 

 
  2
49
 
12
22
53

 
 
 

 
 
 

 –
2024/2023

1
 ‫‪ _ -1‬ﺗﺨﯿﺮ اﺣﺪ ﺗﻌﺎرﯾﻒ اﻟﻤﮭﺎرة وﻧﺎﻗﺸﮫ ﺗﻔﺼﯿﻼ‬

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‫‪2‬‬
 ‫‪ _٢‬ﻗﺎرن ﺑﯿﻦ ﻛﻞ ﻣﻦ اﻟﻤﮭﺎرات اﻟﺘﻔﺎﻋﻠﯿﺔ واﻟﻤﮭﺎرات اﻟﺘﺤﻠﯿﻠﯿﺔ‪.‬‬

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‫‪3‬‬
 ‫‪ _ ٣‬وﺿﺢ ﺧﻄﻮات اﻛﺘﺴﺎب اﻟﻤﮭﺎرات اﻟﻤﮭﻨﯿﺔ‬

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‫‪4‬‬
 ‫‪_٤‬ﺣﺪد اﺳﻠﻮﺑﯿﻦ ﻣﻦ اﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ ﻋﻠﻲ اﻟﻤﮭﺎرات‪.‬‬

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‫‪5‬‬
 ‫‪ _٥‬ﻣﻦ ﻣﻌﻮﻗﺎت اﻛﺘﺴﺎب اﻟﻤﮭﺎرات‪:‬‬

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‫‪6‬‬
 ‫‪ _٦‬ﻣﻦ ﺧﺼﺎﺋﺺ ﻣﮭﺎرات اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‪:‬‬

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‫‪7‬‬
 ‫أذﻛﺮ أﺳﺎﻟﯿﺐ ﺗﻄﺒﯿﻖ ﻣﺒﺪأ اﻟﻔﺮدﯾﺔ ؟‬

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‫‪8‬‬
 ‫‪ -‬اﺷﺮح ﻣﻌﻮﻗﺎت ﺗﻄﺒﯿﻖ ﻣﺒﺪأ اﻟﺘﻘﺒﻞ؟‬

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‫‪9‬‬
 ‫‪ -‬وﺿﺢ ﻣﺎ ھﻢ اﻟﻌﻤﻼء اﻟﺬﯾﻦ ﯾﺴﺘﺜﻨﻮن ﻣﻦ ﺣﻖ ﺗﻘﺮﯾﺮ اﻟﻤﺼﯿﺮ؟‬

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‫‪10‬‬
 ‫اﻟﺴﺆال اﻻول ‪ :‬ﺿﻊ ﻋﻼﻣﺔ )√( أو )×( أﻣﺎم اﻟﻌﺒﺎرات اﻻﺗﯿﺔ ﻣﻊ ﺗﺼﺤﯿﺢ اﻟﺨﻄﺄ ‪.‬‬
‫‪ -1‬ﺗﻌﺪ اﻟﻤﻘﺎﺑﻠﺔ ﻋﻠﻰ ﻗﺪر ﻛﺒﯿﺮ ﻣﻦ اﻻھﻤﯿﺔ ‪ ،‬ﻓﻰ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﮭﻦ واﻟﻤﺠﺎﻻت ‪.‬‬
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‫‪ -2‬ﺗﻘﺘﺼﺮ اﻟﻤﻘﺎﺑﻠﺔ ﻋﻠﻰ ﻧﻮع واﺣﺪ ﻓﻘﻂ ‪.‬‬

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‫‪ -3‬ﯾﻌﺪ أﺳﻠﻮب ﺗﻮﺟﯿﮫ اﻻﺳﺌﻠﺔ أﺣﺪ اﻻﺳﺎﻟﯿﺐ اﻟﮭﺎﻣﺔ اﻟﺘﻰ ﺗﺴﺘﺨﺪم ﻋﻨﺪ إﺟﺮاء اﻟﻤﻘﺎﺑﻼت ‪.‬‬
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‫‪2‬‬ ‫اﻟﺴﺆال اﻟﺜﺎﻧﻰ ‪ :‬أﻛﻤﻞ‬

‫‪49‬‬
‫‪ -1‬ﺗﻨﻘﺴﻢ اﻻﺳﺌﻠﺔ اﻟﻰ‬
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‫‪ -2‬ﺗﺘﻨﻮع اﻻﺳﺎﻟﯿﺐ اﻟﺘﻰ ﺗﺴﺘﺨﺪم ﻓﻰ اﻟﻤﻘﺎﺑﻠﺔ ﻣﺎﺑﯿﻦ‬
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‫‪ -3‬ﻣﻦ اﻟﺠﻮاﻧﺐ اﻟﺘﻰ ﯾﺠﺐ اﻟﺘﺮﻛﯿﺰ ﻋﻠﯿﮭﺎ ﻓﻰ اﻟﻤﻘﺎﺑﻠﺔ‬

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‫‪11‬‬
 ‫ﺍﻟﺴﺅﺍل ﺍﻟﺜﺎﻟﺙ ‪ :‬ﺃﻗﺭ ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪ ،‬ﺜﻡ ﺍﺠﺏ ﻋﻠﻰ ﺍﻻﺴﺌﻠﺔ‬
‫ﺃﺭﺴﻠﺕ ﺍﻟﻤﺩﺭﺴﺔ ﺨﻁﺎﺒﺎ ﺍﻟﻰ ﻭﻟﻰ ﺍﻻﻤﺭ ﺘﻔﻴﺩ ﺒﻀﺭﻭﺭﺓ ﺍﻟﺤﻀﻭﺭ ﺒﻤﻘﺎﺒﻠﺔ ﺍﻻﺨﺼﺎﺌﻰ ﺍﻻﺠﺘﻤﺎﻋﻰ ﻟﻤﻨﺎﻗﺸﺔ‬
‫ﺒﻌﺽ ﺍﻻﻤﻭﺭ ﺍﻟﺘﻰ ﺘﺘﻌﻠﻕ ﺒﻌﻼﻗﺔ ﺇﺒﻨﻪ ﻤﻊ ﺯﻤﻼﺌﻪ ‪ ،‬ﺤﻀﺭ ﺍﻻﺏ ﺍﻟﻰ ﺍﻟﻤﺩﺭﺴﺔ ‪ ،‬ﻭﺒﺩﺃ ﺍﻟﺴﺅﺍل ﻋﻥ ﻤﻜﺘﺏ‬
‫ﺍﻻﺨﺼﺎﺌﻰ ﺍﻻﺠﺘﻤﺎﻋﻰ ‪ ،‬ﻭﻟﻜﻨﻪ ﻭﺠﺩﻩ ﻤﻐﻠﻘﺎ‪ ،‬ﻭﺍﺨﺒﺭﻩ ﺃﺤﺩ ﺍﻟﻤﺩﺭﺴﻴﻥ ﺒﺎﻥ ﺍﻻﺨﺼﺎﺌﻰ ﻓﻰ ﺯﻴﺎﺭﺓ ﻤﻨﺯﻟﻴﺔ‬
‫ﻭﺃﻨﻪ ﺴﻭﻑ ﻴﺎﺘﻰ ﺨﻼل ﺴﺎﻋﺔ ‪ ،‬ﺒﺩﺃ ﺍﻻﺏ ﻴﺘﺠﻭل ﻓﻰ ﻓﻨﺎﺀ ﺍﻟﻤﺩﺭﺴﺔ ‪ ،‬ﺤﺘﻰ ﺤﻀﺭ ﺍﻹﺨﺼﺎﺌﻰ ﻭﻟﻜﻨﻪ‬
‫ﺘﺠﺎﻫل ﻭﺠﻭﺩ ﺍﻻﺏ ﻋﻨﺩﻤﺎ ﺩﺨل ﻋﻠﻴﻪ ﻤﻜﺘﻴﻪ ‪ ،‬ﻤﻌﻠﻼ ﺫﻟﻙ ﺒﺈﻨﺸﻐﺎﻟﻪ ﺒﺒﻌﺽ ﺍﻻﺸﻴﺎﺀ ‪.‬‬

‫ﻭﺃﺨﺒﺭﻩ ﺒﺎﻟﺤﻀﻭﺭ ﻏﺩﺍ ‪ ،‬ﺨﺭﺝ ﺍﻻﺏ ﻏﻀﺒﺎﻨﺎ ‪ ،‬ﻭﺃﺸﺎﺭ ﺃﻨﻪ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻟﺤﻀﻭﺭ ﻻﻨﺸﻐﺎﻟﻪ ﺒﺎﻤﻭﺭ ﻫﺎﻤﺔ ‪.‬‬
‫ﻨﺎﻗﺵ ﺍﻻﺨﻁﺎﺀ ﺍﻟﺘﻰ ﻭﻗﻊ ﻓﻴﻬﺎ ﺍﻻﺨﺼﺎﺌﻰ ﺍﻻﺠﺘﻤﺎﻋﻰ‬

‫اﻟﺨﻄﺄ اﻻول‬
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 ‫اﻟﺨﻄﺄ اﻟﺜﺎﻟﺚ‬
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‫‪13‬‬
 ‫‪ .17-2-5-‬ﺗﺪرﯾﺒﺎت ﻋﻠﻰ ﻣﮭﺎرة اﻟﻤﻼﺣﻈﺔ‬
‫‪ .1‬أذﻛﺮ ﻣﺎ ﺗﻌﺮﻓﮫ ﻋﻦ‬
‫أ‪ -‬ﻣﻔﮭﻮم اﻟﻤﻼﺣﻈﮫ‬
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‫‪14‬‬
 ‫ب‪-‬أھﻤﯿﺔ اﻟﻤﻼﺣﻈﮫ‬
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‫‪15‬‬
 ‫ج‪ -‬ﻣﻘﻮﻣﻠﺖ اﻟﻤﻼﺣﻈﮫ‬
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‫‪16‬‬
 ‫د‪ -‬أرﻛﺎن اﻟﻤﻼﺣﻈﺔ‬
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‫‪17‬‬
 ‫ه‪ -‬ﺷﺮوط اﻟﻤﻼﺣﻈﮫ اﻟﺴﻠﯿﻤﮫ‬
‫‪ .2‬ﺿﻊ ﻋﻼﻣﺔ ﺻﺢ أو ﺧﻄﺄ‬
‫أ‪ -‬ﻣﻦ ﺷﺮوط اﻟﻤﻼﺣﻈﮫ اﻟﻌﻠﻤﯿﮫ اﻟﺴﻠﯿﻤﮫ ﺳﻼﻣﺔ اﻟﺤﻮاس ) (‬
‫‪.‬‬ ‫(‬ ‫ب‪ -‬ﻣﻦ ﻣﺰاﯾﺎ إﺳﺘﺨﺪام ﻣﮭﺎرة اﻟﻤﻼﺣﻈﮫ ﺻﻌﻮﺑﺔ اﻟﺘﻨﺒﺆ ﺑﺤﺪوث اﻟﺴﻠﻮك اﻟﻤﻄﻠﻮب ﺣﺘﻰ ﯾﻤﻜﻦ ﻣﻼﺣﻈﺘﮫ )‬
‫ج‪ -‬ﻣﻦ ﻋﯿﻮب إﺳﺘﺨﺪام ﻣﮭﺎرة اﻟﻤﻼﺣﻈﮫ ﺗﻜﻮن اﻟﻤﻼﺣﻈﺔ ﻣﺴﺘﻘﻠﺔ وﻏﯿﺮ ﻣﺘﺄﺛﺮة ﺑﺮﻏﺒﺔ اﻟﺸﺨﺺ اﻟﺬى ﺗﺠﺮى ﻋﻠﯿﮫ‬
‫اﻟﻤﻼﺣﻈﺔ أو ﻋﺪم رﻏﺒﺘﮫ ) (‬
‫(‬ ‫د‪ -‬ﺗﺘﻤﺜﻞ ﻣﻘﻮﻣﺎت اﻟﻤﻼﺣﻈﮫ اﻟﻌﻠﻤﯿﮫ ﻓﻰ ﻋﻤﻠﯿﺘﻲ اﻹﻧﺘﺒﺎه واﻹدراك ﻓﻘﻂ )‬
‫(‬ ‫ه‪ -‬ﻣﻦ ﺧﻄﻮات اﻟﺘﺪرﯾﺐ ﻋﻠﻰ ﻣﮭﺎرة اﻟﻤﻼﺣﻈﮫ إﻋﺪاد دﻟﯿﻞ اﻟﻤﻼﺣﻈﮫ )‬
‫‪ -3‬ﺗﺨﯿﺮ اﻻﺟﺎﺑﮫ اﻟﺼﺤﯿﺤﮫ‬
‫) اﻟﺒﺴﯿﻄﮫ – اﻟﺘﺴﺠﯿﻞ – دﻟﯿﻞ اﻟﻤﻼﺣﻈﮫ (‬ ‫أ‪ -‬ﻣﻦ أﻧﻮاع اﻟﻤﻼﺣﻈﮫ ‪.............‬‬
‫ب‪-‬ﻣﻦ ﻣﻘﻮﻣﺎت اﻟﻤﻼﺣﻈﮫ ‪ ) .................‬اﻟﺘﺘﺒﻊ – اﻹﺣﺴﺎس – ﺗﺤﺪﯾﺪ اﻟﮭﺪف (‬
‫‪2‬‬
‫ج‪ -‬ﻣﻦ أرﻛﺎن اﻟﻤﻼﺣﻈﮫ ‪ ) .................‬ھﺪف ﻣﺤﺪد – اﻹﻧﺘﺒﺎه ‪-‬اﻹدراك‬
‫‪49‬‬
‫(‬
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‫‪18‬‬
 ‫ﺿﻊ ﻋﻼﻣﺔ ﺻﺢ )√( اﻣﺎم اﻟﻌﺒﺎرة اﻟﺼﺤﯿﺤﺔ وﻋﻼﻣﺔ ﺧﻄﺄ )×( أﻣﺎم اﻟﻌﺒﺎرة اﻟﺨﺎطﺌﺔ ﻣﻊ ﺗﺼﺤﯿﺢ اﻟﻌﺒﺎرات‬
‫اﻟﺨﻄﺄ‪.‬‬

‫) (‬ ‫‪ (1‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ھﻲ ﻏﺎﯾﮫ ﺑﺤﺪ ذاﺗﮭﺎ ﻹﺷﺒﺎع ﺣﺎﺟﺎت اﺟﺘﻤﺎﻋﯿﺔ‪.‬‬

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‫‪ (2‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ﺑﻄﺒﯿﻌﺘﮭﺎ ﺗﻌﺎرض ﻓﻜﺮة اﻟﺘﻮﻗﯿﺖ ﻓﻠﯿﺲ ﻟﮭﺎ ﺗﺎرﯾﺦ ﻣﺤﺪد‪( ) .‬‬

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‫) (‬ ‫‪ (3‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ﺗﺪرﯾﺠﯿﺔ ﺗﺒﺪأ ﺷﯿﺌﺎ ً ﻓﺸﯿﺌﺎ ً ‪،‬وﺗﺮﺗﺒﻂ ﺳﺮﻋﺔ ﺗﻜﻮﯾﻨﮭﺎ ﺑﺴﺮﻋﺔ ﻧﺸﺄة اﻟﺜﻘﺔ‪.‬‬
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‫(‬ ‫)‬ ‫‪ (4‬ﯾﺮﺗﻜﺰ ﻗﯿﺎم اﻟﺜﻘﺔ ﻋﻠﻰ اﻟﺘﺰام اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﺑﺎﻟﻤﺒﺎدئ اﻟﻤﮭﻨﯿﺔ‬
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‫) (‬ ‫‪ (5‬ﯾﺘﻢ اﻹﺳﺮاع ﻓﻲ ﺗﻜﻮﯾﻦ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ﻻرﺗﺒﺎط ﺳﺮﻋﺔ ﺗﻜﻮﯾﻨﮭﺎ ﺑﺴﺮﻋﺔ ﻧﺸﺄة اﻟﺜﻘﺔ‪.‬‬

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‫) (‬ ‫‪ (6‬اﻟﻌﻼﻗﺔ واﻟﻤﺒﺎدئ ﺗﻤﺜﻞ ﺣﻠﻘﺔ ﻣﺘﺼﻠﺔ ﺗﻨﺘﮭﻲ أﺣﺪاھﻤﺎ ﺑﺎﻷﺧﺮى ﺑﺤﯿﺚ ﯾﺼﻌﺐ اﻟﻔﺼﻞ ﺑﯿﻨﮭﻤﺎ‪.‬‬

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 ‫) (‬ ‫‪ (7‬ﯾﻔﻀﻞ ﻣﺼﻠﺤﺔ اﻟﻌﻤﯿﻞ ﻋﻠﻰ ﻣﺼﻠﺤﺔ اﻟﻤﺠﺘﻤﻊ‪.‬‬

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‫) (‬ ‫‪ (8‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ھﻮ ھﺪف ﻋﻼﺟﻲ ﻟﻤﻮﻗﻒ إﺷﻜﺎﻟﻲ ﯾﻮاﺟﮫ اﻟﻌﻤﯿﻞ‪.‬‬

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‫) (‬ ‫‪ (9‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ اﻟﺘﺼﺤﯿﺤﯿﺔ ﺑﺼﻮرة ﻣﺒﺎﺷﺮة ﺗﺘﻢ ﻋﻦ طﺮﯾﻖ ﻣﻮاﺟﮭﺔ اﻟﻌﻤﯿﻞ ﺑﺴﻠﺒﯿﺎﺗﮫ‪.‬‬

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‫‪ (10‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ اﻟﺘﺼﺤﯿﺤﯿﺔ ﺑﺼﻮرة ﻏﯿﺮ ﻣﺒﺎﺷﺮة ﺗﺤﻘﯿﻖ ھﺪف ﻋﻼﺟﻲ ﻋﻠﻰ أﻣﻞ أن ﯾﻘﻮم اﻷﺧﺼﺎﺋﻲ‬
‫) (‬ ‫اﻻﺟﺘﻤﺎﻋﻲ ﺑﺘﻘﻠﯿﺪھﺎ‪.‬‬
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‫‪ (11‬اﻟﺘﺤﻮﯾﻞ اﻟﻌﻜﺴﻲ ھﻮ ﻋﻜﺲ اﻟﻌﻤﯿﻞ ﺧﺒﺮات ﺳﺎﺑﻘﺔ ارﺗﺒﻂ ﺑﮭﺎ ﻓﻲ اﻟﻤﺎﺿﻲ ﻋﻠﻰ اﻷﺧﺼﺎﺋﻲ‬
‫اﻻﺟﺘﻤﺎﻋﻲ‪( ).‬‬

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‫(‬ ‫اﻟﺘﺤﻮﯾﻞ ﯾﻜﻮن ﻣﻦ ﺟﺎﻧﺐ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﺗﺠﺎه اﻟﻌﻤﯿﻞ ﻣﺪﻓﻮﻋﺎ ً أﯾﻀﺎ ً ﺑﺨﺒﺮات ﺳﺎﺑﻘﺔ‪) .‬‬ ‫‪(12‬‬

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 ‫(‬ ‫)‬ ‫‪ (13‬ﻧﻘﺺ اﻟﻜﻔﺎءة اﻟﻤﮭﻨﯿﺔ ﻟﻸﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻣﻦ ﻣﻌﻮﻗﺎت ﺗﻜﻮﯾﻦ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ‪.‬‬

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‫‪ (14‬ﺗﺘﺄﺛﺮ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ﻋﻨﺪﻣﺎ ﻻ ﺗﺘﻔﻖ ﺗﻮﻗﻌﺎت اﻟﻌﻤﯿﻞ ﻣﻊ اﻟﻮاﻗﻊ اﻟﻔﻌﻠﻲ‪( ) .‬‬

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‫(‬ ‫‪ (15‬ﻋﺪم اﻟﺘﺰام اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﺑﺎﻟﻤﺒﺎدئ اﻟﻤﮭﻨﯿﺔ وﻓﻨﯿﺎت اﻟﻌﻤﻞ اﻟﻤﮭﻨﻲ ﺗﺘﻌﺜﺮ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ‪).‬‬

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‫‪ (16‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ھﻰ ﺣﺎﻟﺔ ﻣﻦ اﻟﺘﻔﺎھﻢ ﺑﯿﻦ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ واﻟﻌﻤﯿﻞ ﺗﻨﻤﻮ أﺛﻨﺎء ﻋﻤﻠﯿﺎت ﺗﺒﺎدل‬
‫) (‬ ‫اﻟﻤﺸﺎﻋﺮ واﻷﻓﻜﺎر‪.‬‬
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‫) (‬ ‫‪ (17‬اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ ﻗﺎﻣﺖ ﻧﺘﯿﺠﺔ ﺗﻄﺒﯿﻖ اﻟﻤﺒﺎدئ اﻟﻤﮭﻨﯿﺔ ﺑﮭﺪف ﻣﺴﺎﻋﺪة اﻟﻨﺴﻖ ﻋﻠﻰ اﻟﺘﻜﯿﻒ‪.‬‬

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‫ً‬
‫اﺳﺘﻘﺒﺎﻻ ﯾﺘﻤﯿﺰ ﺑﺎﻟﺒﺸﺎﺷﺔ واﻟﺒﺴﺎطﺔ واﻻﺣﺘﺮام‬ ‫‪ (18‬ﯾﺘﻮﺟﺐ ﻋﻠﻰ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ أن ﯾﺴﺘﻘﺒﻞ اﻟﻌﻤﯿﻞ‬
‫) (‬ ‫ﻹﻧﺴﺎﻧﯿﺘﮫ‪.‬‬

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 ‫‪ -‬اﻗﺮأ اﻟﻤﻮﻗﻒ اﻟﻤﮭﻨﻲ اﻟﺘﺎﻟﻲ وأﺟﺐ ﻋﻦ اﻷﺳﺌﻠﺔ اﻟﺘﺎﻟﯿﺔ‪.‬‬

‫ﺤﻭﻟﺕ ﻤﺩﻴﺭﺓ ﺍﻟﻤﺩﺭﺴﺔ ﺤﺎﻟﺔ ﺍﻟﻁﺎﻟﺒﺔ ﻨﺩﻯ ﺘﺒﻠﻎ ﻤﻥ ﺍﻟﻌﻤﺭ ‪ 13‬ﻋﺎﻤﺎ ﻟﻸﺨﺼﺎﺌﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺴﺒﺏ ﻤﻌﺎﻨﺎﺘﻬﺎ ﻤﻥ‬
‫ﺒﺎﻟﻤﺩﻴﺭﺓ ﻭﻋﺩﺩ ﻤﻥ‬ ‫ﺼﻌﻭﺒﺔ ﻓﻲ ﺍﻟﻨﻁﻕ ﺘﺴﺒﺏ ﻟﻬﺎ ﺤﺭﺠﺎﹰ ﺃﻤﺎﻡ ﺯﻤﻴﻼﺘﻬﺎ‪ ،‬ﺍﺘﺼﻠﺕ ﺍﻷﺨﺼﺎﺌﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻤﻌﻠﻤﺎﺕ ﻜﻤﺎ ﺭﺠﻌﺕ ﻟﻤﻠﻔﺎﺕ ﺍﻟﻁﺎﻟﺒﺔ ﻓﻌﺭﻓﺕ ﺃﻥ ﺍﻟﻁﺎﻟﺒﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﺘﺄﺘﺄﺓ ﻓﻲ ﺍﻟﻜﻼﻡ ﻻﺴﻴﻤﺎ ﺇﺫﺍ ﻁﻠﺏ ﻤﻨﻬﺎ‬
‫ﺍﻟﺤﺩﻴﺙ ﺃﻭ ﺃﻟﻘﻲ ﻋﻠﻴﻬﺎ ﺴﺅﺍﻻﹰ ‪ ،‬ﻤﻤﺎ ﻴﺴﺒﺏ ﻟﻬﺎ ﺤﺭﺠﺎﹰ ﻜﺒﻴﺭﺍﹰ ﻭﺘﻭﺘﺭﺍﹰ ﻴﺤﺩ ﻤﻥ ﺘﻔﺎﻋﻠﻬﺎ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ‬
‫ﻭﻟﻜﻨﻪ ﻟﻡ ﻴﺅﺜﺭ ﻋﻠﻴﻬﺎ ﺒﺸﻜل ﻤﻠﺤﻭﻅ ﻓﻲ ﺘﺤﺼﻴﻠﻬﺎ ﺍﻟﻌﻠﻤﻲ ﻭﺒﺎﻟﺫﺍﺕ ﻓﻲ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺸﻔﻬﻴﺔ ﻜﺎﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻘﺭﺁﻥ ﺍﻟﻜﺭﻴﻡ ‪،‬‬
‫ﻭﺩﺭﺠﺎﺕ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻤﻭﺍﺩ ﺍﻷﺨﺭﻯ ‪.‬ﻭﺇﻥ ﺫﻟﻙ ﺤﺩﺙ ﺒﻌﺩ ﺘﻌﺭﻀﻬﺎ ﻭﻫﻲ ﻓﻲ ﺍﻟﺜﺎﻤﻨﺔ ﻤﻥ ﻋﻤﺭﻫﺎ ﻟﻤﻭﻗﻑ‬
‫ﻋﻘﺎﺒﻲ ﻤﻥ ﻭﺍﻟﺩﻫﺎ ‪.‬‬

‫ﺍﺴﺘﺩﻋﺕ ﺍﻷﺨﺼﺎﺌﻴﺔ ﻨﺩﻯ ﺍﻗﺒﻠﺕ ﺍﻟﻁﺎﻟﺒﺔ ﻜﺎﻨﺕ ﻤﺘﻭﺴﻁﺔ ﺍﻟﻁﻭل ﺘﺒﺩﻭ ﻋﻠﻴﻬﺎ ﺍﻟﻨﻅﺎﻓﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻴﻀﺎﺀ ﺍﻟﺒﺸﺭﺓ‬
‫ﺘﻤﺴﻙ ﺒﻴﺩﻫﺎ ﺭﺒﻁﺔ ﺸﻌﺭ ﺘﻠﻬﻭ ﺒﻬﺎ ‪ ،‬ﺭﺤﺒﺕ ﺒﻬﺎ ﺍﻷﺨﺼﺎﺌﻴﺔ ﻭﻗﺩﻤﺕ ﻟﻬﺎ ﻤﻘﻌﺩ ﻟﻠﺠﻠﻭﺱ ﻭﺴﺄﻟﺘﻬﺎ ﻋﻥ ﺃﺤﻭﺍﻟﻬﺎ‬

‫‪2‬‬
‫ﻓﺄﺠﺎﺒﺕ ﺒﺼﻌﻭﺒﺔ ﻭﺒﺘﻠﻌﺜﻡ ﺍﻟﺤﻤﺩ ﷲ ﻋﺭﻓﺘﻬﺎ ﺍﻷﺨﺼﺎﺌﻴﺔ ﺒﻨﻔﺴﻬﺎ ﻭﻭﻅﻴﻔﺘﻬﺎ ﻭﺃﻨﻬﺎ ﺘﻬﺘﻡ ﺒﻤﺴﺎﻋﺩﺓ ﺍﻟﻁﺎﻟﺒﺎﺕ ﺠﻤﻴﻌﺎ‬
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‫ﻭﺃﻥ ﻁﺒﻴﻌﺔ ﻋﻤﻠﻬﺎ ﺘﺴﺘﻠﺯﻡ ﻤﻨﻬﺎ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﺴﺭﻴﺔ ﻜﺎﻤﻠﺔ ‪ .‬ﻨﻅﺭﺕ ﺍﻟﻁﺎﻟﺒﺔ ﻟﻸﺨﺼﺎﺌﻴﺔ ﻨﻅﺭﺓ ﺴﺭﻴﻌﺔ ﺜﻡ‬
‫ﺃﺨﺫﺕ ﺘﻠﻬﻭ ﻓﻲ ﺍﻟﺭﺒﻁﺔ ﺍﻟﺘﻲ ﺘﺤﻤﻠﻬﺎ ﻭﻟﻡ ﺘﺠﺏ ‪ .‬ﺴﺄﻟﺘﻬﺎ ﺍﻷﺨﺼﺎﺌﻴﺔ ﻋﻥ ﺃﺤﻭﺍﻟﻬﺎ ﺍﻟﺩﺭﺍﺴﻴﺔ؟ ﻓﺄﺠﺎﺒﺕ ﺒﻨﻔﺱ‬
‫ﺍﻟﺼﻌﻭﺒﺔ ﺃﻨﻬﺎ ﻭﷲ ﺍﻟﺤﻤﺩ ﻤﺘﻔﻭﻗﺔ ﻭﻟﻜﻨﻬﺎ ﺘﺘﻀﺎﻴﻕ ﻤﻥ ﻋﺩﻡ ﻤﻘﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻨﻁﻕ ﺒﺴﻬﻭﻟﺔ ‪ .‬ﻋﻘﺒﺕ ﺍﻷﺨﺼﺎﺌﻴﺔ ﺃﻥ‬
‫‪12‬‬

‫ﺫﻟﻙ ﻟﻴﺱ ﺒﺎﻷﻤﺭ ﺍﻟﺼﻌﺏ ﻭﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺍﻟﺘﻌﺎﻭﻥ ﻤﻌﺎ ﻓﻲ ﻤﻭﺍﺠﻬﺘﻪ ﺇﻥ ﺃﺭﺍﺩﺕ ‪.‬‬
‫‪22‬‬

‫ﻓﺄﺠﺎﺒﺕ ﺒﺤﻤﺎﺱ ﻭﺴﻬﻭﻟﺔ ‪ :‬ﻜﻴﻑ ﺴﺒﻕ ﺃﻥ ﺫﻫﺒﺕ ﻟﻸﻁﺒﺎﺀ ﻭﻗﺎﻟﻭﺍ ﺃﻨﻨﻲ ﻻ ﺃﻋﺎﻨﻲ ﻤﻥ ﻤﺸﻜﻠﺔ ﻁﺒﻴﺔ ‪ .‬ﻗﺎﻟﺕ‬
‫ﺍﻷﺨﺼﺎﺌﻴﺔ ‪:‬ﻫﻨﺎﻙ ﺒﺭﻨﺎﻤﺞ ﺴﺄﺤﺎﻭل ﺘﻁﺒﻴﻘﻪ ﺒﺎﻟﺘﻌﺎﻭﻥ ﻤﻌﻙ ﻋﻠﻰ ﺃﻥ ﺘﻠﺘﺯﻤﻴﻥ ﺒﺎﻟﺨﻁﻭﺍﺕ ﻭﺍﻟﻤﺴﺌﻭﻟﻴﺎﺕ ﺍﻟﺘﻲ ﺴﻭﻑ‬
‫‪53‬‬

‫ﺃﻭﻜﻠﻬﺎ ﺇﻟﻴﻙ ‪.‬ﺃﺠﺎﺒﺕ ﺍﻟﻁﺎﻟﺒﺔ ﺒﺼﻌﻭﺒﺔ ﻭﺘﻠﻌﺜﻡ ﺃﻨﻬﺎ ﻤﻭﺍﻓﻘﺔ ﻋﻠﻰ ﺫﻟﻙ ﻭﺍﺘﻔﻘﺕ ﻤﻊ ﺍﻷﺨﺼﺎﺌﻴﺔ ﻋﻠﻰ ﺍﻟﻠﻘﺎﺀ ﻏﺩﺍﹰ ﻓﻲ‬
‫ﻨﻔﺱ ﺍﻟﻤﻜﺎﻥ ﺍﻟﺴﺎﻋﺔ ﺍﻟﺘﺎﺴﻌﺔ ﺼﺒﺎﺤﺎﹰ ‪.‬‬

‫‪ - 1‬ﻨﺎﻗﺵ ﺘﺼﺭﻓﺎﺕ ﺍﻷﺨﺼﺎﺌﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻊ ﺍﻟﻁﺎﻟﺒﺔ ﺃﺜﻨﺎﺀ ﺍﻟﻤﻘﺎﺒﻠﺔ ؟‬

‫‪ - 2‬ﺤﺩﺩ ﺍﻟﻤﺒﺎﺩﺉ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﺘﻲ ﺍﺴﺘﺨﺩﻤﺘﻬﺎ ﺍﻷﺨﺼﺎﺌﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻟﻤﻘﺎﺒﻠﺔ ﻤﻊ ﺘﻭﻀﻴﺢ‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺩﺍﻟﺔ ﻋﻠﻰ ﺫﻟﻙ ؟‬

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 ‫ﺃﺠﺏ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)ﺃ( ﺍﺸﺭﺡ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻘﻠل ﻤﻥ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻬﻨﻴﺔ؟‬

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 ‫)ب( وﺿﺢ دور اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﺗﻜﻮﯾﻦ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ؟‬

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 ‫)ج( ﻣﺎ ھﻲ ﺧﺼﺎﺋﺺ اﻟﻌﻼﻗﺔ اﻟﻤﮭﻨﯿﺔ؟‬

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