘﻴﺽ ﻤـﻥ‬
‫ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻬﺎ ﻓﺎﺌﺩﺓ ﻤﺒﺎﺸﺭﺓ ﻋﻠﻰ ﺠﻭﺩﺓ ﺍﻟﺤﻴـﺎﺓ‬ ‫ﺫﻟﻙ ﻟﻡ ﺘﻜﻥ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺤﻭل ﻭﺍﻻﺴﺘﻤﺭﺍﺭ‬
‫ﺍﻟﺼﺤﻴﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﺭﺒﻭ ﻭﺍﻟـﺘﺤﻜﻡ ﺒﻤـﺭﺽ‬ ‫ﻤﻔﻴﺩﺓ ﻟﻸﻁﻔﺎل ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺍﻟﺭﺒﻭ ﺍﻟﺸﹸﻌﺒﻰ‬
‫ﺍﻟﺭﺒﻭ‪ .‬ﻭﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﺤﻭ ﻴﺒﺩﻭ ﻤﻥ ﺍﻟﻁﺒﻴﻌﻰ ﺃﻥ‬ ‫ﺍﻟــﺸﺩﻴﺩ ﻤــﻥ ﺫﻭﻱ ﺍﻟــﺩﺨل ﺍﻻﺠﺘﻤــﺎﻋﻰ‬
‫ﻴﻜﻭﻥ ﻤﻔﻬﻭﻡ ﺍﻟﻤﺭﻭﻨﺔ ﻤﻨﺎﺴﺒﺎﹰ ﻟﻠﻤـﺴﺎﻋﺩﺓ ﻓـﻰ‬ ‫ﻭﺍﻻﻗﺘﺼﺎﺩﻯ ﺍﻟﻤﺭﺘﻔﻊ ﻭﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺭﺒﻭ‪.‬‬
‫ﺘﻔﺴﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺼﺤﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺇﻻ ﺃﻥ ﻫـﺫﻩ‬ ‫ﻭﺃﺠــﺭﻯ ﺩﻱ ﻭﻟــﻑ ) ‪DeWolff,‬‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻻ ﺘﺩﻋﻡ ﻫﺫﺍ ﺍﻻﻓﺘﺭﺍﺽ‪.‬‬ ‫‪ (2012‬ﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺇﻟـﻰ ﺍﻟﻜـﺸﻑ ﻋـﻥ‬
‫‪‬‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﻭﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺼﺤﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﻠﻤﺭﺍﻫﻘﻴﻥ‬
‫‪ ‬‬
‫ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺭﺒﻭ ﺫﻭﻱ ﺍﻟـﺩﺨل ﺍﻟﻤـﻨﺨﻔﺽ‪.‬‬
‫ﺃﺠﺭﻯ ﺘﻭﺴﻰ‪-‬ﻤﻭﻤﻔـﻭﺭﺩ ‪(Tusaie-‬‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ)‪ (١٠٢‬ﻤﺭﺍﻫﻘﺎﹰ ﺘـﻡ‬
‫ـﻰ‬
‫ـﺩﻑ ﺇﻟـ‬
‫)‪Mumford, 2001‬ﺩﺭﺍﺴـﺔ ﺘﻬـ‬
‫ﺘﺸﺨﻴﺼﻬﻡ ﻤﻥ ﻗﺒل ﺍﻟﻁﺒﻴﺏ ﺍﻟﻤﺨﺘﺹ ﺒـﺄﻨﻬﻡ‬
‫ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﻜل‬
‫ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﺭﺽ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨـﺔ‬
‫ﻤﻥ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻭﺤﺩﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﻔﺎﺅل ﻭﺍﻟﺩﻋﻡ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺃﺭﺒﻌﺔ ﻤﺭﺍﻜﺯ ﻟﻠﺭﻋﺎﻴﺔ ﺍﻟـﺼﺤﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﺭﻴﻔﻴﻴﻥ ﻓﻰ ﻏﺭﺏ‬
‫ﻓﻰ ﺍﻟﻤﻨﺎﻁﻕ ﺫﺍﺕ ﺍﻟـﺩﺨل ﺍﻟﻤـﻨﺨﻔﺽ ﻓـﻰ‬

‫‪١١٧٣‬‬
‫ﻭﻗﺩ ﻁﺒﻕ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ ﻤﻘﻴـﺎﺱ‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻀﻐﻭﻁ ﻟﺩﻯ ﺍﻟـﺸﺒﺎﺏ‬
‫)‪ Youth Coping Index (YCI‬ﻟـ ﻤﺎﻙ‬
‫ﻜــــــﻭﺒﻴﻥ ﻭﺁﺨــــــﺭﻴﻥ‪(Mc-‬‬
‫)‪ ،Cubbin,et.al,1995‬ﺒﺎﻹﻀــﺎﻓﺔ ﺇﻟــﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟــ ﺃﻭﺠﻴﻨـﺸﺘﺎﻴﻥ‬
‫)‪(Augensteien, 2001‬ﻭﺍﻟﻬﺩﻑ ﻤﻨﻬﺎ ﻗﻴﺎﺱ‬
‫ﺇﺩﺭﺍﻙ ﺍﻟﻁﻼﺏ ﻟﻨﺠﺎﺤﻬﻡ ﺍﻷﻜﺎﺩﻴﻤﻰ ﺇﻀﺎﻓﺔ ﺇﻟﻰ‬
‫ﻗﻴﺎﺱ ﻋﻭﺍﻤل ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻤﺜـل‪:‬‬
‫ﺤل ﺍﻟﻤـﺸﻜﻼﺕ ﻀـﺒﻁ ﺍﻟـﺫﺍﺕ‪ ،‬ﻭﺍﻟﻜﻔـﺎﺀﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺜـﻼﺙ ﻤﻘـﺎﻴﻴﺱ‬
‫ﺁﺨﺭﻯ ﺍﺴﺘﺨﺩﻤﺕ ﻓﻰ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻘﻴﺎﺱ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭﺍﻟﻤﺩﺭﻙ ﻤﻥ ﺍﻷﺴـﺭﺓ‬
‫ﻭﺍﻷﺼﺩﻗﺎﺀ ﺒﺸﻜل ﺨـﺎﺹ‪ .‬ﻭﺒﻌـﺩ ﺍﺴـﺘﺨﺩﺍﻡ‬
‫ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻰ ﺍﻟﻤﻨﺎﺴﺏ ﺃﺴـﻔﺭﺕ ﻨﺘـﺎﺌﺞ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗـﺔ ﺇﻴﺠﺎﺒﻴـﺔ ﺩﺍﻟـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺎﹰ ﺒﻴﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﻭﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﻭﺍﺤﺩ ﻤﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻭﻗﺎﺌﻴﺔ ﺍﻟﻬﺎﻤﺔ ﺍﻟﺘﻰ ﺘﺴﺎﻋﺩ‬
‫ﻓﻰ ﺯﻴﺎﺩﺓ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﺃﻨﻪ ﻻ ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﻟﻌﺎﻤل ﺍﻟﺠﻨﺱ ﻋﻠﻰ ﻜل‬
‫ﻤﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻭﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‪،‬‬
‫ﻭﺘﺘﻤﺜل ﺍﻟﻤﺅﺸـﺭﺍﺕ ﺍﻟﺩﺍﻟـﺔ ﺍﻷﻜﺜـﺭ ﺃﻫﻤﻴـﺔ‬
‫ﻟﻠﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻓﻰ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤﺴﺘﻤﺩ‬
‫ﻤﻥ ﺍﻷﺼﺩﻗﺎﺀ ﻭﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺭﻭﺤﻴـﺔ‬
‫ﺍﻵﺨﺭﻯ‪.‬‬
‫ﻭﺠﻭﺩ ﺩﻋﻡ ﺍﺠﺘﻤﺎﻋﻰ ﺃﻗل ﻤﻥ ﺠﺎﻨﺏ ﺍﻟﻭﺍﻟﺩﻴﻥ‪.‬‬
‫‪١١٧٤‬‬
‫ﻭﻻﻴﺔ ﺒﻨﺴﻠﻔﺎﻨﻴﺎ‪ ،‬ﻜﻤﺎ ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻴﻀﺎﹰ ﺇﻟﻰ‬
‫ﻓﺤﺹ ﺍﻟﻔﺭﻭﻕ ﺒـﻴﻥ ﺍﻟﺠﻨـﺴﻴﻥ ﻓـﻰ ﻫـﺫﻩ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻗﺩ ﺘـﻀﻤﻨﺕ ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﻘﺎﻴﻴﺱ ﺃﺤﺩﺍﺙ ﺍﻟﺤﻴـﺎﺓ ﺍﻟـﻀﺎﻏﻁﺔ‪ ،‬ﺇﺠـﺭﺍﺀ‬
‫ﻓﺤﺹ ﺘﻌﺎﻁﻰ ﺍﻟﻤﺨﺩﺭﺍﺕ‪ ،‬ﻭﺴﻠﻭﻙ ﺍﻟﻤﻭﺍﺠﻬﺔ‪،‬‬
‫ـﺩﻋﻡ‬
‫ـﺎﺓ‪ ،‬ﻭﺍﻟـ‬
‫ـﺎﻩ ﻨﺤـﻭ ﺍﻟﺤﻴـ‬
‫ـﺎﺱ ﺍﻻﺘﺠـ‬
‫ﻭﻤﻘﻴـ‬
‫ـﺩﺯ‬
‫ـﺎﺱ ﺭﻴﻨﻭﻟـ‬
‫ـﺩﺭﻙ‪ ،‬ﻭﻤﻘﻴـ‬
‫ـﺎﻋﻰ ﺍﻟﻤـ‬
‫ﺍﻻﺠﺘﻤـ‬
‫‪ Reynolds‬ﻻﻜﺘﺌﺎﺏ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﻭﺍﻟـﺸﻌﻭﺭ‬
‫ﺒﺎﻟﻭﺤﺩﺓ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻭﺘﻜﻭﻨـﺕ ﻋﻴﻨـﺔ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻤﻥ)‪ (٦٢٤‬ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﻥ ﺃﺭﺒﻊ ﻤـﺩﺍﺭﺱ‬
‫ﺭﻴﻔﻴﺔ ﻓﻰ ﻏﺭﺏ ﻭﻻﻴﺔ ﺒﻨﺴﻠﻔﺎﻨﻴﺎ‪ ،‬ﻭﺘﺭﺍﻭﺤـﺕ‬
‫ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ (١٦–١٥‬ﻋﺎﻤﺎﹰ‪ ،‬ﻭﺃﻭﻀﺤﺕ‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﺘﻔﺎﺅل ﻭﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ‬
‫ﻤﻥ ﺍﻷﺴﺭﺓ ﻜﺎﻨﺎ ﺃﻗـﻭﻯ ﻤﻨﺒﺌـﻴﻥ ﺒﺎﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﻨﺘـﺎﺌﺞ ﺍﻟﺩﺭﺍﺴـﺔ ﺇﻟـﻰ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻰ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻜﻤﺎ ﺴﻌﺕ ﺩﺭﺍﺴـﺔ ﻻﻜـﻰ ‪(Lacy,‬‬
‫)‪ 2005‬ﺇﻟﻰ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟـﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ‬
‫ﺍﻟﺸﺒﺎﺏ ﺍﻷﻤﺭﻴﻜـﻲ ﻤـﻥ ﺃﺼـﻭل ﺃﻓﺭﻴﻘﻴـﺔ‪.‬‬
‫ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴـﺔ ﻤـﻥ )‪ (١٣٣‬ﻤـﻥ‬
‫ﺍﻟﺸﺒﺎﺏ ﺍﻟﺫﻴﻥ ﻴﺘﺭﺍﻭﺡ ﺃﻋﻤـﺎﺭﻫﻡ ﺒـﻴﻥ )‪-١٨‬‬
‫‪ (٢٠‬ﻋﺎﻤﺎﹰ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺴﺎﺱ‬
‫ﺇﻤﻜﺎﻨﻴﺔ ﺍﻟﺘﻌﺭﺽ ﻟﻠﺨﻁﺭ ﺒـﺼﻭﺭﺓ ﻋﺎﻤـﺔ ﺃﻭ‬
‫ﺍﻟﻔﺸل ﺍﻷﻜﺎﺩﻴﻤﻰ ﺒﺼﻭﺭﺓ ﺨﺎﺼﺔ ﺇﻀﺎﻓﺔ ﺇﻟـﻰ‬
‫ﻓﻀﻼﹰ ﻋﻥ ﺩﻭﺭﻩ ﻓﻰ ﺘﺤـﺴﻴﻥ ﺍﻟﻨﺘـﺎﺌﺞ‬ ‫ﻭﺃﺠـﺭﻯ ﺴـﺎﻤﺒﻭ)‪(Sambu, 2015‬‬
‫ﺍﻟﺼﺤﻴﺔ ﺍﻹﻴﺠﺎﺒﻴـﺔ ﻟﻠﻤﺭﻀـﻰ ﺍﻟـﺫﻴﻥ‬ ‫ﺩﺭﺍﺴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻟـﺩﻋﻡ‬
‫ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﺃﻤﺭﺍﺽ ﻤﺯﻤﻨﺔ ﻜﺎﻟﺭﺒﻭ‪.‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﻓﻰ ﺘﻌﺯﻴﺯ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟـﺩﻯ‬
‫‪ .٣‬ﻭﺒﺎﻟﻨﻅﺭ ﺇﻟﻰ ﻤـﺎ ﺘﻨﺎﻭﻟﺘـﻪ ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﺍﻷﺸﺨﺎﺹ ﺍﻟﻨﺎﺯﺤﻴﻥ ﻓﻰ ﻜﻴﻨﻴﺎ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ‬
‫ﺍﻟﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﻨﺎﺠﻴﻥ ﻤـﻥ ﺤـﻭﺍﺩﺙ ﺇﻁـﻼﻕ‬
‫ﺃﺤﺩ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻭﻗﺎﺌﻴﺔ ﺍﻟﺘﻰ ﺘـﺴﺎﻫﻡ‬ ‫ﺍﻟﻨﻴﺭﺍﻥ ﻓﻰ ﻜﻴﺎﻤﺒﺎ ﻭﺫﻟﻙ ﺒﻌﺩ ﺍﻻﻨﺘﺨﺎﺒﺎﺕ ﺍﻟﻌﺎﻤﺔ‬
‫ﻓﻰ ﺘﻌﺯﻴﺯ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻔﺭﺩ‪.‬‬ ‫ﻓﻰ ﻋﺎﻡ ‪ ٢٠٠٧‬ﻡ‪ .‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﻤـﻨﻬﺞ‬
‫‪ .٤‬ﻻ ﺘﻭﺠﺩ ﺩﺭﺍﺴﺎﺕ – ﻓﻰ ﺤـﺩﻭﺩ ﻋﻠـﻡ‬ ‫ﺍﻟﻤﺨﺘﻠﻁ ﻹﻋﺩﺍﺩ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘـﻡ ﺘﻁﺒﻴـﻕ‬
‫ﺍﻟﺒﺎﺤﺜﺔ – ﺘﻨﺎﻭﻟﺕ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻭﺇﺠﺭﺍﺀ ﺍﻟﻤﻘﺎﺒﻼﺕ ﻤﻥ ﺃﺠل ﺠﻤﻊ‬
‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻟﻤﻔﺤﻭﺼﻴﻥ‪ ،‬ﻭﺃﻅﻬـﺭﺕ ﻨﺘـﺎﺌﺞ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺴﻭﺍﺀ ﻤﺤﻠﻴﺎﹰ ﺃﻭ ﻋﺭﺒﻴـﺎﹰ‪.‬‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺒﺄﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻴﻌﺘﺒﺭ ﻋﻨـﺼﺭ‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻴﻌﺯﺯ ﺇﺠﺭﺍﺀ ﻫـﺫﻩ ﺍﻟﺩﺭﺍﺴـﺔ‪،‬‬ ‫ﺭﺌﻴﺴﻰ ﻓﻰ ﺘﻌﺯﻴﺯ ﻭﺒﻨﺎﺀ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ‬
‫ﻭﻴﻤﻴﺯﻫﺎ ﻋﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ‪.‬‬ ‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﺘﻌﺭﻀﻭﺍ ﻟﺼﺩﻤﺎﺕ ﻨﻔﺴﻴﺔ‪ ،‬ﻜﻤـﺎ‬
‫ﺃﻭﻀﺤﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻋﻥ ﻭﺠﻭﺩ ﻋﻼﻗـﺔ ﻁﺭﺩﻴـﺔ‬
‫‪ ‬‬
‫ﻤﻭﺠﺒﺔ ﺒﻴﻥ ﻜـل ﻤـﻥ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫‪ -١‬ﺘﻭﺠﺩ ﻋﻼﻗـﺔ ﺍﺭﺘﺒﺎﻁﻴـﺔ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ :‬ﻴﺘﻀﺢ ﻤـﻥ‬
‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ‬
‫ﺨﻼل ﻋﺭﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫‪ .١‬ﺍﺘﻔﺎﻕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺍﻟـﺩﻭﺭ‬
‫‪ -٢‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻹﻴﺠﺎﺒﻰ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻓﻰ‬
‫ﺒﻴﻥ ﻤﺘﻭﺴـﻁﺎﺕ ﺩﺭﺠـﺎﺕ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺍﻟﺘﺤﻜﻡ ﻭﺇﺩﺍﺭﺓ ﻤـﺭﺽ ﺍﻟﺭﺒـﻭ‪ ،‬ﻜﻤـﺎ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻟـﺩﻋﻡ‬
‫ﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺎﺕ ﺁﺨﺭﻯ ﺒﺄﻥ ﺍﻨﺨﻔـﺎﺽ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ )ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺩﺭﺠـﺔ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭ‪‬ﻙ‬
‫ﺍﻟﻜﻠﻴﺔ( ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ)ﺫﻜﻭﺭ‪/‬ﺇﻨﺎﺙ(‪.‬‬
‫ﻜﺎﻥ ﻤﺭﺘﺒﻁﺎﹰ ﺒﻤﺨﺎﻁﺭ ﺍﺭﺘﻔﺎﻉ ﺃﻋـﺭﺍﺽ‬
‫‪ -٣‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﻤﺭﺽ ﺍﻟﺭﺒﻭ‪ ،‬ﻭﺘﺩﻨﻰ ﺍﻟﻭﻅﻴﻔﺔ ﺍﻟﺭﺌﻭﻴﺔ‪.‬‬
‫ﺒﻴﻥ ﻤﺘﻭﺴـﻁﺎﺕ ﺩﺭﺠـﺎﺕ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫‪ .٢‬ﺃﻜﺩﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴـﺎﺱ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺒﺈﻋﺘﺒﺎﺭﻩ ﻤﺅﺸﺭ ﺠﻴﺩ ﻟﻠﺘﺨﻔﻴـﻑ‬
‫ﺍﻟﻨﻔﺴﻴﺔ )ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ( ﺘﻌﺯﻯ‬
‫ﻤﻥ ﺤﺩﺓ ﺍﻷﺯﻤﺎﺕ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺼﺤﻴﺔ‪،‬‬
‫ﻟﻠﺠﻨﺱ)ﺫﻜﻭﺭ‪/‬ﺇﻨﺎﺙ(‪.‬‬

‫‪١١٧٥‬‬
‫ﺍﻟﺩﻗﻬﻠﻴﺔ ﺨﻼل ﺍﻟﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻰ ﺍﻟﺜـﺎﻨﻰ‬
‫ـﺭﺩﺩﻴﻥ‬
‫)‪ (٢٠١٨ – ٢٠١٧‬ﻡ‪ ،‬ﻭﺍﻟﻤﺘــ‬
‫ﺒﺼﻔﺔ ﺩﻭﺭﻴﺔ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪،‬‬
‫ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠـﻰ ﺍﻟﺒﻴﺎﻨـﺎﺕ‬
‫ﺍﻷﻭﻟﻴﺔ ﻟﻠﺘﻠﻤﻴﺫ ﻤـﻥ ﻭﺍﻗـﻊ ﺍﻟﺒﻁﺎﻗـﺔ‬
‫ﺍﻟﺼﺤﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻪ‪.‬‬
‫‪ ‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻓـﻰ ﻫـﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﻤﻘﻴﺎﺱ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭﻙ )ﺇﻋﺩﺍﺩ‬
‫‪ /‬ﺍﻟﺒﺎﺤﺜﺔ(‪:‬‬
‫ﻴﺘﻜﻭﻥ ﻤﻘﻴـﺎﺱ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻓﻰ ﺼـﻭﺭﺘﻪ ﺍﻟﻤﺒﺩﺌﻴـﺔ ﻤـﻥ )‪(٧٠‬‬
‫ﻤﻔﺭﺩﺓ‪ ،‬ﻤﻭﺯﻋﺔ ﻋﻠﻰ )‪ (٣‬ﺃﺒﻌﺎﺩ ﻫﻰ }ﺍﻟـﺩﻋﻡ‬
‫ﺍﻟﻤﻌﻨﻭﻯ )‪ (٢٦‬ﻤﻔﺭﺩﺓ‪ ،‬ﻭﺍﻟﺩﻋﻡ ﺍﻟﻤﺎﺩﻯ )‪(١٩‬‬
‫ـل ﺍﻹﻋﺩﺍﺩﻴـ‬
‫ﻤﻔﺭﺩﺓ‪ ،‬ﻭﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﺭﻓﻰ )‪ (٢٥‬ﻤﻔﺭﺩﺓ{‪ ،‬ﻭﺃﻤﺎﻡ‬
‫ﻜل ﻤﻔﺭﺩﺓ )‪ (٣‬ﺒﺩﺍﺌل؛ ﻫﻰ )ﻏﺎﻟﺒـﺎﹰ‪ ،‬ﺃﺤﻴﺎﻨـﺎﹰ‪،‬‬
‫ﻨﺎﺩﺭﺍﹰ(؛ ﻴﺨﺘﺎﺭ ﺍﻟﻤﻔﺤﻭﺹ ﺒﺩﻴل ﻭﺍﺤﺩ ﻓﻘﻁ ﻤﻥ‬
‫ﺒﻴﻨﻪ‪.‬‬
‫ﻭﺘﺤﻘﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴـﺎﺱ‬
‫ﻋﻥ ﻁﺭﻴـﻕ ﺍﻟـﺼﺩﻕ ﺍﻟﻅـﺎﻫﺭﻯ )ﺼـﺩﻕ‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ(‪ ،‬ﺤﻴﺙ ﻗﺎﻤـﺕ ﺍﻟﺒﺎﺤﺜـﺔ ﺒﻌـﺭﺽ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ )‪ (١٤‬ﻤﻥ ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻤﻥ‬
‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻰ ﺍﻟـﺼﺤﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻭﻋﻠـﻡ‬
‫ﺍﻟﻨﻔﺱ‪ ،‬ﻭﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺤﺫﻑ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺘﻰ‬
‫ﺤﺼﻠﺕ ﻋﻠﻰ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺃﻗل ﻤﻥ ‪ %٨٠‬ﻤـﻥ‬
‫ﻗﺒل ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ‪.‬‬
‫ﺍﻟﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ‬
‫‪١١٧٦‬‬
‫‪ -٤‬ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ ﺨﻼل‬
‫ﺍﻟــﺩﻋﻡ ﺍﻻﺠﺘﻤــﺎﻋﻰ ﺍﻟﻤ‪‬ــﺩﺭ‪‬ﻙ ﻟــﺩﻯ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫‪ ‬‬
‫ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﺘﺒﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴـﺔ‬
‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻰ ﺍﻹﺭﺘﺒﺎﻁﻰ ﻟﻤﻼﺀﻤﺘﻪ ﻟﻁﺒﻴﻌـﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﻭﺘﺸﻤل ﻤﺎ ﻴﻠﻲ‪:‬‬
‫أ‪ -‬ﻋﻴﻨﺔ ﺍﻟﺘﻘﻨﻴﻥ‪ :‬ﺸﻤﻠﺕ ﻋﻴﻨﺔ ﺍﻟﺘﻘﻨﻴﻥ ﻋﻠﻰ‬
‫)‪ (٣٧‬ﺘﻠﻤﻴﺫﺍﹰ ﻭﺘﻠﻤﻴﺫﺓﹰ )‪ ١٤‬ﺫﻜﻭﺭ‪٢٣ ،‬‬
‫ﺇﻨﺎﺙ( ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒـﻭ‪،‬‬
‫ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﺍﻟﺯﻤﻨﻴﺔ ﻤـﻥ )‪–١٤‬‬
‫‪ (١٧‬ﻋﺎﻤﺎﹰ‪ ،‬ﻭﺘﻡ ﺍﺨﺘﻴـﺎﺭﻫﻡ ﺒﻁﺭﻴﻘـﺔ‬
‫ـﺔ‬
‫ـﻥ ﺍﻟﻤﺭﺍﺤـ‬
‫ـﺼﺩﻴﺔ ﻤـ‬
‫ﻗـ‬
‫ﻭﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺍﻟﺩﻗﻬﻠﻴﺔ ﺨﻼل ﺍﻟﻌﺎﻡ‬
‫ﺍﻟﺩﺭﺍﺴﻰ ﺍﻷﻭل )‪ (٢٠١٨ – ٢٠١٧‬ﻡ‪،‬‬
‫ﻭﺍﻟﻤﺘﺭﺩﺩﻴﻥ ﺒﺼﻔﺔ ﺩﻭﺭﻴﺔ ﻋﻠﻰ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ‪ ،‬ﻭﻗﺩ ﺤﺼﻠﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠـﻰ‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻷﻭﻟﻴﺔ ﻟﻠﺘﻠﻤﻴـﺫ ﻤـﻥ ﻭﺍﻗـﻊ‬
‫ﺍﻟﺒﻁﺎﻗﺔ ﺍﻟﺼﺤﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻪ‪.‬‬
‫ب‪ -‬ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻷﺴﺎﺴﻴﺔ‪ :‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻨﻬﺎﺌﻴـﺔ ﻤـﻥ )‪ (٧٠‬ﺘﻠﻤﻴـﺫﺍﹰ‬
‫ﻭﺘﻠﻤﻴﺫﺓ )‪ ٣٥‬ﺫﻜﻭﺭ‪ ٣٥ ،‬ﺇﻨﺎﺙ( ﻤـﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒـﻭ‪ ،‬ﺘﺘـﺭﺍﻭﺡ‬
‫ﺃﻋﻤﺎﺭﻫﻡ ﺍﻟﺯﻤﻨﻴـﺔ )‪ (١٧–١٤‬ﻋﺎﻤـﺎﹰ‪،‬‬
‫ﻭﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﻗـﺼﺩﻴﺔ ﻤـﻥ‬
‫ﻭﺘﺤﻘﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺼﺩﻕ ﺍﻟﻤﻘﻴـﺎﺱ‬
‫ﻋﻥ ﻁﺭﻴـﻕ ﺍﻟـﺼﺩﻕ ﺍﻟﻅـﺎﻫﺭﻯ )ﺼـﺩﻕ‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ(‪ ،‬ﺤﻴﺙ ﻗﺎﻤـﺕ ﺍﻟﺒﺎﺤﺜـﺔ ﺒﻌـﺭﺽ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ )‪ (١٤‬ﻤﻥ ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻤﻥ‬
‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ ﻓﻰ ﺍﻟـﺼﺤﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻭﻋﻠـﻡ‬
‫ﺍﻟﻨﻔﺱ‪ ،‬ﻭﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺤﺫﻑ ﺍﻟﻤﻔﺭﺩﺍﺕ ﺍﻟﺘﻰ‬
‫ﺤﺼﻠﺕ ﻋﻠﻰ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺃﻗل ﻤﻥ ‪ %٨٠‬ﻤـﻥ‬
‫ﻭﻜﺫﻟﻙ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﻁﺒﻴﻕ ﺼـﺩﻕ‬
‫ﺍﻟﻤﺤــﻙ )ﻤﻘﻴــﺎﺱ ﺍﻟﻤــﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴــﺔ‬
‫ﻟﻠﻤﺭﺍﻫﻘﻴﻥ ﻭﺍﻟﺸﺒﺎﺏ( ﺇﻋﺩﺍﺩ‪ :‬ﺃﺴﻤﺎﺀ ﺍﻟـﺴﺭﺴﻰ‬
‫ﻭﺃﻤﺎﻨﻰ ﻋﺒﺩ ﺍﻟﻤﻘﺼﻭﺩ‪ ٢٠١٤ ،‬ﻡ‪ ،‬ﻭﺒﻠﻎ ﻤﻌﺎﻤل‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ )‪ (٠،٦٢٠‬ﻭﻫﻲ ﻗﻴﻤﺔ‬
‫ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ )‪ ،(٠،٠١‬ﻤﻤﺎ ﻴـﺸﻴﺭ‬
‫ﺇﻟﻰ ﺘﻤﺘﻊ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺩﺭﺠﺔ ﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻟﺼﺩﻕ‪.‬‬

‫ﻗﺒل ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ‪.‬‬ ‫ﻭﺘﺤﻘﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴـﺎﺱ‬

‫ﺒﻁﺭﻴﻘﺔ "ﺃﻟﻔـﺎ ﻜﺭﻭﻨﺒـﺎﺥ" ﻭﺘﺭﺍﻭﺤـﺕ ﻗـﻴﻡ‬
‫ﻭﻜﺫﻟﻙ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺘﻁﺒﻴﻕ ﺼـﺩﻕ‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻷﺒﻌﺎﺩ ﺍﻟﻤﻘﻴـﺎﺱ ﻭﺍﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻤﺤﻙ )ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﺍﻻﻴﺠﺎﺒﻴـﺔ‬
‫ﺍﻟﻜﻠﻴﺔ ﺒﻴﻥ )‪ ،(٠،٧٩١ -٠،٦٢١‬ﻭﻫـﻲ ﻗـﻴﻡ‬
‫ﻟﻠﻤﺭﺍﻫﻘﻴﻥ( ﺇﻋـﺩﺍﺩ‪ :‬ﺃﻤﻴـﺭﺓ ﻤﺤﻤـﺩ ﺇﻤـﺎﻡ‪،‬‬
‫ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ )‪ ،(٠،٠١‬ﻤﻤﺎ ﻴـﺸﻴﺭ‬
‫‪٢٠١٦‬ﻡ‪ ،‬ﻭﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‬
‫ﺇﻟﻲ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ .‬ﻜﻤﺎ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ‬
‫)‪ (٠،٦٣١‬ﻭﻫﻲ ﻗﻴﻤﺔ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ‬
‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻭﺍﻟﺫﻱ‬
‫)‪ ،(٠،٠١‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻲ ﺘﻤﺘﻊ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺩﺭﺠﺔ‬
‫ﺃﺴﻔﺭ ﺃﻥ ﻗﻴﻡ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ )ﻟﻸﺒﻌﺎﺩ‬
‫ﻤﻨﺎﺴﺒﺔ ﻤﻥ ﺍﻟﺼﺩﻕ‪.‬‬
‫ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ( ﺠﻤﻴﻌﻬﺎ ﻗﻴﻡ ﻤﺭﺘﻔﻌـﺔ ﻭﺩﺍﻟـﺔ‬
‫ﻭﺘﺤﻘﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻥ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴـﺎﺱ‬ ‫ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ )‪ ،(٠،٠١‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟـﻰ‬
‫ﺒﻁﺭﻴﻘﺔ "ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ" ﻭﺘﺭﺍﻭﺤﺕ ﺠﻤﻴﻊ ﻗـﻴﻡ‬ ‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻷﺒﻌﺎﺩ ﺍﻟﻤﻘﻴـﺎﺱ ﻭﺍﻟﺩﺭﺠـﺔ‬ ‫‪ .٢‬ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ )ﺇﻋـﺩﺍﺩ ‪/‬‬
‫ﺍﻟﻜﻠﻴﺔ ﺒﻴﻥ )‪ ،(٠،٨٣٨ -٠،٧٠١‬ﻭﻫـﻲ ﻗـﻴﻡ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ(‪:‬‬
‫ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ )‪ ،(٠،٠١‬ﻤﻤﺎ ﻴـﺸﻴﺭ‬ ‫ﻴﺘﻜﻭﻥ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻓـﻰ‬
‫ﺇﻟﻲ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪ .‬ﻜﻤﺎ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ‬ ‫ﺼﻭﺭﺘﻪ ﺍﻟﻤﺒﺩﺌﻴﺔ ﻤﻥ )‪ (٨٦‬ﻤﻔﺭﺩﺓ‪ ،‬ﻤﻭﺯﻋـﺔ‬
‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺒﻁﺭﻴﻘﺔ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻭﺍﻟﺫﻱ‬ ‫ﻋﻠﻰ )‪ (٣‬ﺃﺒﻌﺎﺩ }ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻻﻨﻔﻌﺎﻟﻴـﺔ )‪(٣٢‬‬
‫ﺃﺴﻔﺭ ﺃﻥ ﻗﻴﻡ ﻤﻌﺎﻤﻼﺕ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ )ﻟﻸﺒﻌﺎﺩ‬ ‫ﻤﻔﺭﺩﺓ‪ ،‬ﻭﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻌﻘﻠﻴـﺔ )‪ (٣٠‬ﻤﻔـﺭﺩﺓ‪،‬‬
‫ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ( ﺠﻤﻴﻌﻬﺎ ﻗﻴﻡ ﻤﺭﺘﻔﻌـﺔ ﻭﺩﺍﻟـﺔ‬ ‫ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ (٢٤‬ﻤﻔﺭﺩﺓ{‪ ،‬ﻭﺃﻤـﺎﻡ‬
‫ﻋﻨﺩ ﻤﺴﺘﻭﻱ ﺩﻻﻟﺔ )‪ ،(٠،٠١‬ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟـﻰ‬ ‫ﻜل ﻤﻔﺭﺩﺓ )‪ (٣‬ﺒﺩﺍﺌل؛ ﻫﻰ )ﻏﺎﻟﺒـﺎﹰ‪ ،‬ﺃﺤﻴﺎﻨـﺎﹰ‪،‬‬
‫ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬ ‫ﻨﺎﺩﺭﺍﹰ(؛ ﻴﺨﺘﺎﺭ ﺍﻟﻤﻔﺤﻭﺹ ﺒﺩﻴل ﻭﺍﺤﺩ ﻓﻘﻁ ﻤﻥ‬
‫ﺒﻴﻨﻪ‪.‬‬

‫‪١١٧٧‬‬
‫‪ .٥‬ﺍﻟﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺔ ﺍﻟﺘﺤﻠﻴل ﺍﻹﺤﺼﺎﺌﻰ ﻟﻠﻨﺘـﺎﺌﺞ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ‪ :‬ﺘﻤـﺕ‬
‫ﺍﻟﺘﻰ ﺤﺼﻠﺕ ﻋﻠﻴﻬﺎ ﺍﻟﺒﺎﺤﺜـﺔ ﺒﺎﺴـﺘﺨﺩﺍﻡ‬ ‫ـﻭ‬
‫ـﺔ ﻋﻠـﻰ ﺍﻟﻨﺤـ‬
‫ﺨﻁـﻭﺍﺕ ﺍﻟﺩﺭﺍﺴـﺔ ﺍﻟﺤﺎﻟﻴـ‬
‫ﺒﺭﻨﺎﻤﺞ ﺍﻟﺤﺯﻡ ﺍﻹﺤـﺼﺎﺌﻴﺔ‪، SPSS 21‬‬ ‫ﺍﻟﺘﺎﻟﻰ‪:‬‬
‫ﺒﻬﺩﻑ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬ ‫‪ .١‬ﺇﻋﺩﺍﺩ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺒﻌـﺩ ﺇﺘﻤـﺎﻡ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫‪ .٦‬ﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻰ ﻀﻭﺀ ﺍﻹﻁﺎﺭ‬ ‫ـﻜﻠﻬﺎ‬
‫ـﻰ ﺸـ‬
‫ـﺒﺔ ﻓـ‬
‫ـﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﺍﻟﻤﻨﺎﺴـ‬
‫ﺍﻟـ‬
‫ﺍﻟﻨﻅﺭﻯ ﻭﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴـﻪ ﺍﻟﺩﺭﺍﺴـﺎﺕ‬ ‫ﺍﻟﻨﻬﺎﺌﻰ‪.‬‬
‫ﺍﻟﺴﺎﺒﻘﺔ ﻭﺘﻔﺴﻴﺭﻫﺎ‪.‬‬ ‫‪ .٢‬ﺍﺨﺘﻴﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓـﻰ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫‪ .٧‬ﺘﻘﺩﻴﻡ ﺒﻌﺽ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ ﺒﻁﺭﻴﻘﺔ ﻗﺼﺩﻴﺔ ﻤـﻥ ﺍﻟﻤـﺩﺍﺭﺱ‬
‫ﻭﺍﻟﺒﺤﻭﺙ ﺍﻟﻤﻘﺘﺭﺤﺔ ﻓﻰ ﻀـﻭﺀ ﻨﺘـﺎﺌﺞ‬ ‫ـﺔ‬
‫ـﺔ ﺒﻤﺤﺎﻓﻅــ‬
‫ـﺔ ﻭﺍﻟﺜﺎﻨﻭﻴــ‬
‫ﺍﻹﻋﺩﺍﺩﻴــ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬ ‫ﺍﻟﺩﻗﻬﻠﻴﺔ‪.‬‬
‫ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻰ ﺘﺤﻠﻴـل‬ ‫‪ .٣‬ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ‬
‫ﺍﻟﺒﻴﺎﻨﺎﺕ‪:‬‬ ‫)‪ (٧٠‬ﺘﻠﻤﻴﺫﺍﹰ ﻭﺘﻠﻤﻴﺫﺓﹰ ﻤـﻥ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪ ،‬ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ )‪–١٤‬‬
‫ﺍﻵﺘﻴﺔ ﻻﺨﺘﺒﺎﺭ ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﻤـﻥ ﺨـﻼل‬ ‫‪ (١٧‬ﺴﻨﺔ‪ ،‬ﻤﻊ ﺘﻭﺍﺠﺩ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻰ ﺃﺜﻨـﺎﺀ‬
‫ﺒﺭﻨﺎﻤﺞ ‪:SPSS 21‬‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻁﺒﻴﻕ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻁﺒﻴﻕ ﻤﻘﻴـﺎﺱ‬

‫‪ -‬ﻤﻌﺎﻤل ﺍﺭﺘﺒـﺎﻁ ﺒﻴﺭﺴـﻭﻥ ‪Pearson‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭ‪‬ﻙ ﻭﻤﻘﻴـﺎﺱ‬

‫‪ Correlation Coefficient‬ﻟﻠﺘﺤﻘـﻕ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺨﻼل ﺍﻟﻔﺼل ﺍﻟﺩﺭﺍﺴـﻰ‬

‫ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺍﻷﻭل‪.‬‬ ‫ﺍﻟﺜــﺎﻨﻰ ﻤــﻥ ﺍﻟﻌــﺎﻡ ﺍﻟﺩﺭﺍﺴــﻰ‬

‫‪٢٠١٨/٢٠١٧‬ﻡ‪.‬‬
‫‪ -‬ﺍﺨﺘﺒﺎﺭ"ﺕ" ‪ t-Test‬ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼـﺤﺔ‬
‫ﺍﻟﻔﺭﻀﻴﻥ ﺍﻟﺜﺎﻨﻰ ﻭﺍﻟﺜﺎﻟﺙ‪.‬‬ ‫ـﻰ‬
‫‪ .٤‬ﺘـﺼﺤﻴﺢ ﺍﻟﻤﻘـﺎﻴﻴﺱ ﺍﻟﻤـﺴﺘﺨﺩﻤﺔ ﻓـ‬
‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺭﺼﺩ ﺍﻟﺩﺭﺠﺎﺕ ﻋﻠـﻰ ﻜـل‬
‫ـﺴﻴﻁ‬
‫ـﻰ ﺍﻟﺒـ‬‫ـﺩﺍﺭ ﺍﻟﺨﻁـ‬ ‫ـل ﺍﻻﻨﺤـ‬ ‫‪ -‬ﺘﺤﻠﻴـ‬
‫‪Simple Linear Regression‬‬ ‫ﻤﻘﻴﺎﺱ ﻟﻜل ﻓﺭﺩ ﻤـﻥ ﺃﻓـﺭﺍﺩ ﺍﻟﻌﻴﻨـﺔ‪،‬‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺍﺒﻊ‪.‬‬ ‫ﻭﺘﺼﺤﻴﺢ ﺘﻠﻙ ﺍﻟﻤﻘﺎﻴﻴﺱ ﻭﻓﻘﺎﹰ ﻹﺠﺭﺍﺀﺍﺕ‬
‫‪ ‬‬ ‫ﺍﻟﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﺭﺭﺓ ﻟﻜل ﻤﻨﻬـﺎ‪ ،‬ﻭﺘﻔﺭﻴـﻎ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻷﻭل‪ :‬ﻭﺍﻟـﺫﻱ ﻴـﻨﺹ‬ ‫ﺒﻴﺎﻨﺎﺘﻬﺎ ﻭﺇﺩﺨﺎﻟﻬﺎ ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﺍﻹﻜـﺴل‬
‫ﻋﻠﻲ‪" :‬ﺘﻭﺠﺩ ﻋﻼﻗـﺔ ﺍﺭﺘﺒﺎﻁﻴـﺔ ﺫﺍﺕ ﺩﻻﻟـﺔ‬ ‫ﻹﺠﺭﺍﺀ ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﺤﺼﺎﺌﻴﺔ‪.‬‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠـﺎﺕ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬

‫‪١١٧٨‬‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻋﻠـﻰ ﺍﻟﻨﺤـﻭ‬ ‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻭﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟـﺩﻯ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ"‪.‬‬
‫ﻴﻭﻀﺢ ﺠﺩﻭل )‪ (١‬ﻨﺘﺎﺌﺞ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ‬ ‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬ ‫ﺒﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒـﺎﻁ ﺒـﻴﻥ ﺩﺭﺠـﺎﺕ‬
‫ﻟﺩﻯ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ ﻤﺭﻀـﻰ ﺍﻟﺭﺒـﻭ‪ ،‬ﻭﺫﻟـﻙ‬ ‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟـﺩﻋﻡ‬
‫ﻜﻤﺎ ﻴﻠﻲ‪:‬‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺒـﻴﻥ ﺩﺭﺠـﺎﺘﻬﻡ ﻋﻠـﻰ‬
‫ﺠﺩﻭل )‪(١‬‬
‫ﻗﻴﻡ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ )ﻥ = ‪(٧٠‬‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬ ‫ﻤﺭﻭﻨﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻤﺭﻭﻨﺔ ﻋﻘﻠﻴﺔ‬ ‫ﻤﺭﻭﻨﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ‬
‫‪**٠,٥٧٧‬‬ ‫‪**٠,٥٨٨‬‬ ‫‪**٠,٤٢١‬‬ ‫‪**٠,٥١٠‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﻨﻭﻯ‬
‫‪*٠,٢٩٢‬‬ ‫‪٠,٢١٧‬‬ ‫‪٠,١٩٠‬‬ ‫‪**٠,٣٥٩‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﺎﺩﻱ‬
‫‪**٠,٥١٤‬‬ ‫‪**٠,٤٥٠‬‬ ‫‪**٠,٤٢٢‬‬ ‫‪**٠,٤٧٣‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﺭﻓﻲ‬
‫‪**٠,٥٥٩‬‬ ‫‪**٠,٥١٥‬‬ ‫‪**٠,٤٢٢‬‬ ‫‪**٠,٥٣١‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫** ﺩﺍل ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠١‬‬ ‫* ﺩﺍل ﻋﻨﺩ ﻤﺴﺘﻭﻯ )‪(٠,٠٥‬‬

‫ﺒﺎﻟﻨﻅﺭ ﻟﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻴﺘـﻀﺢ‬
‫ﺃﻨﻪ ﺒﻭﺠﻪ ﻋﺎﻡ ﻗﺩ ﺘﺤﻘﻕ‪ ،‬ﺤﻴﺙ ﺘﺸﻴﺭ ﺍﻟﻨﺘـﺎﺌﺞ‬
‫ﺇﻟﻰ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎﹰ ﺒـﻴﻥ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ؛ ﻭﺘﺘﻔـﻕ ﻫـﺫﻩ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﻤـﻊ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ ﺭﻯ ﻭﺁﺨـﺭﻴﻥ‬
‫)‪ (Rhee et al., 2010‬ﻤــﻥ ﺃﻥ ﺍﻟــﺩﻋﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤﻘﺩﻡ ﻤﻥ ﺍﻷﺴﺭﺓ ﻟﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‬
‫ﺍﻟﺸﻌﺒﻲ ﻜﺎﻥ ﻤﻨﺒﺌـﺎﹰ ﺒﺠـﻭﺩﺓ ﺍﻟﺤﻴـﺎﺓ ﻭﺍﻷﺩﺍﺀ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻲ ﺍﻟﺫﻱ ﻫﻭ ﺃﺤـﺩ ﺠﻭﺍﻨـﺏ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺍﻟﺸﻌﺒﻲ‪.‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (١‬ﺃﻨﻪ ﺘﻭﺠﺩ ﺒﺸﻜل‬
‫ﻋﺎﻡ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻤﻭﺠﺒﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ )‪ (٠،٠٥‬ﺒـﻴﻥ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻲ‬
‫ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ )ﺍﻷﺒﻌﺎﺩ ﻭﺍﻟﺩﺭﺠـﺔ‬
‫ﺍﻟﻜﻠﻴﺔ( ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒـﻭ؛ ﻤﻤـﺎ‬
‫ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺃﻱ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻲ‬
‫ﺍﻟﻤ‪‬ﺩﺭﻙ ﺍﻟﻤﻘﺩﻡ ﻟﻠﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻤـﻥ‬
‫ﺍﻟﻤﺘﻭﻗﻊ ﺃﻥ ﻴﺼﺎﺤﺒﻪ ﺘﺤـﺴﻥ ﻓـﻲ ﻤـﺴﺘﻭﻯ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﺒﺎﺴﺘﺜﻨﺎﺀ ﺍﻟﻌﻼﻗﺔ ﺒـﻴﻥ‬
‫ﺒﻌﺩ ﺍﻟﺩﻋﻡ ﺍﻟﻤﺎﺩﻱ ﻭﻜل ﻤﻥ ﺒﻌـﺩﻯ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬

‫‪١١٧٩‬‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻰ‪ :‬ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻲ‪:‬‬
‫ﺍﺨﺘﺒﺎﺭ )ﺕ( ‪ t-test‬ﻟﻌﻴﻨﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﻭﺫﻟﻙ‬ ‫"ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﺘﻌﺯﻯ‬
‫ﻟﻠﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ("‪.‬‬
‫ﺠﺩﻭل )‪(٢‬‬
‫ﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ( ﻟﻠﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ‬
‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬
‫ﻤﺴﺘﻭﻯ‬ ‫ﻥ = ‪٣٥‬‬ ‫ﻥ= ‪٣٥‬‬ ‫ﺃﺒﻌﺎﺩ ﺍﻟﺩﻋﻡ‬
‫ﻗﻴﻤﺔ )ﺕ(‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪٠,٦٧٢‬‬ ‫‪٧,٩٦٧‬‬ ‫‪٥٤,٣٤‬‬ ‫‪٥,٢٩٣‬‬ ‫‪٥٥,٤٣‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﻨﻭﻯ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪١,٦٧٦‬‬ ‫‪٤,٢٥٦‬‬ ‫‪٣٧,٠٠‬‬ ‫‪٤,٣٠٢‬‬ ‫‪٣٨,٧١‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﺎﺩﻱ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪٠,٨٥٥‬‬ ‫‪٧,٨٣٥‬‬ ‫‪٤٦,٢٩‬‬ ‫‪٥,٣٥٧‬‬ ‫‪٤٧,٦٦‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﺭﻓﻲ‬
‫ﻏﻴﺭ ﺩﺍﻟﺔ‬ ‫‪١,١٣٧‬‬ ‫‪١٧,٩٠٠‬‬ ‫‪١٣٧,٦٣‬‬ ‫‪١٢,٢٧١‬‬ ‫‪١٤١,٨٠‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٢‬ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺇﺠﻤـﺎﻟﻰ ﻨﺘـﺎﺌﺞ ﺍﻟﻔـﺭﺽ‬ ‫‪ ‬ﻻ ﺘﻭﺠﺩ ﻓـﺭﻭﻕ ﺩﺍﻟـﺔ ﺇﺤـﺼﺎﺌﻴﺎﹰ ﺒـﻴﻥ‬
‫ﺍﻟﺜﺎﻨﻰ ﺃﻨﻪ ﺘﺤﻘﻕ ﻜﻠﻴﺎﹰ‪ ،‬ﺤﻴﺙ ﺘﻡ ﻗﺒﻭل ﺍﻟﻔـﺭﺽ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺠﻨـﺴﻴﻥ )ﺫﻜـﻭﺭ‪-‬‬
‫ﺍﻟﺼﻔﺭﻯ‪ ،‬ﻭﻫﻭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬ ‫ﺇﻨﺎﺙ( ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻓـﻲ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬ ‫ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﻤﻘﻴـﺎﺱ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻰ‬ ‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ )ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﻨﻭﻯ‪ ،‬ﺍﻟﺩﻋﻡ ﺍﻟﻤـﺎﺩﻱ‪،‬‬
‫ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ(‪.‬‬ ‫ـﺔ‬
‫ـﺔ ﺍﻟﻜﻠﻴـ‬
‫ـﻲ( ﻭﺍﻟﺩﺭﺠـ‬
‫ـﺩﻋﻡ ﺍﻟﻤﻌﺭﻓـ‬
‫ﻭﺍﻟـ‬
‫ﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻤـﻊ ﻨﺘـﺎﺌﺞ‬ ‫ﻟﻠﻤﻘﻴﺎﺱ؛ ﻤﻤﺎ ﻴﻌﻨﻰ ﺃﻥ ﻜل ﻤـﻥ ﺍﻟـﺫﻜﻭﺭ‬
‫ﺩﺭﺍﺴﺔ ﻻﻜﻰ )‪ (Lacy, 2005‬ﻤـﻥ ﺃﻨـﻪ ﻻ‬ ‫ﻭﺍﻹﻨﺎﺙ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻗـﺩ ﺘﻘﺎﺭﺒـﺕ‬
‫ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﻟﻌﺎﻤل ﺍﻟﺠﻨﺱ ﻋﻠـﻰ ﺍﻟـﺩﻋﻡ‬ ‫ﺩﺭﺠﺎﺕ ﺇﺩﺭﺍﻜﻬﻡ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺃﻴﺎﹰ ﻜﺎﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻰ‪.‬‬ ‫ﻨﻭﻉ ﻫﺫﺍ ﺍﻟﺩﻋﻡ‪.‬‬

‫‪١١٨٠‬‬
‫ﻭﻫﻭ ﻤﺎ ﻴﺩﻋﻤﻪ ﻤﺤﻤﺩ ﺒﻴـﻭﻤﻰ ﺨﻠﻴـل‬ ‫ﻭﺘﻔﺴﺭ ﺍﻟﺒﺎﺤﺜﺔ ﻋﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ‬
‫)‪ (١٩٩٦‬ﻤﻥ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻤﺘﻘـﺎﺭﺒﻴﻥ‬ ‫ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﻓﻲ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤ‪‬ـﺩﺭ‪‬ﻙ‬
‫ﻓﻲ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻷﻟﻡ ﺒﺼﺭﻑ ﺍﻟﻨﻅﺭ ﻋـﻥ ﻨـﻭﻉ‬ ‫ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺇﻟـﻰ ﺃﻥ ﺃﻓـﺭﺍﺩ ﻋﻴﻨـﺔ‬
‫ﺍﻟﺠﻨﺱ ﺫﻜﺭﺍﹰ ﻜﺎﻥ ﺃﻡ ﺃﻨﺜﻰ‪ ،‬ﻭﻴﺭﺠﻊ ﺫﻟﻙ ﺇﻟـﻰ‬ ‫ﺍﻟﺒﺤﺙ ﻗﺩ ﻴﻤﺭﻭﻥ ﺒﻅﺭﻭﻑ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺜﻘﺎﻓﻴـﺔ‬
‫ﺴﻤﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻭﻗﺩﺭﺍﺘﻬﻡ‪ ،‬ﻭﺨﻠﻔﻴﺎﺘﻬﻡ ﺍﻟﺜﻘﺎﻓﻴـﺔ‬ ‫ـﻡ ﻟﻠــﺩﻋﻡ‬
‫ـﻰ ﺇﺩﺭﺍﻜﻬـ‬
‫ـﺅﺜﺭ ﻋﻠـ‬
‫ـﺸﺎﺒﻬﺔ ﺘـ‬
‫ﻤﺘـ‬
‫ﺤﻭل ﺍﻟﺸﻌﻭﺭ ﺒﺎﻷﻟﻡ ﺃﻜﺜﺭ ﻤﻤﺎ ﻴﻌﻭﺩ ﺇﻟﻰ ﻤﺘﻐﻴﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺃﻥ ﻜﻼ ﺍﻟﺠﻨـﺴﻴﻥ ﻴـﺴﺘﺠﻴﺒﻭﻥ‬
‫ﺠﻨﺴﻬﻡ‪ ،‬ﻤﻤﺎ ﺠﻌﻠﻬﻡ ﻴﺸﻌﺭﻭﻥ ﺒﺩﺭﺠﺔ ﻤﺘﻘﺎﺭﺒﺔ‬ ‫ﻟﻠﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﻨﻔﺱ ﺍﻟﻁﺭﻴﻘـﺔ ﻨﻅـﺭﺍﹰ‬
‫ﻤﻥ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻷﻟﻡ‪.‬‬ ‫ﻟﺘﻘﺎﺭﺏ ﺍﻟﻌﻤـﺭ ﻭﺘـﺸﺎﺒﻪ ﻅـﺭﻭﻓﻬﻡ ﺍﻟﺒﻴﺌﻴـﺔ‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ‪ :‬ﻭﺍﻟﺫﻱ ﻴﻨﺹ‬ ‫ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬
‫ﻋﻠﻲ‪" :‬ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﻜﻤﺎ ﺘﻌﺯﻭ ﺍﻟﺒﺎﺤﺜﺔ ﺘﻠﻙ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟـﻰ‬
‫ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ‬ ‫ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻷﺒﻭﻴﺔ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺘﻨﺎ ﺍﻟﻌﺭﺒﻴـﺔ‬
‫ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺘﻌﺯﻯ‬ ‫ﺒﺸﻜل ﻋﺎﻡ ﻭﺍﻟﻤﺼﺭﻴﺔ ﺒﺸﻜل ﺨـﺎﺹ؛ ﺤﻴـﺙ‬
‫ﻟﻠﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ("‪.‬‬ ‫ﺘﻘﻭﻡ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ ﻋﻠﻰ ﺍﻷﺒـﻭﺓ ﺍﻟﺤﺎﻨﻴـﺔ ﻤـﻊ‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﻷﺒﻨﺎﺀ ﺍﻟﻌﺎﺩﻴﻴﻥ‪ ،‬ﻭﺘﺒﺩﻭ ﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻌﺎﻁﻔﺎﹰ ﻤﻊ‬
‫ﺍﺨﺘﺒﺎﺭ )ﺕ( ‪ t-test‬ﻟﻌﻴﻨﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ‪ ،‬ﻭﺫﻟﻙ‬ ‫ﺍﻷﺒﻨﺎﺀ ﺫﻭﻱ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ ﺴﻭﺍﺀ ﻜـﺎﻨﻭﺍ‬
‫ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺫﻜﻭﺭﺍﹰ ﺃﻡ ﺇﻨﺎﺜﺎﹰ؛ ﻓﺎﻟﺸﻌﻭﺭ ﺒﺎﻷﻋﺭﺍﺽ ﺍﻟﻤﺭﻀﻴﺔ‬
‫ﻻ ﻴﺨﺘﻠﻑ ﺒﺎﺨﺘﻼﻑ ﺍﻟﺠﻨﺱ‪.‬‬
‫ﺠﺩﻭل )‪(٣‬‬
‫ﻗﻴﻤﺔ )ﺕ( ﻭﺩﻻﻟﺘﻬﺎ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ( ﻟﻠﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺇﻨﺎﺙ‬ ‫ﺫﻜﻭﺭ‬
‫ﻥ = ‪٣٥‬‬ ‫ﻥ= ‪٣٥‬‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﻤﺴﺘﻭﻯ‬
‫ﻗﻴﻤﺔ )ﺕ(‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ‬ ‫ﺃﺒﻌﺎﺩ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺩﺍﻟﺔ‬ ‫ﻏﻴﺭ‬ ‫‪١,٤١٣‬‬ ‫‪٦,٤٨٧‬‬ ‫‪٥٠,٩١‬‬ ‫‪٤,٤٩٧‬‬ ‫‪٥٢,٨٠‬‬ ‫ﻤﺭﻭﻨﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ‬
‫ﺩﺍﻟﺔ‬ ‫ﻏﻴﺭ‬ ‫‪٠,١٩٥‬‬ ‫‪٦,٦٤٩‬‬ ‫‪٥٠,١٧‬‬ ‫‪٥,٥٦١‬‬ ‫‪٤٩,٨٩‬‬ ‫ﻤﺭﻭﻨﺔ ﻋﻘﻠﻴﺔ‬
‫ﺩﺍﻟﺔ‬ ‫ﻏﻴﺭ‬ ‫‪١,٣١٦‬‬ ‫‪٥,٨٠٢‬‬ ‫‪٤٩,٦٠‬‬ ‫‪٤,٨٧٨‬‬ ‫‪٥١,٢٩‬‬ ‫ﻤﺭﻭﻨﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺩﺍﻟﺔ‬ ‫ﻏﻴﺭ‬ ‫‪٠,٩٢٢‬‬ ‫‪١٧,٢٣٢‬‬ ‫‪١٥٠,٦٩‬‬ ‫‪١٢,١٥٩‬‬ ‫‪١٥٣,٩٧‬‬ ‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬

‫‪١١٨١‬‬

‫ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻨﻪ ﻻ ﺘﻭﺠﺩ ﺒﺸﻜل ﻋـﺎﻡ‬
‫ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﺒﻴﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ؛ ﻷﻨﻪ ﺒـﺎﻟﻨﻅﺭ ﻟﻠﺩﺭﺍﺴـﺎﺕ‬
‫ﺍﻟﺴﺎﺒﻘﺔ ﻭﺍﻷﺩﺒﻴـﺎﺕ ﺍﻟـﺴﻴﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻤﺘﻌﻠﻘـﺔ‬
‫ﺒﺎﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟـﺩﻋﻡ ﺍﻻﺠﺘﻤـﺎﻋﻲ ﻭﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ – ﻭﺍﻟﺘﻲ ﺴﺒﻕ ﻋﺭﻀﻬﺎ – ﻨﺠﺩ ﺃﻨﻬـﺎ‬
‫ﻤﺘﻔﻘﺔ ﻋﻠﻰ ﺃﻨﻪ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺩﺍﻟﺔ ﻤﻭﺠﺒﺔ ﺒـﻴﻥ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‪ ،‬ﻭﺃﻨـﻪ‬
‫ﻴﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻋﻠﻰ ﺃﻨـﻪ ﻤـﻥ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻰ ﺘﻌﺯﺯ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ ﻟـﺩﻯ‬
‫ﺍﻟﺸﺨﺹ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﺈﻨﻪ ﻴﺭﺠﺢ ﺃﻥ ﻴﺘﺭﺘﺏ ﻋﻠﻰ‬
‫ﻋﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺩﺍﻟـﺔ ﺇﺤـﺼﺎﺌﻴﺎﹰ ﺒـﻴﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺫﻭﻯ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ ﺍﻟـﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺃﻨﻪ ﻻ ﺘﻭﺠـﺩ‬
‫ﺃﻴﻀﺎﹰ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ ﺒـﻴﻥ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺫﻭﻯ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ ﻓﻲ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺍﺒﻊ‪ :‬ﻭﺍﻟﺫﻱ ﻴﻨﺹ‬
‫ﻋﻠﻲ‪" :‬ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ‬
‫ﻟﺩﻯ‬ ‫ﺍﻟﻤ‪‬ﺩﺭﻙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺩﻋﻡ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ"‪.‬‬
‫ﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ‬
‫ﺒﺤﺴﺎﺏ ﻤﻌﺎﻤﻼﺕ ﺍﻻﻨﺤـﺩﺍﺭ ﺍﻟﺒـﺴﻴﻁ ﺒـﻴﻥ‬
‫ﺩﺭﺠﺎﺕ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻭﺒﻴﻥ ﺩﺭﺠﺎﺘﻬﻡ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺫﻟﻙ ﻋﻠـﻰ ﺍﻟﻨﺤـﻭ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪١١٨٢‬‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٣‬ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻻ ﺘﻭﺠﺩ ﻓـﺭﻭﻕ ﺩﺍﻟـﺔ ﺇﺤـﺼﺎﺌﻴﺎﹰ ﺒـﻴﻥ‬ ‫‪‬‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﺠﻨـﺴﻴﻥ )ﺫﻜـﻭﺭ‪-‬‬
‫ﺇﻨﺎﺙ( ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻓـﻲ‬
‫ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩ ﻤﻘﻴـﺎﺱ ﺍﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫)ﻤﺭﻭﻨﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻤﺭﻭﻨﺔ ﻋﻘﻠﻴﺔ‪ ،‬ﻭﻤﺭﻭﻨﺔ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ( ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻘﻴﺎﺱ؛ ﻤﻤﺎ‬
‫ﻴﻌﻨﻰ ﺃﻥ ﻜل ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﺃﻓـﺭﺍﺩ‬
‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﻗﺩ ﺘﻘﺎﺭﺒﺕ ﺩﺭﺠـﺎﺘﻬﻡ ﻓـﻲ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﻭﻴﺘﻀﺢ ﻤﻥ ﺇﺠﻤﺎﻟﻰ ﻨﺘـﺎﺌﺞ ﺍﻟﻔـﺭﺽ‬
‫ﺍﻟﺜﺎﻟﺙ ﺃﻨﻪ ﺘﺤﻘﻕ ﻜﻠﻴﺎﹰ‪ ،‬ﺤﻴﺙ ﺘﻡ ﻗﺒﻭل ﺍﻟﻔﺭﺽ‬
‫ﺍﻟﺼﻔﺭﻯ‪ ،‬ﻭﻫﻭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬
‫ﺘﻌﺯﻯ ﻟﻠﺠﻨﺱ )ﺫﻜﻭﺭ‪-‬ﺇﻨﺎﺙ(‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﻤـﻊ ﻨﺘـﺎﺌﺞ‬
‫ﺩﺭﺍﺴﺔ ﻻﻜﻰ )‪ (Lacy, 2005‬ﻤـﻥ ﺃﻨـﻪ ﻻ‬
‫ﻴﻭﺠﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﻟﻌﺎﻤل ﺍﻟﺠﻨﺱ ﻋﻠﻰ ﺍﻟﻤﺭﻭﻨـﺔ‬
‫ﺨﻼل‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺘﻨﺎﻗﺽ ﻤـﻊ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ‬
‫‪(Tusaie-Mumford,‬‬ ‫ﺘﻭﺴﻰ‪-‬ﻤﻭﻤﻔـﻭﺭﺩ‬
‫)‪ 2001‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ‬
‫ﺩﻻﻟﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟـﺫﻜﻭﺭ ﻭﺍﻹﻨـﺎﺙ ﻓـﻰ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺫﻜﻭﺭ‪.‬‬
‫ﻭﺘﺭﻯ ﺍﻟﺒﺎﺤﺜﺔ ﺃﻥ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻤﻨﻁﻘﻴﺔ‬
‫ﻭﺘﺘﻔﻕ ﺇﻟﻰ ﺤﺩ ﻜﺒﻴﺭ ﻤﻊ ﻨﺘﻴﺠﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ‬
‫ﻭﻟﻠﺘﺄﻜﺩ ﻤﻥ ﺩﻻﻟﺔ ﻫـﺫﻩ ﺍﻟﻘـﻴﻡ ﻭﺃﻨﻬـﺎ‬ ‫ﻗﺎﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﺈﻴﺠﺎﺩ ﻤﻌﺎﺩﻟﺔ ﺍﻻﻨﺤـﺩﺍﺭ‬
‫ﺠﻭﻫﺭﻴﺔ ﻭﻟﻴﺴﺕ ﺭﺍﺠﻌﺔ ﺇﻟﻰ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ ﻗﺎﻤﺕ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ؛ ﻭﻜﺎﻨﺕ ﻗﻴﻤﺔ‬
‫ﺍﻟﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﻗﻴﻤﺔ )ﻑ( ﻤﻥ ﺨﻼل ﺘﺤﻠﻴـل‬ ‫ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻤﻔﺴﺭ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘﺎﺒﻊ )ﺍﻟﻤﺘﻨﺒﺄ ﺒـﻪ(‬
‫ﺘﺒﺎﻴﻥ ﺍﻻﻨﺤﺩﺍﺭ ‪ANOVA for regression‬‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ )‪ (R²‬ﺍﻟﺘﻲ ﻴﻔـﺴﺭﻫﺎ ﺘﺒـﺎﻴﻥ‬
‫ﻟﻤﻌﺭﻓﺔ ﺃﻥ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻨـﺎﺘﺞ ﻋـﻥ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ‬ ‫ﺍﻟﻤﺘﻐﻴــﺭﺍﺕ ﺍﻟﻤــﺴﺘﻘﻠﺔ )ﺍﻟﻤﻨﺒﺌــﺔ( ﺍﻟــﺩﻋﻡ‬
‫ﺍﻟﻤﺴﺘﻘﻠﺔ "ﺍﻟﻤﻨﺒﺂﺕ" ﻟﻪ ﺃﺜﺭ ﺫﻭ ﺩﻻﻟﺔ ﺇﺤـﺼﺎﺌﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ‪ ،٪٣١‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﻤـﺎ‬
‫ﻋﻠﻰ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺃﻥ ﻫﺫﺍ ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻴﻘﺭﺏ ﻤﻥ ﻨﺼﻑ ﺘﺒﺎﻴﻥ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻴﻤﻜﻥ‬
‫ﻴﻔﻭﻕ ﺤﺠﻡ ﺍﻟﺘﺒﺎﻴﻥ ﺍﻟﻨﺎﺠﻡ ﻋـﻥ ﺍﻟﻌـﺸﻭﺍﺌﻴﺔ‪.‬‬ ‫ﺘﻔﺴﻴﺭﻩ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ـﺩﺭﻙ‪،‬‬
‫ﻭﻴﻭﻀﺢ ﺠﺩﻭل )‪ (٤‬ﺩﻻﻟـﺔ ﻨﻤـﻭﺫﺝ ﺘﺤﻠﻴـل‬ ‫ﻭﺃﻥ ﺍﻟﺒﺎﻗﻲ ‪ ٪٦٩‬ﻴﺭﺠﻊ ﺇﻟﻰ ﻋﻭﺍﻤل ﺃﺨـﺭﻯ‬
‫ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﻤﻘﺘﺭﺡ ﻟﻠﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨـﺔ ﺍﻟﻨﻔـﺴﻴﺔ‬ ‫ﻤﻨﻬﺎ ﺍﻟﺨﻁﺄ ﺍﻟﻌﺸﻭﺍﺌﻲ‪.‬‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ‪.‬‬
‫ﺠﺩﻭل )‪(٤‬‬
‫ﺘﺤﻠﻴل ﺍﻟﺘﺒﺎﻴﻥ ﻟﻨﻤﻭﺫﺝ ﺍﻻﻨﺤﺩﺍﺭ ﻟﻠﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ )ﻥ= ‪(٧٠‬‬
‫ﺩﺭﺠﺎﺕ‬ ‫ﻤﺼﺩﺭ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ ﻑ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻤﺭﺒﻌﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺭﺒﻌﺎﺕ‬
‫ﺍﻟﺤﺭﻴﺔ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬
‫‪٠,٠٠١‬‬ ‫‪٣٠,٨٧١‬‬ ‫‪٤٧٨٠,٧٩١‬‬ ‫‪١‬‬ ‫‪٤٧٨٠,٧٩١‬‬ ‫ﺍﻻﻨﺤﺩﺍﺭ‬
‫‪١٥٤,٨٦٣‬‬ ‫‪٦٨‬‬ ‫‪١٠٥٣٠,٦٥٢‬‬ ‫ﺍﻟﺒﺎﻗﻲ‬
‫‪٦٩‬‬ ‫‪١٥٣١١,٤٤٣‬‬ ‫ﺍﻟﻤﺠﻤﻭﻉ‬
‫)ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ(‪ ،‬ﻭﺃﻥ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺔ ﺠﻭﻫﺭﻴﺔ‬ ‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٤‬ﺃﻥ ﻗﻴﻤـﺔ "ﻑ"‬
‫ﻭﻟﻴﺴﺕ ﺭﺍﺠﻌﺔ ﺇﻟﻰ ﺍﻟﻌﺸﻭﺍﺌﻴﺔ‪ .‬ﻭﻴﻭﻀﺢ ﺠﺩﻭل‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ ﻟﺘﺤﻠﻴل ﺘﺒﺎﻴﻥ ﺍﻻﻨﺤﺩﺍﺭ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎﹰ‬
‫)‪ (٥‬ﺩﻻﻟﺔ ﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﻤﺴﺘﻘل ﺍﻟﺩﺍﺨل ﻓﻲ ﻤﻌﺎﺩﻟﺔ‬ ‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ‪ ،٠,٠٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠـﻭﺩ‬
‫ﺍﻻﻨﺤﺩﺍﺭ ﻓﻲ ﺍﻟﻨﻤﻭﺫﺝ‪.‬‬ ‫ﻋﻼﻗﺔ ﺍﻨﺤﺩﺍﺭﻴـﻪ ﺒـﻴﻥ ﺍﻟﻤﺘﻐﻴـﺭ ﺍﻟﻤـﺴﺘﻘل‬
‫)ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ( ﻭﺍﻟﻤﺘﻐﻴﺭ ﺍﻟﺘـﺎﺒﻊ‬

‫‪١١٨٣‬‬
 ‫ﺠﺩﻭل )‪(٥‬‬
‫ﻨﺘﺎﺌﺞ ﺘﺤﻠﻴل ﺍﻻﻨﺤﺩﺍﺭ ﺍﻟﺒﺴﻴﻁ ﻟﻠﻨﻤﻭﺫﺝ ﻋﻨﺩ ﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭ‪‬ﻙ ﻓﻲ ﺍﻟﻤﺭﻭﻨﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ )ﻥ= ‪(٧٠‬‬
‫ﺨﻁﺄ ﻤﻌﻴﺎﺭﻱ‬
‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﻗﻴﻤﺔ "ﺕ"‬ ‫ﺒﻴﺘﺎ ‪‬‬ ‫ﻤﻌﺎﻤل ﺒﺎﺌﻲ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ ﻤﺴﺘﻘﻠﺔ‬
‫ﻟﻠﻤﻌﺎﻤل ﺍﻟﺒﺎﺌﻲ‬
‫‪٠,٠٠١‬‬ ‫‪٥,٦٠٢‬‬ ‫‪١٣,٦٩٢‬‬ ‫‪٧٦,٧٠٦‬‬ ‫ﺜﺎﺒﺕ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫‪٠,٠٠١‬‬ ‫‪٥,٥٥٦‬‬ ‫‪٠,٥٥٩‬‬ ‫‪٠,٠٩٧‬‬ ‫‪٠,٥٤١‬‬
‫ﺍﻟﻤ‪‬ﺩﺭﻙ‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٥‬ﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺇﻟﻰ ﻴﻤﻜﻥ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻥ ﺨـﻼل‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻟـﺩﻯ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠـﺔ ﻤـﻊ ﻨﺘـﺎﺌﺞ ﺭﻯ‬
‫ﻭﺁﺨـﺭﻴﻥ )‪ (Rhee et al., 2010‬ﻤـﻥ ﺃﻥ‬
‫ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﺍﻟﻤﻘﺩﻡ ﻤﻥ ﺍﻷﺴـﺭﺓ‬
‫ﻟﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺍﻟﺸﻌﺒﻲ ﻜـﺎﻥ ﻤﻨﺒﺌـﺎﹰ ﺒﺠـﻭﺩﺓ‬
‫ﺍﻟﺤﻴﺎﺓ ﻭﺍﻷﺩﺍﺀ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺍﻟﺫﻱ ﻫﻭ ﺃﺤﺩ ﺠﻭﺍﻨﺏ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺍﻟﺸﻌﺒﻲ‪.‬‬
‫‪:‬‬
‫ﺍﻨﻁﻼﻗﺎﹰ ﻤﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﺍﻟﺒﺎﺤﺜﺔ ﻤـﻥ ﻨﺘـﺎﺌﺞ‬
‫ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺘﻘﺩﻴﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ ‬ﻀﺭﻭﺭﺓ ﺘﻭﻋﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺤﻠﻲ ﺒﻜﺎﻓـﺔ‬
‫* ﺃﻥ ﺜﺎﺒﺕ ﺍﻻﻨﺤـﺩﺍﺭ ﺩﺍل ﺇﺤـﺼﺎﺌﻴﺎﹰ )ﻋﻨـﺩ‬
‫ﻤﺴﺘﻭﻯ ‪.(٠,٠٠١‬‬
‫* ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻤﻭﺠﺏ ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎﹰ )ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ‪ (٠,٠٠١‬ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ‬
‫ﻋﻠﻰ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬
‫ﻭﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﻴﻤﻜﻥ ﺼـﻴﺎﻏﺔ‬
‫ﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻨﺒﺅ ﺍﻟﺘﻲ ﺘﻌﻴﻥ ﻋﻠﻰ ﺍﻟﺘﻨﺒﺅ ﺒﺎﻟﻤﺭﻭﻨـﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﺍﻟﺸﻌﺒﻲ‬
‫ﻤﻥ ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ ﻓـﻲ ﺍﻟـﺼﻭﺭﺓ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ =‬
‫‪ × ٠,٥٤١ + ٧٦,٧٠٦‬ﺍﻟــﺩﻋﻡ ﺍﻻﺠﺘﻤــﺎﻋﻲ‬

‫ﺸﺭﺍﺌﺤﻪ ﻤﻥ ﺨـﻼل ﻭﺴـﺎﺌل ﺍﻹﻋـﻼﻡ‬ ‫ﺍﻟﻤ‪‬ﺩﺭﻙ‪.‬‬

‫ﺍﻟﻤﺭﺌﻴــﺔ ﻭﺍﻟﻼﻤﺭﺌﻴــﺔ ﻭﺘﺯﻭﻴــﺩﻫﻡ‬ ‫ﺘﻤﺜـــل‬ ‫‪ ٧٦,٧٠٦‬ﺘﻤﺜـــل ‪٠,٥٤١‬‬

‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻋـﻥ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬ ‫ﻤﻌﺎﻤل ﺍﻻﻨﺤﺩﺍﺭ‬ ‫ﺜﺎﺒﺕ ﺍﻻﻨﺤﺩﺍﺭ‬

‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻭﺘﻭﻀﻴﺢ ﻤﺎ ﻟـﺩﻴﻬﻡ ﻤـﻥ‬ ‫ﻭﺒﺎﻟﻨﻅﺭ ﻟﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ ﺒﺸﻜل‬

‫ﻁﺎﻗﺎﺕ ﻭﺇﻤﻜﺎﻨﻴﺎﺕ ﻜﻐﻴﺭﻫﻡ ﻤﻥ ﺍﻷﺼﺤﺎﺀ‪.‬‬ ‫ﻋﺎﻡ ﻴﺘﻀﺢ ﺃﻨﻪ ﻗﺩ ﺘﺤﻘﻕ‪ ،‬ﺤﻴﺙ ﺘﺸﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ‬

‫‪١١٨٤‬‬
‫‪ -٤‬ﻓﻌﺎﻟﻴﺔ ﺒﺭﻨﺎﻤﺞ ﻤﻘﺘﺭﺡ ﻗﺎﺌﻡ ﻋﻠـﻰ ﺍﻟـﺩﻋﻡ‬ ‫‪ ‬ﻋﻘﺩ ﻟﻘﺎﺀﺍﺕ ﻤﺴﺘﻤﺭﺓ ﺒﻴﻥ ﺃﻭﻟﻴـﺎﺀ ﺃﻤـﻭﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟـﺩﻯ‬ ‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀـﻰ ﺍﻟﺭﺒـﻭ ﻭﺍﻟﻤﻌﻠﻤـﻴﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬ ‫ﻟﺒﺤﺙ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ‪ ،‬ﻭﻤﺘﺎﺒﻌﺔ‬
‫‪ ‬‬ ‫ﺃﻤﻭﺭﻫﻡ ﻭﻜﻴﻔﻴـﺔ ﻤﻭﺍﺠﻬﺘﻬـﺎ ﺒـﺎﻟﻁﺭﻕ‬
‫‪ .١‬ﺍﻟﺠﻤﻌﻴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻟﻌﻠﻡ ﺍﻟﻨﻔﺱ )‪.(٢٠٠٢‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺴﻠﻴﻤﺔ‪.‬‬
‫ﺍﻟﻁﺭﻴﻕ ﺇﻟﻰ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﺘﺭﺠﻤﺔ‪:‬‬ ‫‪ ‬ﻀﺭﻭﺭﺓ ﺇﺠﺭﺍﺀ ﻨﺩﻭﺍﺕ ﻭﺩﻭﺭﺍﺕ ﻟﻤﻌﻠﻤﻲ‬
‫ﻤﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ ﺃﺒﻭ ﺤﻼﻭﺓ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒـﻭ ﻟﺘﺒـﺼﻴﺭﻫﻡ‬
‫ﺒﺩﻤﻨﻬﻭﺭ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪.‬‬ ‫ﺒﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﻡ‪.‬‬
‫‪ .٢‬ﺃﺴﻤﺎﺀ ﺍﻟﺴﺭﺴﻰ‪ ،‬ﺃﻤﺎﻨﻰ ﻋﺒﺩ ﺍﻟﻤﻘﺼﻭﺩ‬ ‫‪ ‬ﻴﺠﺏ ﻋﻠﻰ ﻤﻁﻭﺭﻱ ﺍﻟﻤﻨـﺎﻫﺞ ﺘـﺼﻤﻴﻡ‬
‫)‪ .(٢٠١٤‬ﻤﻘﻴﺎﺱ ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﺍﻟﺒﺭﺍﻤﺞ ﻭﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺘﻨﻤﻴﺔ‬
‫ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬ ‫ﺍﻟﺩﻋﻡ ﺍﻟﻤﻌﺭﻓﻲ ﺒﻁﺒﻴﻌﺔ ﻤـﺭﺽ ﺍﻟﺭﺒـﻭ‬
‫‪ .٣‬ﺃﻤﻴﺭﺓ ﻤﺤﻤﺩ ﺇﻤﺎﻡ ﻤﺤﻤﺩ )‪.(٢٠١٦‬‬ ‫ﻭﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻌـﻪ ﻭﻜﻴﻔﻴـﺔ ﺘﻌﺎﻤـل‬
‫ﻭﻋﻼﻗﺘﻬﺎ‬ ‫ﺍﻟﻭﺍﻟﺩﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻤﻠﺔ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻵﺨﺭﻴﻥ ﻤﻊ ﺫﻭﻱ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﺯﻤﻨﺔ‪.‬‬
‫ﻤﻥ‬ ‫ﺒﺎﻟﻤﺭﻭﻨﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ‬ ‫‪ ‬ﻻﺒﺩ ﻟﻸﺴﺭﺓ ﺃﻭ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻤﻊ ﺍﻟﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫–‬ ‫ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬ ‫ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ ﻤﺭﺍﻋﺎﺓ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴـﺔ‬
‫ﻜﻠﻴﺔ‬ ‫ﻤﺎﺠﺴﺘﻴﺭ‪،‬‬ ‫ﺭﺴﺎﻟﺔ‬ ‫ﺇﻜﻠﻴﻨﻴﻜﻴﺔ‪،‬‬ ‫ﺒﻴﻨﻬﻡ‪.‬‬
‫ﺍﻟﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪.‬‬ ‫‪ ‬‬
‫‪ .٤‬ﺇﻴﻬﺎﺏ ﺍﻟﺒﺒﻼﻭﻯ )‪ .(٢٠١٠‬ﺍﻹﻋﺎﻗﺎﺕ‬ ‫‪ -١‬ﺃﺜﺭ ﺍﻟﺩﻋﻡ ﺍﻟﻭﺍﻟﺩﻱ ﻋﻠﻰ ﻤﻔﻬـﻭﻡ ﺍﻟـﺫﺍﺕ‬
‫ﺩﺍﺭ‬ ‫ﺍﻟﺭﻴﺎﺽ‪:‬‬ ‫ﻭﺍﻟﺼﺤﻴﺔ‪.‬‬ ‫ﺍﻟﺒﺩﻨﻴﺔ‬ ‫ﻭﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀـﻰ‬
‫ﺍﻟﺯﻫﺭﺍﺀ‪.‬‬ ‫ﺍﻟﺭﺒﻭ‪.‬‬
‫‪ .٥‬ﺒﺸﺭﻯ ﺍﺴﻤﺎﻋﻴل )‪ .(٢٠٠٤‬ﺍﻟﻤﺴﺎﻨﺩﺓ‬ ‫‪ -٢‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻟﻠﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﻤ‪‬ﺩﺭﻙ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﻤﻬﻨﻰ‪ .‬ﺍﻟﻘﺎﻫﺭﺓ‪:‬‬ ‫ﻭﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻴﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ‬
‫ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬ ‫ﺍﻟﺭﺒﻭ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠـﺔ ﺍﻹﻋﺩﺍﺩﻴـﺔ‬
‫‪ .٦‬ﺤﺴﻴﻥ ﻋﻠﻰ ﻓﺎﻴﺩ )‪ .(١٩٩٨‬ﺍﻟﺩﻭﺭ‬ ‫ﻭﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ‪.‬‬
‫ﺍﻟﺩﻴﻨﺎﻤﻰ ﻟﻠﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻰ ﺍﻟﻌﻼﻗﺔ‬ ‫‪ -٣‬ﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻭﻋﻼﻗﺘـﻪ ﺒﺎﻟﻤﺭﻭﻨـﺔ‬
‫ﺒﻴﻥ ﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻭﺍﻷﻋﺭﺍﺽ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﻤﺭﻀﻰ ﺍﻟﺭﺒﻭ‪.‬‬

‫‪١١٨٥‬‬
‫ﻭﺭﻗﻠﺔ – ﺍﻟﺠﺯﺍﺌﺭ‪– ١٣٩ ، (١٣) ،‬‬
‫‪.١٦٢‬‬
‫‪.١٢‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﺍﻟﺴﺭﻁﺎﻭﻯ‪ ،‬ﺠﻤﻴل ﺍﻟﺼﻤﺎﺩﻯ‬
‫)‪ .(٢٠١٠‬ﺍﻹﻋﺎﻗﺎﺕ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ‪.‬‬
‫ﺍﻷﺭﺩﻥ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﻨﺎﺸﺭﻭﻥ ﻭﻤﻭﺯﻋﻭﻥ‪.‬‬
‫‪.١٣‬ﻋﺜﻤﺎﻥ ﻴﺨﻠﻑ )‪ .(٢٠٠١‬ﻋﻠﻡ ﻨﻔﺱ‬
‫ﺍﻟﺼﺤﺔ – ﺍﻷﺴﺱ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ‬
‫ﻟﻠﺼﺤﺔ‪ .‬ﺍﻟﺩﻭﺤﺔ‪ :‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﻟﻠﻁﺒﺎﻋﺔ‬
‫ﻭﺍﻟﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫‪.١٤‬ﻋﻤﺎﺩ ﻋﻠﻰ ﻋﺒﺩ ﺍﻟﺭﺍﺯﻕ )‪.(١٩٩٨‬‬
‫ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ ﻓﻰ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻨﺎﺓ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬
‫ﻭﺍﻟﺨﻼﻓﺎﺕ ﺍﻟﺯﻭﺠﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ‬
‫ﻨﻔﺴﻴﺔ‪.٣٩ – ١٣ ،(١) ٨ ،‬‬
‫‪.١٥‬ﻋﻤﺎﺩ ﻤﺤﻤﺩ ﻤﺨﻴﻤﺭ )‪ .(١٩٩٧‬ﺍﻟﺼﻼﺒﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﺘﻐﻴﺭﺍﺕ‬
‫ﻭﺴﻴﻁﺔ ﻓﻰ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺓ‬
‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﻜﺘﺌﺎﺏ‬ ‫ﻭﺃﻋﺭﺍﺽ‬
‫ﺍﻟﺠﺎﻤﻌﻰ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ‪.١٣٨ – ١٠٣،(١٧) ٧ ،‬‬
‫‪.١٦‬ﻋ‪‬ﻼ ﻋﺒﺩ ﺍﻟﺒﺎﻗﻰ ﺇﺒﺭﺍﻫﻴﻡ )‪.(٢٠١٥‬‬
‫ﺍﻟﻨﻔﺴﺠﺴﻤﻴﺔ‬ ‫ﺍﻷﻤﺭﺍﺽ‬
‫)ﺍﻟﺴﻴﻜﻭﺴﻭﻤﺎﺘﻴﺔ(‪ .‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻋﺎﻟﻡ ﺍﻟﻜﺘﺏ‪.‬‬
‫‪.١٧‬ﻋﻼﺀ ﺍﻟﺩﻴﻥ ﻜﻔﺎﻓﻰ‪ ،‬ﺠﻬﺎﺩ ﻋﻼﺀ ﺍﻟﺩﻴﻥ‬
‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﻤﻭﺴﻭﻋﺔ‬ ‫)‪.(٢٠٠٦‬‬
‫ﺍﻟﺘﺄﻫﻴﻠﻰ‪ ،‬ﺍﻟﻤﺠﻠﺩ ﺍﻟﺭﺍﺒﻊ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ‬
‫ﺍﻟﻔﻜﺭ ﺍﻟﻌﺭﺒﻰ‪.‬‬
‫ﺍﻻﻜﺘﺌﺎﺒﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ‪٨ ،‬‬
‫)‪.١٩٢-١٥٥ ، (٢‬‬
‫‪ .٧‬ﺤﻨﺎﻥ ﺍﻟﺸﻘﺭﺍﻥ‪ ،‬ﻴﺎﺴﻤﻴﻥ ﺭﺍﻓﻊ ﺍﻟﻜﺭﻜﻰ‬
‫)‪ .(٢٠١٦‬ﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ ﺍﻟﻤﺩﺭﻙ ﻟﺩﻯ‬
‫ﻤﺭﻴﻀﺎﺕ ﺴﺭﻁﺎﻥ ﺍﻟﺜﺩﻯ ﻓﻰ ﻀﻭﺀ‬
‫ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻨﻴﺔ ﻓﻰ‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪.١٠٠ – ٨٥ ، (١)١٢ ،‬‬
‫‪ .٨‬ﺤﻨﺎﻥ ﻋﺒﺩ ﺍﻟﺭﺤﻴﻡ ﺍﻟﻤﺎﻟﻜﻰ )‪.(٢٠١٢‬‬
‫ﻓﺎﻋﻠﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺇﺭﺸﺎﺩﻯ ﺠﻤﻌﻰ ﻗﺎﺌﻡ ﻋﻠﻰ‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺯﻴﺎﺩﺓ‬
‫ﺍﻟﻤﺭﻭﻨﺔ ﻟﺩﻯ ﻁﺎﻟﺒﺎﺕ ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‪،‬‬
‫ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ ﻓﻰ ﺍﻟﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ‬
‫ﺍﻟﻨﻔﺱ‪ ،(٣١) ،‬ﺝ ‪.١٦٧ – ١٣٥ ،٣‬‬
‫‪ .٩‬ﺴﺭﻯ ﻤﺤﻤﺩ ﺭﺸﺩﻯ ﺒﺭﻜﺎﺕ )‪.(٢٠١٦‬‬
‫ﺍﻹﻋﺎﻗﺎﺕ ﺍﻟﺠﺴﻤﻴﺔ ﻭﺍﻟﺼﺤﻴﺔ‪ ،‬ﻁ ‪.٢‬‬
‫ﺍﻟﺭﻴﺎﺽ‪ :‬ﺩﺍﺭ ﺍﻟﺯﻫﺭﺍﺀ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫‪.١٠‬ﺴﻴﺩ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻟﻭﻜﻴل )‪.(٢٠١٠‬‬
‫ﻓﺎﻋﻠﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﻓﻨﻴﺎﺕ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‬
‫ﺍﻹﻴﺠﺎﺒﻰ ﻓﻰ ﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺘﻭﺍﻓﻕ‬
‫ﺍﻟﻨﻔﺴﻰ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﺴﻜﺭ‪،‬‬
‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺒﺒﻭﺭﺴﻌﻴﺩ‪ ،(٧) ،‬ﺝ‬
‫‪.١٥١-١١٨ ،٢‬‬
‫‪.١١‬ﺸﻬﺭﺯﺍﺩ ﻨﻭﺍﺭ )‪ .(٢٠١٣‬ﺩﻭﺭ ﺍﻟﻤﺴﺎﻨﺩﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻰ ﺘﻌﺩﻴل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﺼﺤﻰ ﻭﺍﻷﻟﻡ ﺍﻟﻌﻀﻭﻯ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﺴﻜﺭﻯ‪ ،‬ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ – ﺠﺎﻤﻌﺔ ﻗﺎﺼﺩﻯ ﻤﺭﺒﺎﺡ –‬

‫‪١١٨٦‬‬
‫ﻤﻔﺽ ﺇﻟﻰ ﺍﻟﻤﻭﺕ(‪ ،‬ﻤﺠﻠﺔ ﻋﻠﻡ ﺍﻟﻨﻔﺱ‪،‬‬ ‫)‪.(٢٠٠٥‬‬ ‫ﺍﻟﺴﻼﻡ ﻋﻠﻰ‬ ‫ﻋﺒﺩ‬ ‫‪.١٨‬ﻋﻠﻰ‬
‫ﺍﻟﻘﺎﻫﺭﺓ‪.١١٩-٩٢،(٣٧) ،‬‬ ‫ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ‬
‫‪.٢٤‬ﻤﺤﻤﺩ ﺴﻌﺩ ﻋﺜﻤﺎﻥ )‪ .(٢٠١٠‬ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﻓﻰ ﺤﻴﺎﺘﻨﺎ ﺍﻟﻴﻭﻤﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ‬
‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻟﻤﺭﻭﻨﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻷﻨﺠﻠﻭ ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻤﻌﻰ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ‬ ‫‪.١٩‬ﻓﻭﻗﻴﺔ ﺤﺴﻥ ﺭﻀﻭﺍﻥ )‪ .(٢٠١٥‬ﻤﻘﻴﺎﺱ‬
‫ﺍﻟﺘﺭﺒﻴﺔ – ﻋﻴﻥ ﺸﻤﺱ – ﻤﺼﺭ‪،(٣٤) ،‬‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ‬
‫ﺝ ‪.٥٧٣ – ٥٣٩ ،٢‬‬ ‫ﺍﻟﻤﺼﺭﻴﺔ‪.‬‬
‫ﺯﺍﻫﻰ‬ ‫ﻤﻨﺼﻭﺭ‬ ‫ﺴﻜﻴﺭﻴﻔﺔ‪،‬‬ ‫‪.٢٥‬ﻤﺭﻴﻡ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬ ‫)‪.(٢٠١٢‬‬ ‫ﺨﻤﻴﺴﺔ‬ ‫‪.٢٠‬ﻗﻨﻭﻥ‬
‫ﺍﻟﻀﻐﻁ‬ ‫ﻤﻘﺎﻭﻤﺔ‬ ‫ﺃﺴﺎﻟﻴﺏ‬ ‫)‪.(٢٠١٥‬‬ ‫ﺍﻟﻤﻨﺎﻋﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻰ‬
‫ﺍﻟﻨﻔﺴﻰ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻤﻥ ﻁﺭﻑ ﺍﻟﻤﺼﺎﺒﻴﻥ‬ ‫ﺍﻟﻤﺩﺭﻙ ﻭﺍﻟﺭﻀﺎ ﻋﻥ ﺍﻟﺤﻴﺎﺓ ﻟﺩﻯ ﻤﺭﻀﻰ‬
‫ﺒﺎﻟﺩﺍﺀ ﺍﻟﺴﻜﺭﻯ ﺍﻟﻨﻭﻉ ﺍﻟﺜﺎﻨﻰ– ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺴﺭﻁﺎﻥ‪ ،‬ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻟﻤﺭﻀﻰ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻟﺤﺎﺝ‬
‫ﺒﻤﺴﺘﺸﻔﻰ ﻤﺤﻤﺩ ﺒﻭﻀﻴﺎﻑ ﻭﺭﻗﻠﺔ‪ ،‬ﻤﺠﻠﺔ‬ ‫ﻟﺨﻀﺭ ‪-‬ﺒﺎﺘﻨﺔ‪ ،‬ﺍﻟﺠﺯﺍﺌﺭ‪.‬‬
‫ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،(١٨) ،‬‬ ‫‪.٢١‬ﻜﻤﺎل ﺴﺎﻟﻡ ﺴﻴﺎﻟﻡ )‪ .(٢٠٠٩‬ﺍﻟﻤﻌﺎﻗﻭﻥ‬
‫‪.٢٥٤-٢٣١‬‬ ‫ﺠﺴﻤﻴﺎﹰ ﻭﺼﺤﻴﺎﹰ ﻓﻰ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻌﺎﻤﺔ‪.‬‬
‫‪.٢٦‬ﻤﺼﻁﻔﻰ ﺤﺴﻥ ﺃﺤﻤﺩ‪ ،‬ﻋﺒﻠﺔ ﺇﺴﻤﺎﻋﻴل‬ ‫ﺍﻹﻤﺎﺭﺍﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺠﺎﻤﻌﻰ‪.‬‬
‫ﺃﺤﻤﺩ )‪ .(١٩٩١‬ﺍﻹﻋﺎﻗﺎﺕ ﺍﻟﺒﺴﻴﻁﺔ‬ ‫‪.٢٢‬ﻤﺤﻤﺩ ﺍﻟﺴﻌﻴﺩ ﺃﺒﻭ ﺤﻼﻭﺓ )‪.(٢٠١٣‬‬
‫ﻤﻁﺎﺒﻊ‬ ‫ﺍﻟﻘﺎﻫﺭﺓ‪:‬‬ ‫ﻭﺍﻟﺒﺩﻨﻴﺔ‪.‬‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﺎﻫﻴﺘﻬﺎ ﻭﻤﺤﺩﺩﺍﺘﻬﺎ‬
‫ﺍﻷﻫﺭﺍﻡ‪.‬‬ ‫ﻭﻗﻴﻤﺘﻬﺎ ﺍﻟﻭﻗﺎﺌﻴﺔ‪ ،‬ﻭﺭﻗﺔ ﺒﺤﺜﻴﺔ ﻀﻤﻥ‬
‫‪.٢٧‬ﻫﻨﺎﺀ ﺃﺤﻤﺩ ﺸﻭﻴﺦ )‪ .(٢٠٠٧‬ﺃﺴﺎﻟﻴﺏ‬ ‫ﻓﻌﺎﻟﻴﺎﺕ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻹﻗﻠﻴﻤﻰ ﺍﻟﺜﺎﻨﻰ ﻟﻌﻠﻡ‬
‫ﺘﺨﻔﻴﻑ ﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ‬ ‫ﺍﻟﻨﻔﺱ "ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﺍﻹﻤﻜﺎﻨﺎﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ‬
‫ﺍﻷﻭﺭﺍﻡ ﺍﻟﺴﺭﻁﺎﻨﻴﺔ‪ .‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﺍﻴﺘﺭﺍﻙ‬ ‫ﻟﺩﻯ ﺍﻹﻨﺴﺎﻥ ﺍﻟﻌﺭﺒﻰ"‪ ،‬ﺇﺼﺩﺍﺭﺍﺕ ﺸﺒﻜﺔ‬
‫ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬ ‫ﺍﻟﻌﻠﻭﻡ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺭﺒﻴﺔ‪.٥٥ – ١ ،(٢٩) ،‬‬
‫‪28. Akre, C., &Suris, J. C. (2014).‬‬ ‫‪.٢٣‬ﻤﺤﻤﺩ ﺒﻴﻭﻤﻰ ﺨﻠﻴل )‪ .(١٩٩٦‬ﺍﻟﻤﺴﺎﻨﺩﺓ‬
‫‪From controlling to letting go:‬‬
‫ﺍﻟﻨﻔﺴﻴﺔ ‪ /‬ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺇﺭﺍﺩﺓ ﺍﻟﺤﻴﺎﺓ‪،‬‬
‫‪what are the psychosocial‬‬
‫‪needs‬‬ ‫‪of‬‬ ‫‪parents‬‬ ‫‪of‬‬ ‫ﻭﻤﺴﺘﻭﻯ ﺍﻷﻟﻡ )ﻟﺩﻯ ﺍﻟﻤﺭﻀﻰ ﺒﻤﺭﺽ‬
‫‪adolescents with a chronic‬‬

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