

 
2
49

12

 
22
53

 

2024 / 2023
‫‪ ‬‬
‫‪ ‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ‪ :‬ﺿﻊ ﻋﻼﻣﺔ )‪ ( ‬ﺃﻭ ) × (‪:‬‬
‫×‬ ‫‪‬‬
‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ھـ‬ ‫أ‬
‫ﯾﮭﺪف اﻟﻨﻤﻮذج اﻟﺴﻠﻮﻛﻲ ﻓﻲ اﻟﻌﻤﻞ ﻣﻊ اﻷﻓﺮاد واﻷﺳﺮ إﻟﻰ ﺗﻐﯿﯿﺮ وﺗﻌﺪﯾﻞ أﻓﻜﺎر‬ ‫‪.1‬‬
‫اﻟﻌﻤﯿﻞ اﻟﺨﺎطﺌﺔ‪.‬‬
‫ﺑﺪﻻ ﻣﻦ ﻧﺴﻖ اﻟﻤﺸﻜﻠﺔ‪.‬‬‫ﯾﻔﻀﻞ ﺑﻌﺾ اﻟﻌﻠﻤﺎء ﻣﺼﻄﻠﺢ اﻟﻤﺸﻜﻠﺔ ً‬ ‫‪.2‬‬
‫ﯾﻘﻮم اﻷﺧﺼﺎﺋﻲ ﺑﻌﻤﻠﯿﺔ اﻟﺘﻘﺪﯾﺮ ﺑﻤﻔﺮده ﻷﻧﮭﺎ ﺗﻘﻮم ﻋﻠﻰ أﺳﺎس ﻋﻠﻤﻲ وﻋﻘﻠﻲ‪.‬‬ ‫‪.3‬‬
‫ﯾﺮﻛﺰ اﻟﺘﺸﺨﯿﺺ ﻋﻠﻰ ﺟﻮاﻧﺐ اﻟﻘﻮى ﻓﻲ اﻟﻌﻤﯿﻞ‪.‬‬ ‫‪.4‬‬
‫ھﻨﺎك ﺻﻌﻮﺑﺔ ﻓﻰ اﺳﺘﺨﺪام اﻟﺘﻌﺎﻗﺪ اﻟﻤﻜﺘﻮب ﻓﻲ ﻣﺠﺘﻤﻌﻨﺎ‪.‬‬ ‫‪.5‬‬
‫ارﺗﺒﻄﺖ اﻟﻤﺮﺣﻠﺔ اﻟﻨﻔﺴﯿﺔ ﻓﻰ ﺧﺪﻣﺔ اﻟﻔﺮد ﺑﻨﻈﺮﯾﺔ ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات‪.‬‬ ‫‪.6‬‬
‫‪2‬‬
‫ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﯿﺎﻟﺘﺨﻄﯿﻂ‪.‬‬ ‫‪.7‬‬
‫‪49‬‬
‫ﯾﺸﯿﺮ ﻣﺼﻄﻠﺢ ﺑﻨﺎء اﻷﺳﺮة إﻟﻰ ﻣﺠﻤﻮﻋﺔ اﻟﻌﻼﻗﺎت واﻟﺘﻔﺎﻋﻼت اﻟﺘﻲ ﺗﺤﺪث ﺑﯿﻦ‬ ‫‪.8‬‬
‫اﻷﺷﺨﺎص‪.‬‬
‫ظﮭﺮت أول ﻣﺪرﺳﺔ ﻟﻠﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﻓﻲ ﻛﻮﻟﻮﻣﺒﯿﺎ ﻋﺎم ‪.1989‬‬ ‫‪.9‬‬
‫‪12‬‬

‫ﺗﻌﻄﻲ اﻟﻤﻘﺎﯾﯿﺲ اﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﻔﺮﺻﺔ ﻟﻠﻌﻤﯿﻞ ﻷن ﯾﺮى ﻣﻌﺪﻻت اﻟﺘﻐﯿﯿﺮ ﻓﻲ اﻟﺤﺎﻟﺔ‬ ‫‪.10‬‬
‫ﺑﺸﻜﻞ ﻛﻤﻲ‪.‬‬
‫ﺳﺎدت أﻓﻜﺎر ﻧﻈﺮﯾﺔ ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات ﻓﻲ اﻟﺒﺪاﯾﺎت اﻷوﻟﻰ ﻟﻨﺸﺄة اﻟﻌﻤﻞ ﻣﻊ اﻷﻓﺮاد‬ ‫‪.11‬‬
‫‪22‬‬

‫واﻷﺳﺮ‪.‬‬
‫ﯾﺠﺐ ﺻﯿﺎﻏﺔ أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻓﻲ ﺻﻮرة إﺟﺮاﺋﯿﺔ ﻏﯿﺮ ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪.‬‬ ‫‪.12‬‬
‫ﻻ ﯾﻮﺟﺪ ﻧﻤﻮذج واﺣﺪ ﻣﺘﻔﻖ ﻋﻠﯿﮫ ﻟﻜﺘﺎﺑﺔ اﻟﻌﻘﻮد اﻟﻤﮭﻨﯿﺔ ﺑﯿﻦ ﻛﺎﻓﺔ اﻟﻤﺘﺨﺼﺼﯿﻦ‪.‬‬
‫‪53‬‬

‫‪.13‬‬
‫ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻣﺴﺘﻮى داﻓﻌﯿﺔ اﻟﻌﻤﯿﻞ‪.‬‬ ‫‪.14‬‬
‫ﯾﮭﺘﻢ اﻟﻨﻤﻮذج اﻟﺴﻠﻮﻛﻲ ﺑﺎﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻮﻗﺖ اﻟﺤﺎﺿﺮ وﻋﺪم اﻟﺮﺟﻮع ﻟﻠﻤﺎﺿﻲ‪.‬‬ ‫‪.15‬‬
‫ﯾﻄﺒﻖ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻟﻤﻘﺎﯾﯿﺲ اﻟﻨﻔﺴﯿﺔ ﻟﺘﺤﺪﯾﺪ ﻣﺴﺘﻮى ذﻛﺎء اﻟﻌﻤﯿﻞ‪.‬‬ ‫‪.16‬‬
‫ﯾﻨﻔﺮد اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﺑﻌﻤﻠﯿﺔ اﻟﺘﻘﺪﯾﺮ‪.‬‬ ‫‪.17‬‬
‫اﻷھﺪاف اﻟﻔﺮﻋﯿﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﯿﻖ وﯾﻤﻜﻦ ﺻﯿﺎﻏﺘﮭﺎ ﻋﻠﻰ ھﯿﺌﺔ أﻓﻌﺎل ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪.‬‬ ‫‪.18‬‬
‫اﻟﺘﻌﺰﯾﺰ اﻟﺴﻠﺒﻲ واﻟﻌﻘﺎب ﻣﺨﺘﻠﻔﺎن‪.‬‬ ‫‪.19‬‬
‫ﻋﻤﻠﯿﺎت اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻻﺗﻨﻔﺬ ﺑﺸﻜﻞ ﻣﺘﺘﺎﺑﻊ‪.‬‬ ‫‪.20‬‬
‫اﻟﺘﺪﻋﯿﻢ اﻟﺴﻠﺒﻲ ﯾﺘﻢ ﻋﻦ طﺮﯾﻖ ﺗﻘﺪﯾﻢ ﻣﺜﯿﺮ ﻣﺮﻏﻮب ﻋﻘﺐ وﻗﻮع اﻻﺳﺘﺠﺎﺑﺔ ﻏﯿﺮ‬ ‫‪.21‬‬
‫اﻟﻤﺮﻏﻮﺑﺔ‪.‬‬
‫ﺗﻌﺪ اﻟﺘﻘﺎرﯾﺮ اﻟﻠﻔﻈﯿﺔ ﻟﻠﻌﻤﯿﻞ ﻛﺎﻓﯿﺔ ﻟﺘﺤﺪﯾﺪ أﺑﻌﺎد اﻟﻤﺸﻜﻠﺔ وظﺮوﻓﮭﺎ‪.‬‬ ‫‪.22‬‬
‫ﯾﻤﺜﻞ اﻟﺘﻘﺪﯾﺮ ﻣﺠﻤﻮع اﻟﻌﻤﻠﯿﺎت اﻟﺘﻲ ﺗﮭﺘﻢ ﺑﺘﺠﻤﯿﻊ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﻈﯿﻤﮭﺎ ﻓﻲ ﺷﻜﻞ‬ ‫‪.23‬‬
‫ﻣﻌﯿﻦ‪.‬‬
‫ﯾﻌﺘﻤﺪ اﻟﺘﺸﺨﯿﺺ ﻋﻠﻰ أﺳﺎﻟﯿﺐ دﻗﯿﻘﺔ ﻟﺘﺤﺪﯾﺪ ﻣﺸﻜﻼت اﻟﻌﻤﻼء ﺗﺘﺴﻢ ﺑﺎﻟﺼﺪق واﻟﺜﺒﺎت‪.‬‬ ‫‪.24‬‬
‫ﻣﻦ ﺷﺮوط أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ارﺗﺒﺎطﮭﺎ ﺑﺮﻏﺒﺎت اﻟﻌﻤﯿﻞ‪.‬‬ ‫‪.25‬‬

‫‪2‬‬
‫×‬ ‫‪‬‬
‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ھـ‬ ‫أ‬
‫ﯾﻌﺪ ظﮭﻮر ﻣﻔﮭﻮم اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻓﻲ ﻣﻤﺎرﺳﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ھﻮ اﻟﺘﻄﻮر اﻟﻮﺣﯿﺪ‬ ‫‪.26‬‬
‫ﻓﻲ اﻟﻤﮭﻨﺔ‪.‬‬
‫ﯾﻌﺘﺒﺮ ﻣﺼﻄﻠﺢ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ أﻛﺜﺮ ارﺗﺒﺎطﺎ ﺑﻤﮭﻨﺔ اﻟﻄﺐ‪.‬‬ ‫‪.27‬‬
‫ﯾﻌﺪ اﻟﻌﻤﯿﻞ ھﻮ اﻟﻤﺼﺪر اﻟﺮﺋﯿﺴﻲ ﻟﻠﺒﯿﺎﻧﺎت‪.‬‬ ‫‪.28‬‬
‫ﺳﺎدت أﻓﻜﺎر ﻧﻈﺮﯾﺔ اﻟﺘﺸﺨﯿﺺ اﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﻨﻔﺴﯿﺔ‪.‬‬ ‫‪.29‬‬
‫ﯾﻌﺘﺒﺮ اﻟﺘﺨﻄﯿﻂ ﻣﺮﺣﻠﺔ وﺳﻄﯿﺔ ﺑﯿﻦ ﻣﺮﺣﻠﺔ اﻟﺘﻘﺪﯾﺮ وﻣﺮﺣﻠﺔ ﺗﻨﻔﯿﺬ ﺑﺮﻧﺎﻣﺞ اﻟﺘﺪﺧﻞ‬ ‫‪.30‬‬
‫اﻟﻤﮭﻨﻲ‪.‬‬
‫ﯾﮭﺪف اﻟﻨﻤﻮذج اﻟﺴﻠﻮﻛﻲ إﻟﻰ اﻟﺘﻘﻠﯿﻞ ﻣﻦ أﻧﻤﺎط اﻟﺴﻠﻮك ﻏﯿﺮ اﻟﻤﺮﻏﻮب ﻓﯿﮫ وزﯾﺎدة‬ ‫‪.31‬‬
‫أﻧﻤﺎط اﻟﺴﻠﻮك اﻟﻤﺮﻏﻮب‪.‬‬
‫ﯾﻮﺟﺪ اﺧﺘﻼف ﺑﯿﻦ ﻣﻔﮭﻮم اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻛﻌﻤﻠﯿﺔ ﺷﺎﻣﻠﺔ وﻛﻤﺮﺣﻠﺔ أﺳﺎﺳﯿﺔ ﻣﻦ ھﺬه‬ ‫‪.32‬‬
‫اﻟﻌﻤﻠﯿﺔ‪.‬‬
‫ﯾﻌﺘﻤﺪ اﻟﺘﺸﺨﯿﺺ ﻋﻠﻰ أﺳﺎﻟﯿﺐ ﺗﻘﺪﯾﺮﯾﺔ ﻟﺘﺤﺪﯾﺪ ﻣﺸﻜﻼت اﻟﻌﻤﻼء‪.‬‬ ‫‪.33‬‬
‫ظﮭﺮ أول ﻣﻨﮭﺞ ﻋﻠﻤﻲ ﻟﻼﻋﺘﺮاﻓﺒﺎﻟﻌﻤﻞ ﻣﻊ اﻷﻓﺮاد واﻷﺳﺮﻋﺎم ‪.1719‬‬
‫‪2‬‬
‫ﯾﻌﺪ اﻟﮭﺠﺮة ﻟﻤﺠﺘﻤﻊ ﺟﺪﯾﺪ أﺣﺪ أﻧﻮاع اﻟﺘﺤﻮﻻت اﻟﻤﻌﯿﺎرﯾﺔ اﻟﺘﻲ ﻗﺪ ﯾﻤﺮ ﺑﮭﺎ اﻟﻌﻤﻼء‪.‬‬
‫‪.34‬‬
‫‪.35‬‬
‫‪49‬‬
‫اﻟﺪﻗﺔ واﻟﻮﺿﻮح ﻓﻲ ﺗﺤﺪﯾﺪ اﻷھﺪاف ﺗﺴﺎﻋﺪ ﻓﻲ اﺧﺘﯿﺎر ﻧﻤﺎذج اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫‪.36‬‬
‫اﻟﻤﻨﺎﺳﺒﺔ‪.‬‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻛﻤﺮﺣﻠﺔ ﻣﻦ ﻣﺮاﺣﻞ ﻋﻤﻠﯿﺔ ﺣﻞ اﻟﻤﺸﻜﻠﺔ ﯾﺸﯿﺮ إﻟﻰ ﺟﻤﯿﻊ اﻟﺨﻄﻮات‬
‫‪12‬‬

‫‪.37‬‬
‫اﻟﺘﻲ ﯾﻘﻮم ﺑﮭﺎ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫ﺑﻨﺎء اﻷﺳﺮة ﻋﺒﺎرة ﻋﻦ ﻣﺠﻤﻮﻋﺔ اﻷﻓﺮاد اﻟﺬﯾﻦ ﯾﺸﻤﻠﮭﻢ اﻟﺘﻜﻮﯾﻦ اﻷﺳﺮي‪.‬‬ ‫‪.38‬‬
‫‪22‬‬

‫ﯾﺴﻌﻰ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﻋﻤﻠﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ إﻟﻰ ﺗﻜﻮﯾﻦ ﺻﻮرة ﻣﺘﻜﺎﻣﻠﺔ‬ ‫‪.39‬‬
‫ﻋﻦ اﻟﻤﻮﻗﻒ اﻹﺷﻜﺎﻟﻲ‪.‬‬
‫رﻛﺰت اﻟﻤﺮﺣﻠﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﻋﻠﻰ اﻟﻌﻮاﻣﻞ اﻟﺒﯿﺌﯿﺔ ودورھﺎ ﻓﻲ ﺣﺪوث اﻟﻤﺸﻜﻠﺔ‪.‬‬ ‫‪.40‬‬
‫‪53‬‬

‫ﯾﺸﺎرك اﻟﻌﻤﯿﻞ اﻷﺧﺼﺎﺋﻲ ﻋﻨﺪ ﺗﺤﺪﯾﺪ أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‪.‬‬ ‫‪.41‬‬

‫ﺗﻌﺪ اﻟﻤﻘﺎﯾﯿﺲ اﻟﻨﻔﺴﯿﺔ أﺣﺪ ﻣﺼﺎدر ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت واﻟﺘﻲ ﯾﻘﻮم ﺑﮭﺎ اﻷﺧﺼﺎﺋﻲ‬ ‫‪.42‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‪.‬‬
‫ﯾﺸﯿﺮ ﻣﺼﻄﻠﺢ دﯾﻨﺎﻣﯿﻜﯿﺔ اﻷﺳﺮة إﻟﻰ ﻣﺠﻤﻮﻋﺔ اﻷﻓﺮاد اﻟﺬﯾﻦ ﺗﺮﺑﻄﮭﻢ ﻋﻼﻗﺎت اﻟﺰواج‬ ‫‪.43‬‬
‫واﻟﻘﺮاﺑﺔ وﯾﻌﯿﺸﻮن ﻓﻲ ﻣﻜﺎن واﺣﺪ‬
‫ﯾﻘﻮم اﻷﺧﺼﺎﺋﻲ ﺑﻌﻤﻠﯿﺔ اﻟﺘﻘﺪﯾﺮ ﺑﻤﻔﺮده ﻷﻧﮭﺎ ﺗﻘﻮم ﻋﻠﻰ أﺳﺎس ﻋﻠﻤﯿﻮﻋﻘﻠﻲ‬ ‫‪.44‬‬
‫ﯾﺴﺘﮭﺪف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﯿﺒﺎﺳﺘﺨﺪام اﻟﻌﻼج اﻟﻤﻌﺮﻓﻲ إﻟﻰ ﺗﻐﯿﯿﺮ أﻓﻜﺎر اﻟﻌﻤﯿﻞ اﻟﺨﺎطﺌﺔ‬ ‫‪.45‬‬
‫ﯾﻌﺘﺒﺮ ﻣﺼﻄﻠﺢ اﻟﺘﺸﺨﯿﺺ أﻛﺜﺮ ارﺗﺒﺎطﺎ ﺑﻤﮭﻨﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‪.‬‬ ‫‪.46‬‬
‫ﺗﻌﺪ اﻷﻧﺴﺎق اﻟﻤﺤﯿﻄﺔ أﺣﺪ أﺳﺎﻟﯿﺐ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‪.‬‬ ‫‪.47‬‬
‫ﯾﻌﺘﺒﺮ اﻟﺘﺨﻄﯿﻂ ﻣﺮﺣﻠﺔ وﺳﻄﯿﺔ ﺑﯿﻦ ﻣﺮﺣﻠﺔ اﻟﺘﻘﯿﯿﻢ وﻣﺮﺣﻠﺔ اﻟﺘﻨﻔﯿﺬ ﻓﻲ ﺑﺮﻧﺎﻣﺞ اﻟﺘﺪﺧﻞ‬ ‫‪.48‬‬
‫اﻟﻤﮭﻨﻲ‪.‬‬
‫ﻻ ﯾﻮﺟﺪ اﺧﺘﻼف ﺑﯿﻦ ﻣﻔﮭﻮم اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻛﻌﻤﻠﯿﺔ ﺷﺎﻣﻠﺔ وﻛﻤﺮﺣﻠﺔ أﺳﺎﺳﯿﺔ ﻣﻦ ھﺬه‬ ‫‪.49‬‬
‫اﻟﻌﻤﻠﯿﺔ‪.‬‬
‫ﯾﻌﺘﻤﺪ اﻟﺘﻘﺪﯾﺮ ﻋﻠﻰ أﺳﺎﻟﯿﺐ ﺗﻘﺪﯾﺮﯾﺔ ﻟﺘﺤﺪﯾﺪ ﻣﺸﻜﻼت اﻟﻌﻤﻼء‪.‬‬ ‫‪.50‬‬
‫ﯾﻌﺪ اﻟﻄﻼق أﺣﺪ أﻧﻮاع اﻟﺘﺤﻮﻻت اﻻﺟﺘﻤﺎﻋﯿﺔ اﻟﺘﻲ ﻗﺪ ﯾﻤﺮ ﺑﮭﺎ اﻟﻌﻤﻼء‪.‬‬ ‫‪.51‬‬
‫دﯾﻨﺎﻣﯿﻜﯿﺔ اﻷﺳﺮة ﻋﺒﺎرة ﻋﻦ ﻣﺠﻤﻮﻋﺔ اﻷﻓﺮاد اﻟﺬﯾﻦ ﯾﺸﻤﻠﮭﻢ اﻟﺘﻜﻮﯾﻦ اﻷﺳﺮي‪.‬‬ ‫‪.52‬‬
‫‪3‬‬
‫×‬ ‫‪‬‬
‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ھـ‬ ‫أ‬
‫ﯾﺴﻌﻰ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﻋﻤﻠﯿﺔ اﻟﺘﺨﻄﯿﻂ إﻟﻰ ﺗﻜﻮﯾﻦ ﺻﻮرة ﻣﺘﻜﺎﻣﻠﺔ ﻋﻦ‬ ‫‪.53‬‬
‫اﻟﻤﻮﻗﻒ اﻹﺷﻜﺎﻟﻲ‪.‬‬
‫رﻛﺰت اﻟﻤﺮﺣﻠﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﻋﻠﻰ اﻟﻌﻮاﻣﻞ اﻟﺬاﺗﯿﺔ ودورھﺎ ﻓﻲ ﺣﺪوث اﻟﻤﺸﻜﻠﺔ‪.‬‬ ‫‪.54‬‬
‫ﯾﺘﺴﻢ دور اﻟﻌﻤﯿﻞ ﺑﺎﻟﺴﻠﺒﯿﺔ ﻋﻨﺪ ﺗﺤﺪﯾﺪ اﻷھﺪاف‪.‬‬ ‫‪.55‬‬
‫ﺗﻌﺪ اﺳﺘﻤﺎرة اﻟﺒﯿﺎﻧﺎت اﻟﻤﺒﺪﺋﯿﺔ اﻟﻤﺼﺪر اﻷﺳﺎﺳﻲ ﻟﺠﻤﻊ اﻟﺒﯿﺎﻧﺎت واﻟﻤﻌﻠﻮﻣﺎت‪.‬‬ ‫‪.56‬‬
‫ﺗﻌﻄﻲ اﻟﻤﻘﺎﯾﯿﺲ اﻟﻔﺮﺻﺔ ﻟﻠﻌﻤﯿﻞ ﻷن ﯾﺮى ﻣﻌﺪﻻت اﻟﺘﻐﯿﯿﺮ ﻓﻲ اﻟﺤﺎﻟﺔ ﺑﺸﻜﻞ ﻛﻤﻲ‪.‬‬ ‫‪.57‬‬
‫ﯾﺠﺐ ﺻﯿﺎﻏﺔ أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻓﻲ ﺻﻮرة إﺟﺮاﺋﯿﺔ‪.‬‬ ‫‪.58‬‬
‫ﯾﻮﺟﺪ ﻧﻤﻮذج واﺣﺪ ﻣﺘﻔﻖ ﻋﻠﯿﮫ ﻟﻜﺘﺎﺑﺔ اﻟﻌﻘﻮد اﻟﻤﮭﻨﯿﺔ ﺑﯿﻦ ﻛﺎﻓﺔ اﻟﻤﺘﺨﺼﺼﯿﻦ‪.‬‬ ‫‪.59‬‬
‫ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ طﺒﯿﻌﺔ ﻣﺸﻜﻠﺔ اﻟﻌﻤﯿﻞ‪.‬‬ ‫‪.60‬‬
‫ﯾﮭﺘﻢ اﻟﻨﻤﻮذج اﻟﺴﻠﻮﻛﻲ ﺑﺎﻟﺮﺟﻮع إﻟﻰ اﻟﺘﺎرﯾﺦ اﻟﺘﻄﻮري ﻟﻠﻌﻤﯿﻞ‪.‬‬ ‫‪.61‬‬
‫اﻟﻤﻘﺎﯾﯿﺲ اﻟﻨﻔﺴﯿﺔ ﺗﺪﺧﻞ ﻓﻲ ﻧﻄﺎق ﺗﺨﺼﺺ اﻷﺧﺼﺎﺋﯿﯿﻦ اﻻﺟﺘﻤﺎﻋﯿﯿﻦ‪.‬‬ ‫‪.62‬‬
‫اﻷھﺪاف اﻟﻌﺎﻣﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺤﻘﯿﻖ وﯾﻤﻜﻦ ﺻﯿﺎﻏﺘﮭﺎ ﻋﻠﻰ ھﯿﺌﺔ أﻓﻌﺎل ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪.‬‬ ‫‪.63‬‬

‫‪2‬‬ ‫اﻟﺘﻌﺰﯾﺰ اﻟﺴﻠﺒﻲ واﻟﻌﻘﺎب ﻣﺘﺸﺎﺑﮭﺎن‪.‬‬ ‫‪.64‬‬

‫‪49‬‬
‫اﻟﺘﺪﻋﯿﻢ اﻹﯾﺠﺎﺑﻲ ﯾﺘﻢ ﻋﻦ طﺮﯾﻖ ﺗﻘﺪﯾﻢ ﻣﺜﯿﺮ ﻣﺮﻏﻮب ﻋﻘﺐ وﻗﻮع اﻻﺳﺘﺠﺎﺑﺔ ﻏﯿﺮ‬ ‫‪.65‬‬
‫اﻟﻤﺮﻏﻮﺑﺔ‪.‬‬
‫اﻟﺘﻘﺎرﯾﺮ اﻟﻠﻔﻈﯿﺔ ﻟﻠﻌﻤﯿﻞ ﺗﻜﻮن ﻛﺎﻓﯿﺔ ﻓﻲ ﺗﺤﺪﯾﺪ أﺑﻌﺎد اﻟﻤﺸﻜﻠﺔ وظﺮوﻓﮭﺎ‪.‬‬ ‫‪.66‬‬
‫‪12‬‬

‫ﯾﻤﺜﻞ اﻟﺘﺨﻄﯿﻂ ﻣﺠﻤﻮع اﻟﻌﻤﻠﯿﺎت اﻟﺘﻲ ﺗﮭﺘﻢ ﺑﺘﺠﻤﯿﻊ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﻈﯿﻤﮭﺎ ﻓﻲ ﺷﻜﻞ‬ ‫‪.67‬‬
‫ﻣﻌﯿﻦ‪.‬‬
‫ﯾﻌﺘﻤﺪ اﻟﺘﻘﺪﯾﺮ ﻋﻠﻰ أﺳﺎﻟﯿﺐ دﻗﯿﻘﺔ ﻟﺘﺤﺪﯾﺪ ﻣﺸﻜﻼت اﻟﻌﻤﻼء ﺗﺘﺴﻢ ﺑﺎﻟﺼﺪق واﻟﺜﺒﺎت‪.‬‬ ‫‪.68‬‬
‫‪22‬‬

‫ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻟﻨﻔﺴﯿﺔ ﺳﺎدت أﻓﻜﺎر ﻧﻈﺮﯾﺔ اﻟﺘﺤﻠﯿﻞ اﻟﻨﻔﺴﻲ‪.‬‬ ‫‪.69‬‬

‫ﯾﻔﻀﻞ اﻷﺧﺼﺎﺋﯿﻮن اﻻﺟﺘﻤﺎﻋﯿﻮن اﺳﺘﺨﺪام ﻣﺼﻄﻠﺢ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻋﻦ ﻣﺼﻄﻠﺢ‬ ‫‪.70‬‬
‫اﻟﻌﻼج‬
‫‪53‬‬

‫ﯾﻌﺘﺒﺮ اﻟﺘﻘﺪﯾﺮ ﻋﻤﻠﯿﺔ ﻋﻘﻠﯿﺔ‪.‬‬ ‫‪.71‬‬

‫ﯾﻔﻀﻞ ﺑﻌﺾ اﻟﻌﻠﻤﺎء ﻣﺼﻄﻠﺢ ﻧﺴﻖ اﻟﻤﺸﻜﻠﺔ ﺑﺪﻻ ﻣﻦ ﻣﺼﻄﻠﺢ اﻟﻤﺸﻜﻠﺔ‬ ‫‪.72‬‬
‫ﻻ ﯾﺸﺘﺮط ﺗﻨﺎﺳﺐ اﻷھﺪاف ﻣﻊ رﻏﺒﺎت اﻟﻌﻤﯿﻞ‬ ‫‪.73‬‬
‫ﺗﻌﺘﻤﺪ ﻋﻤﻠﯿﺔ اﻟﺘﻘﯿﯿﻢ ﻋﻠﻰ ﺗﻘﺪﯾﺮ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ اﻟﺬاﺗﻲ ﻟﻺﯾﺠﺎﺑﯿﺎت واﻟﺴﻠﺒﯿﺎت‬ ‫‪.74‬‬

‫‪4‬‬
 ‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﱐ ‪ :‬ﺍﺧﺘﺮ ﺍﻻﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ‪:‬‬
‫ج‬ ‫ب‬ ‫أ‬ ‫اﻟﻌﺒﺎرة‬ ‫م‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﺪﺧﻞ‬ ‫طﺒﯿﻌﺔ ﻣﺸﻜﻠﺔ‬ ‫ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ‬
‫اﻟﺘﻘﻮﯾﻢ‬ ‫‪.1‬‬
‫اﻟﻤﮭﻨﻲ‬ ‫اﻟﻌﻤﯿﻞ‬ ‫اﻟﻤﮭﻨﻲ‬
‫ﯾﻌﺘﻤﺪ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻋﻠﻰ اﻟﻌﺪﯾﺪ‬
‫اﻟﻤﻘﺎﺑﻠﺔ‬ ‫اﻟﻤﻘﺎﯾﯿﺲ‬ ‫اﻟﺘﻘﺎرﯾﺮ اﻟﺬاﺗﯿﺔ‬ ‫ﻣﻦ ﻣﺼﺎدر وأﺳﺎﻟﯿﺐ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت ﻋﻦ‬ ‫‪.2‬‬
‫ﻧﺴﻖ اﻟﻌﻤﯿﻞ ﻣﻨﮭﺎ‬
‫ﻧﻈﺮﯾﺔ اﻟﺘﺸﺨﯿﺺ‬ ‫ﻧﻈﺮﯾﺔ اﻟﺘﺤﻠﯿﻞ‬ ‫ﺑﻨﻈﺮﯾﺔ‬ ‫ارﺗﺒﻄﺖ اﻟﻤﺮﺣﻠﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﻓﻲ ﺧﺪﻣﺔ‬
‫‪.3‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫اﻟﻨﻔﺴﻲ‬ ‫ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات‬ ‫اﻟﻔﺮد‬
‫ﻣﺠﻤﻮﻋﺔ اﻷﻓﺮاد اﻟﺬﯾﻦ ﯾﺘﻀﻤﻨﮭﻢ اﻟﺘﻜﻮﯾﻦ‬
‫أداء اﻟﺪور‬ ‫دﯾﻨﺎﻣﯿﻜﯿﺔ اﻷﺳﺮة‬ ‫ﺑﻨﺎء اﻷﺳﺮة‬ ‫اﻷﺳﺮى وﺗﺮﺑﻄﮭﻢ ﻋﻼﻗﺎت اﻟﺰواج‬ ‫‪.4‬‬
‫واﻟﻘﺮاﺑﺔ وﯾﻌﯿﺸﻮن ﻓﻲ ﻣﻜﺎن ﻣﻌﯿﺸﺔ واﺣﺪ‬
‫اﻻﺗﻔﺎق اﻟﻤﻜﺘﻮب واﻟﻤﻮﻗﻊ ﻋﻠﯿﮫ ﻣﻦ ﻛﻞ‬
‫اﻟﺘﻌﺎﻗﺪ اﻟﺸﻔﻮي‬
‫وﺿﻊ اﻟﺨﻄﺔ‬ ‫اﻟﺘﻌﺎﻗﺪ اﻟﺘﺤﺮﯾﺮي‬ ‫اﻷطﺮاف اﻟﻤﺸﺎرﻛﺔ ﻓﻰ ﻋﻤﻠﯿﺔ اﻟﺘﺪﺧﻞ‬ ‫‪.5‬‬
‫اﻟﻤﮭﻨﻲ‬
‫اﻟﻌﻘﺎب اﻹﯾﺠﺎﺑﻲ‬ ‫اﻟﺘﺪﻋﯿﻢ اﻹﯾﺠﺎﺑﻲ‬ ‫اﻟﺘﺪﻋﯿﻢ اﻟﺴﻠﺒﻲ‬‫‪2‬‬ ‫أﺳﻠﻮب ﯾﺴﺘﺨﺪم ﻟﺘﻘﻮﯾﺔ ﺳﻠﻮك ﻗﺎﺋﻢ أو‬
‫‪49‬‬
‫‪.6‬‬
‫اﻟﺤﻔﺎظ ﻋﻠﯿﮫ‬
‫اﻻﺗﻔﺎق ﻏﯿﺮ اﻟﻤﻜﺘﻮب ﺑﯿﻦ اﻷﺧﺼﺎﺋﻲ‬
‫‪ -‬وﺿﻊ ﺧﻄﺔ‬ ‫اﻟﺘﻌﺎﻗﺪ اﻟﺸﻔﻮي‬ ‫اﻟﺘﻌﺎﻗﺪ اﻟﺘﺤﺮﯾﺮي‬ ‫واﻟﻌﻤﯿﻞ ﺣﻮل ﻣﺎ ﯾﺠﺐ اﻻﻟﺘﺰام ﺑﮫ ﻣﻦ‬ ‫‪.7‬‬
‫‪12‬‬

‫ﻣﺴﺆوﻟﯿﺎت‬
‫ﻗﺎﺑﻞ ﻟﻠﺘﺤﻘﯿﻖ وﯾﻤﻜﻦ ﺻﯿﺎﻏﺘﮭﺎ ﻋﻠﻰ ھﯿﺌﺔ‬
‫أھﺪاف واﻗﻌﯿﺔ‬ ‫أھﺪاف ﻓﺮﻋﯿﺔ‬ ‫‪.8‬‬
‫أھﺪاف ﻋﺎﻣﺔ‬ ‫ﺳﻠﻮﻛﯿﺎت أو أﻓﻌﺎل ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‬
‫‪22‬‬

‫اﻷﺳﺮة واﻟﺠﻤﺎﻋﺔ‬ ‫اﻷﺳﺮة‬ ‫اﻟﻔﺮد واﻷﺳﺮة‬ ‫ﯾﺘﻀﻤﻦ ﻣﺴﺘﻮى اﻟﻤﯿﻜﺮو ﻛﻞ ﻣﻦ‬ ‫‪.9‬‬
‫أول ﻋﻤﻠﯿﺎت اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻣﻊ اﻷﻓﺮاد‬
‫اﻟﻤﺘﺎﺑﻌﺔ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫اﻟﺘﺨﻄﯿﻂ‬ ‫واﻷﺳﺮ ﯾﺴﺘﮭﺪف اﻟﻮﺻﻮل اﻟﻰ ﻓﮭﻢ واﺿﺢ‬ ‫‪.10‬‬
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‫وﻛﺎﻣﻞ ﻋﻦ اﻟﻤﺸﻜﻠﺔ وأﺳﺒﺎﺑﮭﺎ‬

‫ظﮭﺮ ﻣﺼﻄﻠﺢ اﻟﺘﻘﺪﯾﺮ ﻓﻲ اﻟﺨﺪﻣﺔ‬
‫ﺗﺪﺧﻠﮭﺎ‬ ‫ﻧﺸﺄﺗﮭﺎ‬ ‫ﺗﻄﻮرھﺎ‬ ‫‪.11‬‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ ﻣﻊ ‪.......‬‬
‫ﺗﻘﺎرﯾﺮ ﺗﺤﻮﯾﻞ‬ ‫ﺗﻌﻄﻲ ‪...........‬اﻟﻔﺮﺻﺔ ﻟﻠﻌﻤﯿﻞ ﻷن ﯾﺮى‬
‫اﻟﻤﻘﺎﯾﯿﺲ‬ ‫اﻟﻤﻼﺣﻈﺔ‬ ‫‪.12‬‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﻣﻌﺪﻻت اﻟﺘﻐﯿﯿﺮ ﺑﺸﻜﻞ ﻛﻤﻲ‪.‬‬
‫ﯾﮭﺘﻢ اﻟﻨﺴﻖ‪ ..................‬ﺑﺎﻻﻧﻔﻌﺎﻻت‬
‫اﻻﻧﻔﻌﺎﻟﻲ‬ ‫اﻟﺠﺴﻤﻲ‬ ‫اﻟﻤﻌﺮﻓﻲ‬ ‫‪.13‬‬
‫اﻟﺴﻠﺒﯿﺔ واﻻﯾﺠﺎﺑﯿﺔ ﻟﻠﻌﻤﯿﻞ‪.‬‬
‫ﯾﻌﺘﺒﺮ ﻣﺼﻄﻠﺢ ‪ ................‬أﻛﺜﺮ ﻣﻨﺎﺳﺒﺔ‬
‫اﻟﻌﻼج‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫اﻟﺘﺸﺨﯿﺺ‬ ‫‪.14‬‬
‫ﻟﻤﮭﻨﺔ اﻟﻄﺐ‪.‬‬
‫ﯾﻌﺪ ‪ ........‬ھﻮ اﻟﻤﺼﺪر اﻟﺮﺋﯿﺴﻲ ﻟﺠﻤﻊ‬
‫اﺳﺘﻤﺎرة اﻟﺒﯿﺎﻧﺎت‬ ‫اﻟﻌﻤﯿﻞ‬ ‫اﻷﺧﺼﺎﺋﻲ‬ ‫‪.15‬‬
‫اﻟﺒﯿﺎﻧﺎت واﻟﻤﻌﻠﻮﻣﺎت‪.‬‬
‫ﯾﺠﺐ أن ﺗﺼﺎغ اﻷھﺪاف ‪...........‬‬
‫اﻟﺮﺋﯿﺴﯿﺔ‬ ‫اﻟﻔﺮﻋﯿﺔ‬ ‫اﻟﻌﺎﻣﺔ‬ ‫ﺻﯿﺎﻏﺔ إﺟﺮاﺋﯿﺔ وأن ﺗﻜﻮن واﻗﻌﯿﺔ وﻗﺎﺑﻠﺔ‬ ‫‪.16‬‬
‫ﻟﻠﻘﯿﺎس‪.‬‬
‫ﻋﻤﻠﯿﺘﻲ اﻟﺘﻘﺪﯾﺮ واﻟﺘﺪﺧﻞ ﻓﻲ اﻟﻨﻤﻮذج‬
‫ﻣﻠﺘﺤﻤﺘﺎن‬ ‫ﻣﺨﺘﻠﻔﺘﺎن‬ ‫ﻣﺘﺒﺎﻋﺪﺗﺎن‬ ‫‪.17‬‬
‫اﻟﺴﻠﻮﻛﻲ ﺷﯿﺌﺎن‪................‬‬
‫‪5‬‬
 ‫ج‬ ‫ب‬ ‫أ‬ ‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ﻧﻔﺴﯿﺔ‬ ‫ﻣﺸﺘﺮﻛﺔ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﯾﻌﺪ اﻟﺘﻘﺪﯾﺮ ﻋﻤﻠﯿﺔ ‪..............‬‬ ‫‪.18‬‬
‫ﯾﻌﺒﺮ ﻋﻦ اﻟﺘﻐﯿﯿﺮات اﻟﺮﺋﯿﺴﯿﺔ اﻟﺘﻲ ﯾﺮﻏﺐ‬
‫اﻷھﺪاف‬
‫اﻷھﺪاف اﻟﻔﺮﻋﯿﺔ‬ ‫اﻷھﺪاف اﻟﻌﺎﻣﺔ‬ ‫ﻛﻞ ﻣﻦ اﻟﻌﻤﯿﻞ واﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ‬ ‫‪.19‬‬
‫اﻹﺟﺮاﺋﯿﺔ‬
‫ﻓﻲ ﺗﺤﻘﯿﻘﮭﺎ‪......................‬‬
‫ﺗﮭﺘﻢ اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ ﺑﺪراﺳﺔ‬
‫اﻟﻤﻌﻘﺪ‬ ‫اﻟﻤﺠﮭﻮل‬ ‫اﻟﻤﻼﺣﻆ‬ ‫‪.20‬‬
‫اﻟﺴﻠﻮك‪...................‬‬
‫ﯾﻌﺪ ﻣﺼﻄﻠﺢ اﻟﺘﻘﺪﯾﺮ أﻓﻀﻞ ﻣﻦ‬
‫اﻟﻌﻼج‬ ‫اﻟﺘﺸﺨﯿﺺ‬ ‫اﻟﺘﺪﺧﻞ‬ ‫‪.21‬‬
‫ﻣﺼﻄﻠﺢ‪..........‬ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‪.‬‬
‫اﻟﻌﻤﯿﻞ‬ ‫ﻋﻤﻠﯿﺔ ﺗﺤﺪﯾﺪ اﻷھﺪاف ھﻲ ﻋﻤﻠﯿﺔ ﺗﻘﻮم‬
‫اﻷﺧﺼﺎﺋﻲ‬
‫واﻷﺧﺼﺎﺋﻲ‬ ‫اﻟﻌﻤﯿﻞ‬ ‫ﻋﻠﻰ أﺳﺎس ﻋﻠﻤﻲ وﺗﺘﻀﻤﻦ ﻣﮭﺎرات ﻓﻨﯿﺔ‬ ‫‪.22‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﯾﺠﺐ ﺗﻮاﻓﺮھﺎ ﻓﻲ ‪...............‬‬
‫ﻋﺪم اﻟﺮﺿﺎ ﻋﻦ‬ ‫ﻧﻤﻂ ﻣﻦ أﻧﻤﺎط اﻟﻤﺸﻜﻼت ﯾﺘﻀﻤﻦ اﻷﻓﺮاد‬
‫اﻟﺼﺮاع ﺑﯿﻦ‬
‫اﻟﻌﻼﻗﺎت‬ ‫ﺻﺮاع اﻷدوار‬ ‫اﻟﺬﯾﻦ ﯾﻮاﺟﮭﻮن ﺻﻌﻮﺑﺔ ﻓﻲ ﺗﻜﻮﯾﻦ‬ ‫‪.23‬‬
‫اﻷﺷﺨﺎص‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫ﻋﻼﻗﺎت ﺑﺎﻵﺧﺮﯾﻦ‪.............‬‬
‫اﻟﺘﻨﻔﯿﺬ‬ ‫ﻧﺴﻖ اﻟﺘﻐﯿﯿﺮ‬
‫ﺟﺪول اﻟﺘﻜﻮﯾﻦ‬
‫‪2‬‬ ‫ﯾﻀﻢ أﻓﺮاد اﻷﺳﺮة واﻟﺤﺎﻟﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ‬
‫‪.24‬‬
‫‪49‬‬
‫اﻷﺳﺮي‬ ‫واﻟﺪﺧﻞ وأﻋﻤﺎرھﻢ ‪...................‬‬
‫ﯾﺸﻤﻞ اﻟﻨﺴﻖ‪...............‬ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت‬
‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﻤﻌﺮﻓﻲ‬ ‫اﻟﺒﯿﻮﻟﻮﺟﻲ‬ ‫‪.25‬‬
‫ﻋﻦ اﻟﺤﺎﻟﺔ اﻟﺼﺤﯿﺔ ﻟﻠﻌﻤﯿﻞ‪.‬‬
‫‪12‬‬

‫ﻣﺼﻠﺤﺔ‬
‫رﻏﺒﺎت وﺗﻮﻗﻌﺎت‬ ‫ﯾﺘﻢ ﺻﯿﺎﻏﺔ اﻷھﺪاف ﻓﻲ‬
‫اﻟﺨﺒﺮات اﻟﻤﺎﺿﯿﺔ‬ ‫اﻷﺧﺼﺎﺋﻲ‬ ‫‪.26‬‬
‫اﻟﻌﻤﯿﻞ‬ ‫ﺿﻮء‪...........................‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬
‫‪22‬‬

‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻰ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫اﻟﺘﻘﯿﯿﻢ‬ ‫ﯾﻌﺪ ‪........‬ﺛﺎﻟﺚ ﺧﻄﻮات اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‪.‬‬ ‫‪.27‬‬
‫ﺗﺸﯿﺮ ‪............‬إﻟﻰ ﻣﺎ ﯾﺮﯾﺪ ﻛﻞ ﻣﻦ‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﻘﺪﯾﺮ‬ ‫اﻷھﺪاف‬ ‫اﻟﻤﺸﻜﻠﺔ‬ ‫اﻷﺧﺼﺎﺋﯿﺎﻻﺟﺘﻤﺎﻋﻲ واﻟﻌﻤﯿﻞ ﺗﺤﻘﯿﻘﮫ ﻣﻦ‬ ‫‪.28‬‬
‫‪53‬‬

‫ﺗﻐﯿﯿﺮات ﻣﺮﻏﻮﺑﺔ‪.‬‬
‫اﻟﺘﺸﺨﯿﺺ‬ ‫ﻛﺎﻧﺖ ﻧﻈﺮﯾﺔ‪......‬ﺗﺮﺑﻂ ﺑﯿﻦ اﻟﻤﺸﻜﻼت‬
‫اﻟﺘﺤﻠﯿﻞ اﻟﻨﻔﺴﻲ‬ ‫ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات‬ ‫‪.29‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫واﻟﻔﻘﺮ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ‪.‬‬
‫ﻓﻲ ﻣﺮاﺣﻞ ﺗﻄﻮر اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫اﻷﺳﺮة واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﻔﺮد واﻷﺳﺮة‬ ‫اﻷﺳﺮة واﻟﺠﻤﺎﻋﺔ‬ ‫ﺗﺤﻮﻟﺖ وﺣﺪة اﻟﻌﻤﻞ اﻷﺳﺎﺳﯿﺔ ﻣﻦ اﻟﻔﺮد‬ ‫‪.30‬‬
‫إﻟﻰ ‪........‬‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻟﻤﺮﺣﻠﺔ ‪...............‬أﻋﻠﺖ ﻣﻦ ﻗﯿﻤﺔ‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻟﻨﻔﺴﯿﺔ‬ ‫‪.31‬‬
‫اﻟﻨﻔﺴﯿﺔ‬ ‫اﻟﻌﻮاﻣﻞ اﻟﺬاﺗﯿﺔ ﻓﻲ ﺣﺪوث اﻟﻤﺸﻜﻼت‪.‬‬
‫ﯾﺘﻢ ﺗﺤﺪﯾﺪ اﻟﻤﺸﻜﻼت وﺗﺮﺗﯿﺒﮭﺎ ً‬
‫وﻓﻘﺎ‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﺘﺨﻄﯿﻂ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫‪.32‬‬
‫ﻷوﻟﻮﯾﺎﺗﮭﺎ ﻓﻲ ﻣﺮﺣﻠﺔ‪.............‬‬
‫ﯾﻌﺪ اﻟﺘﻌﺎﻗﺪ ‪......‬اﻷﻛﺜﺮ اﻧﺘﺸﺎرا ﺑﯿﻦ ﻋﻤﻼء‬
‫اﻟﺒﺮﯾﺪي‬ ‫اﻟﻤﻜﺘﻮب‬ ‫اﻟﺸﻔﻮي‬ ‫‪.33‬‬
‫اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‪.‬‬
‫ﯾﺸﯿﺮ ‪........‬إﻟﻰ ﺗﻘﺪﯾﻢ ﻣﺜﯿﺮ ﻣﺮﻏﻮب‬
‫اﻟﻌﻘﺎب اﻹﯾﺠﺎﺑﻲ‬ ‫اﻟﺘﺪﻋﯿﻢ اﻹﯾﺠﺎﺑﻲ‬ ‫اﻟﺘﺪﻋﯿﻢ اﻟﺴﻠﺒﻲ‬ ‫‪.34‬‬
‫ﻟﻠﻌﻤﯿﻞ ﻋﻨﺪ اﻟﻘﯿﺎم ﺑﺎﻟﺴﻠﻮك اﻟﻤﺮﻏﻮب‪.‬‬
‫ﺗﻌﻘﺪ إﺟﺮاءات‬ ‫اﻷﻧﺴﺎق اﻟﻤﺤﯿﻄﺔ‬ ‫ﺧﺒﺮة اﻷﺧﺼﺎﺋﻲ‬ ‫ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ‬
‫‪.35‬‬
‫اﻟﻤﺆﺳﺴﺔ‬ ‫ﺑﺎﻟﻌﻤﯿﻞ‬ ‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫اﻟﻤﮭﻨﻲ ‪........‬‬

‫‪6‬‬
 ‫ج‬ ‫ب‬ ‫أ‬ ‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ﺑﺪأت اﻟﻨﻈﺮة إﻟﻰ اﻟﻤﺸﻜﻠﺔ ﺗﻮازن ﺑﯿﻦ‬
‫اﻟﺘﺸﺨﯿﺺ‬
‫ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات‬ ‫اﻟﺘﺤﻠﯿﻞ اﻟﻨﻔﺴﻲ‬ ‫ﻣﻌﺎ ﻓﻲ ظﻞ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺬاﺗﯿﺔ واﻟﺒﯿﺌﯿﺔ ً‬ ‫‪.36‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬
‫ظﺮوف ﻧﻈﺮﯾﺔ‪........‬‬
‫ﺗﺘﻤﺜﻞ اﻟﻤﺪﻋﻤﺎت‪.............‬ﻓﻲ ﺗﻤﺜﯿﻞ‬
‫رﻣﺰﯾﺔ‬ ‫اﺟﺘﻤﺎﻋﯿﺔ‬ ‫ﻣﺎدﯾﺔ‬ ‫‪.37‬‬
‫رﻏﺒﺎت اﻟﻌﻤﯿﻞ واﻻﻣﺘﺜﺎل ﻟﺒﻌﺾ أواﻣﺮه‪.‬‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﺑﻤﻌﻨﺎه اﻟﺸﺎﻣﻞ ھﻮ ﻋﻤﻠﯿﺔ‬
‫ﺻﯿﺎﻏﺔ أھﺪاف‬ ‫ﺗﺤﺪﯾﺪ أوﻟﻮﯾﺎت‬
‫ﺣﻞ اﻟﻤﺸﻜﻠﺔ‬ ‫اﻻﻧﺘﻘﺎل ﻣﻦ ﻣﺮﺣﻠﺔ ﺗﺤﺪﯾﺪ اﻟﻤﺸﻜﻠﺔ إﻟﻰ‬ ‫‪.38‬‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﻤﺸﻜﻠﺔ‬
‫‪....................‬‬
‫اﻟﻌﻼﻗﺎت‬ ‫اﻟﻤﻘﺎﯾﯿﺲ اﻟﻨﻔﺴﯿﺔ ﻣﺜﻞ‬
‫اﻟﺸﺨﺼﯿﺔ‬ ‫اﻟﺘﻮاﻓﻖ اﻷﺳﺮي‬ ‫‪.39‬‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫ﻣﻘﺎﯾﯿﺲ‪.......................‬‬
‫ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‬
‫واﻟﻤﻌﻠﻮﻣﺎت ﻋﻦ‬ ‫ﺗﺤﺪﯾﺪ ﻣﺼﺎدر‬
‫اﻟﺘﻌﺎﻗﺪ اﻟﻤﮭﻨﻲ‬ ‫ﯾﻌﺪ ﻣﻦ اﻟﺨﻄﻮات اﻷﺳﺎﺳﯿﺔ ﻟﻌﻤﻠﯿﺔ‬ ‫‪.40‬‬
‫اﻟﻌﻤﯿﻞ واﻷﻧﺴﺎق‬ ‫ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‬
‫اﻟﺘﺨﻄﯿﻂ ‪.................‬‬
‫اﻟﻤﺤﯿﻄﺔ‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫اﻟﻨﻔﺴﯿﺔ‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻟﻨﻔﺴﯿﺔ‬ ‫‪2‬‬ ‫اﻟﻤﺮﺣﻠﺔ ‪...............‬أﻋﻠﺖ ﻣﻦ ﻗﯿﻤﺔ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺒﯿﺌﯿﺔ ﻓﻲ ﺣﺪوث اﻟﻤﺸﻜﻼت‪.‬‬
‫‪.41‬‬
‫‪49‬‬
‫ﯾﺘﻢ ﺗﺤﺪﯾﺪ أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﻓﻲ‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﺘﺨﻄﯿﻂ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫‪.42‬‬
‫ﻣﺮﺣﻠﺔ‪.............‬‬
‫‪12‬‬

‫ﯾﻌﺪ اﻟﺘﻌﺎﻗﺪ ‪......‬اﻷﻛﺜﺮ ﻓﻌﺎﻟﯿﺔ ﻷﻧﮫ ﯾﺰﯾﺪ‬

‫اﻟﺒﺮﯾﺪي‬ ‫اﻟﻤﻜﺘﻮب‬ ‫اﻟﺸﻔﻮي‬ ‫‪.43‬‬
‫ﻣﻦ ﺟﺪﯾﺔ اﻟﻌﻤﻞ‪.‬‬
‫ﯾﺸﯿﺮ ‪........‬إﻟﻰ ﺳﺤﺐ ﻣﺜﯿﺮ ﻣﺮﻏﻮب ﻣﻦ‬
‫‪22‬‬

‫اﻟﻌﻘﺎب اﻹﯾﺠﺎﺑﻲ‬ ‫اﻟﻌﻘﺎب اﻟﺴﻠﺒﻲ‬ ‫اﻟﺘﺪﻋﯿﻢ اﻟﺴﻠﺒﻲ‬ ‫اﻟﻌﻤﯿﻞ ﻋﻨﺪ اﻟﻘﯿﺎم ﺑﺎﻟﺴﻠﻮك ﻏﯿﺮ‬ ‫‪.44‬‬
‫اﻟﻤﺮﻏﻮب‪.‬‬
‫ﯾﺘﻀﻤﻦ ‪ ........‬ﺟﻤﯿﻊ اﻟﺨﻄﻮات اﻟﺘﻲ ﯾﻘﻮم‬
‫‪53‬‬

‫اﻟﺘﺨﻄﯿﻂ‬ ‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫ﺑﮭﺎ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻣﻊ اﻷﻓﺮاد‬ ‫‪.45‬‬

‫واﻷﺳﺮ واﻟﺠﻤﺎﻋﺎت‪.‬‬
‫ظﮭﺮ أول ﻣﻨﮭﺞ ﻋﻠﻤﻲ أدي ﻟﻼﻋﺘﺮاف‬
‫‪1919‬‬ ‫‪1918‬‬ ‫‪1917‬‬ ‫‪.46‬‬
‫ﺑﻄﺮﯾﻘﺔ اﻟﻔﺮد ﻋﺎم‪.........‬‬
‫ﯾﮭﺪف ﻟﻠﻮﺻﻮل إﻟﻰ ﻓﮭﻢ واﺿﺢ وﻛﺎﻣﻞ‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﺘﺨﻄﯿﻂ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫‪.47‬‬
‫ﻟﻠﻤﺸﻜﻠﺔ وأﺳﺒﺎﺑﮭﺎ وﻣﻈﺎھﺮھﺎ‪............‬‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ ﺑﻤﻌﻨﺎه اﻟﺸﺎﻣﻞ ھﻮ ﻋﻤﻠﯿﺔ‬
‫ﺻﯿﺎﻏﺔ أھﺪاف‬ ‫ﺗﺤﺪﯾﺪ أوﻟﻮﯾﺎت‬
‫ﺣﻞ اﻟﻤﺸﻜﻠﺔ‬ ‫اﻻﻧﺘﻘﺎل ﻣﻦ ﻣﺮﺣﻠﺔ ﺗﺤﺪﯾﺪ اﻟﻤﺸﻜﻠﺔ إﻟﻰ‬ ‫‪.48‬‬
‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬ ‫اﻟﻤﺸﻜﻠﺔ‬
‫‪..............‬‬
‫اﻟﻤﻘﺎﯾﯿﺲ اﻟﻤﮭﻨﯿﺔ ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫اﻟﺸﺨﺼﯿﺔ‬ ‫اﻟﺘﻮاﻓﻖ اﻷﺳﺮي‬ ‫اﻟﺬﻛﺎء‬ ‫‪.49‬‬
‫ﻣﺜﻞ ﻣﻘﺎﯾﯿﺲ‪..........................‬‬
‫ﻗﺪرة اﻟﻌﻤﯿﻞ ﻋﻠﻰ اﺳﺘﺪﻋﺎء اﻟﺨﺒﺮات‬
‫ﺳﻼﻣﺔ ﺗﻔﻜﯿﺮ‬
‫اﻟﺘﺬﻛﺮ واﻟﻨﺴﯿﺎن‬ ‫اﻟﺬﻛﺎء‬ ‫اﻟﻤﺎﺿﯿﺔ ﺳﻮاء ﻛﺎﻧﺖ ﻗﺮﯾﺒﺔ أو‬ ‫‪.50‬‬
‫اﻟﻌﻤﯿﻞ‬
‫ﺑﻌﯿﺪة‪..................‬‬
‫ﻋﺪم اﻟﺮﺿﺎ ﻋﻦ‬ ‫ﻧﻤﻂ ﻣﻦ اﻟﻤﺸﻜﻼت ﯾﺸﻤﻞ اﻷﻓﺮاد اﻟﺬﯾﻦ‬
‫اﻟﺼﺮاع ﺑﯿﻦ‬ ‫اﻟﺘﺤﻮل‬
‫اﻟﻌﻼﻗﺎت‬ ‫ﯾﻮاﺟﮭﻮن ﺻﻌﻮﺑﺔ ﻓﻲ ﺗﻜﻮﯾﻦ ﻋﻼﻗﺎت ﻣﻊ‬ ‫‪.51‬‬
‫اﻷﺷﺨﺎص‬ ‫اﻻﺟﺘﻤﺎﻋﻲ‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ‬ ‫اﻷﺧﺮﯾﻦ أو اﻟﺘﻌﺎﻣﻞ ﻣﻌﮭﻢ‪.‬‬
‫‪7‬‬
 ‫ج‬ ‫ب‬ ‫أ‬ ‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‬
‫ﺗﺤﺪﯾﺪ اﻷﻧﺴﺎق‬
‫واﻟﻤﻌﻠﻮﻣﺎت ﻋﻦ‬ ‫ﯾﻌﺪ ﻣﻦ اﻷﺑﻌﺎد اﻷﺳﺎﺳﯿﺔ ﻟﻌﻤﻠﯿﺔ‬
‫اﻟﺘﻌﺎﻗﺪ اﻟﻤﮭﻨﻲ‬ ‫اﻟﻤﺸﺎرﻛﺔ ﻟﻠﻌﻤﯿﻞ‬ ‫‪.52‬‬
‫اﻟﻌﻤﯿﻞ واﻷﻧﺴﺎق‬ ‫اﻟﺘﻘﺪﯾﺮ‪.................‬‬
‫ﻓﻲ اﻟﻤﺸﻜﻠﺔ‬
‫اﻟﻤﺤﯿﻄﺔ‬
‫ظﮭﺮ ﻣﺼﻄﻠﺢ اﻟﺘﺸﺨﯿﺺ ﻓﻲ اﻟﺨﺪﻣﺔ‬
‫ﺗﺪﺧﻠﮭﺎ‬ ‫ﻧﺸﺄﺗﮭﺎ‬ ‫ﺗﻄﻮرھﺎ‬ ‫‪.53‬‬
‫اﻻﺟﺘﻤﺎﻋﯿﺔ ﻣﻊ ‪.......‬‬
‫ﯾﮭﺘﻢ اﻟﻨﺴﻖ‪ ..................‬ﺑﺎﻟﺤﺎﻟﺔ اﻟﺼﺤﯿﺔ‬
‫اﻻﻧﻔﻌﺎﻟﻲ‬ ‫اﻟﺠﺴﻤﻲ‬ ‫اﻟﻤﻌﺮﻓﻲ‬ ‫‪.54‬‬
‫ﻟﻠﻌﻤﯿﻞ‪.‬‬
‫ﯾﻌﺘﺒﺮ ﻣﺼﻄﻠﺢ ‪ ................‬أﻛﺜﺮ ﻣﻨﺎﺳﺒﺔ‬
‫اﻟﻌﻼج‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫اﻟﺘﺸﺨﯿﺺ‬ ‫‪.55‬‬
‫ﻟﻤﮭﻨﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ‪.‬‬
‫ﺗﻌﺪ اﻷھﺪاف ‪ ...............‬أھﺪاف ﻗﺎﺑﻠﺔ‬
‫اﻟﺮﺋﯿﺴﯿﺔ‬ ‫اﻟﻔﺮﻋﯿﺔ‬ ‫اﻟﻌﺎﻣﺔ‬ ‫ﻟﻠﺘﺤﻘﯿﻖ وﯾﻤﻜﻦ ﺻﯿﺎﻏﺘﮭﺎ ﻋﻠﻰ ھﯿﺌﺔ أﻓﻌﺎل‬ ‫‪.56‬‬
‫ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪.‬‬
‫ﻧﻤﻂ ﻣﻦ أﻧﻤﺎط اﻟﻤﺸﻜﻼت ﯾﻌﺎﻧﻲ ﻣﻨﮫ‬
‫اﻟﺘﺤﻮل‬ ‫ﻣﺸﻜﻼت ﻣﺘﻌﻠﻘﺔ‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺑﺎﻟﻤﺆﺳﺴﺎت‬
‫ﺻﺮاع اﻷدوار‬
‫‪2‬‬ ‫اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻌﻤﻼء ﯾﻀﻢ ﺗﺤﻮﻻت ﻣﻌﯿﺎرﯾﺔ‬
‫وﻏﯿﺮ ﻣﻌﯿﺎرﯾﺔ‪....................‬‬
‫‪.57‬‬
‫‪49‬‬
‫ﯾﺸﻤﻞ اﻟﻨﺴﻖ‪...............‬ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت‬
‫اﻟﻨﻔﺴﻲ‬ ‫اﻟﻤﻌﺮﻓﻲ‬ ‫اﻟﺒﯿﻮﻟﻮﺟﻲ‬ ‫‪.58‬‬
‫ﻋﻦ اﻟﻘﺪرات اﻹدراﻛﯿﺔ ﻟﻠﻌﻤﯿﻞ‪.‬‬
‫‪12‬‬

‫ھﻮ أول ﻋﻤﻠﯿﺎت اﻟﺘﺪﺧﻞ‬

‫اﻟﺪراﺳﺔ‬ ‫اﻟﺘﻘﺪﯾﺮ‬ ‫اﻟﻌﻼج‬ ‫‪.59‬‬
‫اﻟﻤﮭﻨﻲ‪..........................‬‬
‫ﺗﻌﺘﺒﺮ ‪............‬ﻣﺤﻜﺎت ﺗﻔﯿﺪ ﻓﻲ ﺗﻘﯿﯿﻢ‬
‫‪22‬‬

‫أﺳﺎﻟﯿﺐ اﻟﺘﻘﺪﯾﺮ‬ ‫اﻷھﺪاف‬ ‫اﻟﻤﺸﻜﻠﺔ‬ ‫ﻓﻌﺎﻟﯿﺔ اﻷﺳﺎﻟﯿﺐ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﻋﻤﻠﯿﺔ‬ ‫‪.60‬‬

‫اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‪.‬‬
‫اﻟﺴﺆال اﻟﺜﺎﻟﺚ أﻛﻤﻞ ﻣﺎ ﯾﻠﻰ ‪-:‬‬
‫‪53‬‬

‫‪ -1‬ﯾﻔﻀﻞ اﻷﺧﺼﺎﺋﯿﻮن اﻻﺟﺘﻤﺎﻋﯿﻮن اﺳﺘﺨﺪام ﻣﺼﻄﻠﺢ ‪.......................‬ﻋﻦ ﻣﺼﻄﻠﺢ اﻟﻌﻼج‪.‬‬

‫‪ -2‬ﻋﻤﻠﯿﺎت ﺧﺪﻣﺔ اﻟﻔﺮد اﻟﺘﻘﻠﯿﺪﯾﺔ ھﻲ‪-:‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫ج( ‪. .......................................‬‬
‫‪ -3‬ﯾﻮﺟﺪ ﻧﻮﻋﯿﻦ ﻣﻦ اﻟﺘﻌﺎﻗﺪ ھﻤﺎ‪-:‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫‪ -4‬ﻣﻦ أھﻢ اﻷﺳﺎﻟﯿﺐ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﻌﻼج اﻟﻤﻌﺮﻓﻲ‪-:‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫ج( ‪. .......................................‬‬
‫‪ -5‬ﯾﻨﻘﺴﻢ اﻟﺘﺪﻋﯿﻢ إﻟﻰ ﻧﻮﻋﯿﻦ‪-:‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬

‫‪8‬‬
 ‫‪ -6‬ﻣﻦ ﻣﺼﺎدر وأﺳﺎﻟﯿﺐ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‪- :‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫ج( ‪. .......................................‬‬
‫‪ -7‬ﻣﻦ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫ج( ‪. .......................................‬‬
‫‪ -8‬ارﺗﺒﻄﺖ اﻟﻤﺮﺣﻠﺔ اﻟﻨﻔﺴﯿﺔ ﻓﻲ ﺗﻄﻮر ﺧﺪﻣﺔ اﻟﻔﺮد ﺑﻨﻈﺮﯾﺔ‪.................................‬وﻛﺎن اﻟﻌﻼج‬
‫ﯾﺮﻛﺰ ﻋﻠﻰ‪....................................‬ﺑﯿﻨﻤﺎ ارﺗﺒﻄﺖ اﻟﻤﺮﺣﻠﺔ ‪......................................‬‬
‫ﺑﻨﻈﺮﯾﺔ ﺳﯿﻜﻮﻟﻮﺟﯿﺔ اﻟﺬات ﺣﯿﺚ ﻛﺎﻧﺖ اﻟﻤﺸﻜﻠﺔ ﺗﺮﺟﻊ إﻟﻰ اﻟﺘﻮازن ﺑﯿﻦ‪...............................‬‬
‫‪ -9‬أﺳﺲ ﺗﺤﺪﯾﺪ أوﻟﻮﯾﺎت ﻣﺸﻜﻼت اﻟﻌﻤﻼء ھﻲ‪:‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬

‫‪2‬‬ ‫ج( ‪. .......................................‬‬

‫د( ‪. .......................................‬‬
‫‪49‬‬
‫ﯾﺮﻛﺰ اﻟﺘﺸﺨﯿﺺ ﻋﻠﻰ ﺟﻮاﻧﺐ‪.................‬ﻓﻲ اﻟﻌﻤﯿﻞ أﻛﺜﺮ ﻣﻦ ﺗﺮﻛﯿﺰه ﻋﻠﻰ‬ ‫‪-10‬‬
‫ﺟﻮاﻧﺐ‪..................‬ﺑﯿﻨﻤﺎ ﯾﮭﺘﻢ اﻟﺘﻘﺪﯾﺮ ﺑﺠﻮاﻧﺐ‪..................‬وﺟﻮاﻧﺐ‪...................‬ﻓﻲ اﻟﻌﻤﯿﻞ‬
‫وأﻧﺴﺎﻗﮫ اﻟﺒﯿﺌﯿﺔ‬
‫‪12‬‬

‫أھﻤﯿﺔ وﺿﻊ وﺗﺤﺪﯾﺪ اﻷھﺪاف‪- :‬‬

‫أ( ‪. .......................................‬‬
‫‪22‬‬

‫ب( ‪. .......................................‬‬
‫ج( ‪. .......................................‬‬
‫د( ‪. .......................................‬‬
‫أﻧﻮاع اﻟﺘﻘﯿﯿﻢ‪-:‬‬
‫‪53‬‬

‫‪-11‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫أﻧﻮاع اﻻﻧﮭﺎء‪-:‬‬ ‫‪-12‬‬
‫أ( ‪. .......................................‬‬
‫ب( ‪. .......................................‬‬
‫ﻴﻌﺘﺒﺭ ﻤﺼﻁﻠﺢ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻜﺜﺭ ﻤﻨﺎﺴﺒﺔ ﻟﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻥ ﻤﺼﻁﻠﺢ ﺍﻟﺘﺸﺨﻴﺹ ﺒﺴﺒﺏ ‪-:‬‬ ‫‪- 13‬‬
‫أ( ‪. ...........................................................‬‬
‫ب( ‪. ...........................................................‬‬
‫ج( ‪. ..........................................................‬‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﺴﻠﻭﺏ ‪..........................‬ﻟﻜﺸﻑ ﺍﻟﻤﺘﻨﺎﻗﻀﺎﺕ ﺒﻴﻥ ﺍﻓﻌﺎل‬ ‫‪- 14‬‬
‫ﻭﺍﻗﻭﺍل ﺍﻟﻌﻤﻴل ‪.‬‬

‫‪9‬‬
 ‫ﺍﺴﻠﻭﺏ ‪..........................‬ﻫﻭ ﺍﻟﺘﻨﺒﻴﻪ ﻋﻠﻲ ﺍﻟﻌﻤﻴل ﻟﻜﺘﺎﺒﺔ ﺍﻓﻜﺎﺭﻩ ﻭﻤﻌﺘﻘﺩﺍﺘﻪ ﺍﻟﻴﻭﻤﻴﺔ ﺘﺠﺎﻩ‬ ‫‪- 15‬‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﺘﻭﺍﺠﻪ‬
‫ﻤﻥ ﺍﻓﺘﺭﺍﻀﺎﺕ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺴﻠﻭﻜﻲ ﺍﻨﻪ ﻻﻴﺘﻌﺎﻤل ﺇﻻ ﻤﻊ ﺍ ﻟﺴﻠﻭﻙ ‪..........................‬‬ ‫‪- 16‬‬
‫ﻤﻬﺎﺭﺍﺕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻡ ﻫﻲ‬ ‫‪- 17‬‬
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‫ﻴﺴﺘﺨﺩﻡ ﺍﻷﺨﺼﺎﺌﻴﺎﻻﺠﺘﻤﺎﻋﻲ‪ . .........................‬ﻟﻘﻴﺎﺱ ﻤﺩﻯ ﺭﻀﺎ ﺍﻟﻌﻤﻼﺀ ﻋﻥ ﺨﺩﻤﺎﺕ‬ ‫‪- 18‬‬
‫ﺍﻟﻤﺅﺴﺴﺔ ‪.‬‬
‫اﻟﺴﺆال اﻟﺮاﺑﻊ ‪ :‬أﺷﺮح ﺑﺎﻟﺘﻔﺼﯿﻞ ﻣﺎ ﯾﻠﻲ‪:‬‬

‫‪ -1‬ﻣﻔﮭﻮم اﻟﺘﻘﺪﯾﺮ واﻟﻔﺮق ﺑﯿﻦ اﻟﺘﻘﺪﯾﺮ واﻟﺘﺸﺨﯿﺺ؟‬

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 ‫‪ -2‬اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻋﻠﻰ ﻓﻌﺎﻟﯿﺔ اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ؟‬
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‫‪ -3‬ﻣﻔﮭﻮم اﻟﺘﻌﺎﻗﺪ اﻟﻤﮭﻨﯿﺄھﻤﯿﺘﮫ؟‬
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 ‫‪ - 4‬أﻧﻮاع اﻟﺘﻌﺎﻗﺪ اﻟﻤﮭﻨﻲ؟‬
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‫اﺷﺮح اﻟﻤﻘﺼﻮد ﺑﺄﺳﻠﻮب اﻟﻤﻮاﺟﮭﺔ وﺷﺮوط اﺳﺘﺨﺪاﻣﮭﺎ؟‬

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 ‫‪ -6‬ﻤﻔﻬﻭﻡ ﺍﻟﺘﺴﺠﻴل‪ ،‬ﻭﺍﻫﻡ ﺨﺼﺎﺌﺹ ﺍﻟﺘﺴﺠﻴل؟‬
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‫‪ -7‬ﺍﺸﺭﺡ ﺃﻨﻭﺍﻉ ﺍﻟﺘﺴﺠﻴل؟‬

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 ‫ﺍﻟﺴﺆﺍﻝ ﺍﳋﺎﻣﺲ ‪ :‬ﺍﻗﺮﺃ ﺍﳌﻮﺍﻗﻒ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺃﺟﺐ ﻋﻠﻰ ﻣﺎ ﻳﻠﻴﻬﺎ ﻣﻦ ﺃﺳﺌﻠﺔ ‪:‬‬

‫‪ ‬‬
‫ﺗﻢ ﺗﺤﻮﯾﻞ اﻟﻄﺎﻟﺒﺔ )س ‪.‬م( إﻟﻰ اﻷﺧﺼﺎﺋﯿﺔ اﻻﺟﺘﻤﺎﻋﯿﺔ ﺑﺎﻟﻤﺪرﺳﺔ ﺑﺘﻘﺮﯾﺮ ﻣﻦ ﻣﺪرﺳﺔ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﯾﻮﺿﺢ‬
‫إھﻤﺎﻟﮭﺎ ﻓﻲ أداء واﺟﺒﺎﺗﮭﺎ اﻟﻤﺪرﺳﯿﺔ وﺗﺄﺧﺮھﺎ اﻟﺪراﺳﻲ ‪ ،‬أطﻠﻌﺖ اﻷﺧﺼﺎﺋﯿﺔ ﻋﻠﻰ ﻣﻠﻒ اﻟﻄﺎﻟﺒﺔ ﺑﺎﻟﻤﺪرﺳﺔ ﻓﺘﺒﯿﻦ أن‬
‫اﻟﻄﺎﻟﺒﺔ ﺗﺒﻠﻎ ﻣﻦ اﻟﻌﻤﺮ ‪ 14‬ﻋﺎم ﺑﺎﻗﯿﺔ ﻟﻺﻋﺎدة ﺑﺎﻟﺼﻒ اﻷول اﻹﻋﺪادي‪ ،‬وأﻧﮭﺎ ﻣﻦ أﺳﺮة ﻣﯿﺴﻮرة اﻟﺤﺎل ﺗﻌﯿﺶ ﻣﻊ‬
‫أﺑﯿﮭﺎ وزوﺟﺔ أﺑﯿﮭﺎ وﺛﻼﺛﺔ أﺧﻮة وﺑﻤﻘﺎﺑﻠﺔ اﻟﻄﺎﻟﺒﺔ ﺗﺒﯿﻦ أن اﻟﻄﺎﻟﺒﺔ ﻧﺤﯿﻔﺔ اﻟﺠﺴﻢ ﺑﺪرﺟﺔ ﺷﺪﯾﺪة وﺗﻌﺎﻧﻰ ﻣﻦ اﻷﻧﯿﻤﯿﺎ‬
‫وﺿﻌﻒ اﻷﺑﺼﺎر وﺻﻌﻮﺑﺔ اﻟﺘﻨﻔﺲ وﻗﺪ ﻻﺣﻈﺖ اﻷﺧﺼﺎﺋﯿﺔ أن اﻟﻄﺎﻟﺒﺔ ﺗﻌﺎﻧﻰ ﻣﻦ ﺿﻌﻒ ذاﻛﺮﺗﮭﺎ ﻓﻲ ﺑﻌﺾ‬
‫اﻷﺣﯿﺎن ﻛﻤﺎ أﻧﮭﺎ ﻏﯿﺮ ﻣﮭﺘﻤﺔ ﺑﻤﻈﮭﺮھﺎ اﻟﺨﺎرﺟﻲ ‪ ،‬ﻛﻤﺎ ﺗﺒﯿﻦ أن اﻟﻄﺎﻟﺒﺔ ﯾﺒﺪو ﻋﻠﯿﮭﺎ اﻟﻘﻠﻖ واﻟﺤﺰن واﻟﺘﻮﺗﺮ‬
‫وﺑﺎﻟﺘﺤﺪث ﻣﻊ اﻟﻄﺎﻟﺒﺔ وﻣﻨﺎﻗﺸﺘﮭﺎ ﺗﺒﯿﻦ أﻧﮭﺎ ﺗﻌﺎﻧﻰ ﻣﻦ اﻟﺘﻔﺮﻗﺔ ﻓﻲ ﻣﻌﺎﻣﻠﺔ زوﺟﺔ اﻷب ﺑﯿﻨﮭﺎ وﺑﯿﻦ أﺧﻮاﺗﮭﺎ ﻣﻦ اﻷب ‪،‬‬
‫ﻓﮭﻲ ﺗﻘﺴﻮ ﻋﻠﯿﮭﺎ وﺗﺘﺸﺎﺟﺮ ﻣﻌﮭﺎ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮة وﺗﮭﺪدھﺎ ﺑﺎﻟﻔﺸﻞ ﻓﻲ دراﺳﺘﮭﺎ وﺗﻠﺰﻣﮭﺎ ﺑﺄداء اﻷﻋﻤﺎل اﻟﻤﻨﺰﻟﯿﺔ ‪،‬أﻣﺎ‬
‫ﻋﻦ ﻋﻼﻗﺘﮭﺎ ﺑﻮاﻟﺪھﺎ ﻓﮭﻲ ﺗﺘﺴﻢ ﺑﺎﻟﺤﺐ ‪ ،‬وﻟﻜﻨﮫ ﻣﺸﻐﻮل ﻓﻲ ﻋﻤﻠﮫ وﻻ ﯾﮭﺘﻢ ﺑﻤﺘﺎﺑﻌﺘﮭﺎ ﻓﻲ اﻟﺪراﺳﺔ ‪.‬ﻛﻤﺎ ذﻛﺮت اﻟﻄﺎﻟﺒﺔ‬
‫أﻧﮭﺎ ﻛﺜﯿﺮة اﻟﺘﻐﯿﺐ ﻋﻦ اﻟﻤﺪرﺳﺔ وﺗﻌﺎﻧﻰ ﻣﻦ ﻋﺪم اﻟﺘﺮﻛﯿﺰ ﻓﻲ اﻟﻤﺬاﻛﺮة وﻗﻠﺔ ﺳﺎﻋﺎت اﻻﺳﺘﺬﻛﺎر‪ ،‬ﻋﻠﻘﺖ اﻷﺧﺼﺎﺋﯿﺔ‬
‫أﻧﮭﺎ ﺗﻘﺪر اﻟﻈﺮوف اﻟﺼﻌﺒﺔ اﻟﺘﻲ ﺗﻤﺮ ﺑﮭﺎ وأﻧﮭﺎ ﺳﻮف ﺗﺴﺎﻋﺪھﺎ ﻟﺤﻞ ﻣﺸﻜﻼﺗﮭﺎ ﺑﻌﺪ أن طﺒﻘﺖ ﻋﻠﯿﮭﺎ ﻣﻘﯿﺎس اﻟﺘﻮاﻓﻖ‬
‫اﻟﺪراﺳﻲ ‪ .‬وﺑﻤﻘﺎﺑﻠﺔ اﻷﺧﺼﺎﺋﯿﺔ ﻟﻠﻤﺪرﺳﺎت اﺗﻀﺢ أن اﻟﻄﺎﻟﺒﺔ ﻻ ﺗﺸﺎرك ﻓﻲ اﻟﺤﺼﺺ اﻟﺪراﺳﯿﺔ وﺗﺘﻐﯿﺐ ﻛﺜﯿﺮا ﻋﻦ‬
‫اﻟﻤﺪرﺳﺔ وداﺋﻤﺔ اﻟﺴﺮﺣﺎن ﻓﻲ اﻟﺤﺼﺺ وﻻ ﺗﺆدى واﺟﺒﺎﺗﮭﺎ اﻟﻤﺪرﺳﯿﺔ‪.‬‬

‫‪2‬‬ ‫أﺟﺐ ﻋﻦ اﻷﺳﺌﻠﺔ اﻟﺘﺎﻟﯿﺔ‪:‬‬

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‫)‪ (1‬ﺣﺪد اﻟﻤﺼﺎدر واﻷﺳﺎﻟﯿﺐ اﻟﺘﻲ اﻋﺘﻤﺪت ﻋﻠﯿﮭﺎ اﻷﺧﺼﺎﺋﯿﺔ ﻟﺠﻤﻊ اﻟﺒﯿﺎﻧﺎت ﻓﻲ ھﺬا اﻟﻤﻮﻗﻒ؟‬
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 ‫)‪ (2‬ﺣﺪد اﻟﻤﺸﻜﻼت اﻟﺮﺋﯿﺴﯿﺔ واﻟﻔﺮﻋﯿﺔ اﻟﺘﻲ ﺗﻌﺎﻧﻲ ﻣﻨﮭﺎ اﻟﻄﺎﻟﺒﺔ ﻓﻲ ﺻﻮرة إﺟﺮاﺋﯿﺔ؟‬
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‫ﺣﺪد أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ اﻟﻌﺎﻣﺔ واﻟﻔﺮﻋﯿﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺸﻜﻼت اﻟﻄﺎﻟﺒﺔ؟‬ ‫)‪(3‬‬
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 ‫‪ ‬‬
‫ﺤﻭل ﻤﺩﻴﺭ ﻤﺩﺭﺴﺔ ﺍﻷﻤل ﻟﻠﻤﻜﻔﻭﻓﻴﻥ ﺤﺎﻟﺔ ﺍﻟﻤﺭﻴﺽ )ﺱ ‪.‬ﻉ ‪.‬ﻡ( ﻭﻤﻌﻪ ﺘﻘﺭﻴﺭ ﺇﻟﻰ ﻤﻜﺘﺏ‬
‫ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻤﻌﻬﺩ ﻨﻅﺭﺍ ﻟﺴﻭﺀ ﺤﺎﻟﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ ‪ .‬ﺍﻁﻠﻊ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻋﻠﻰ‬
‫ﺍﻟﺘﻘﺭﻴﺭ ﻭﺘﺒﻴﻥ ﺃﻥ ﺍﻟﻤﺭﻴﺽ ﻴﻌﺎﻨﻲ ﻤﻥ ﻜﻑ ﺍﻟﺒﺼﺭ ﻤﻨﺫ ﺃﺸﻬﺭ ﻗﻠﻴﻠﺔ ‪ .‬ﻗﺎﻡ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﺒﻤﻘﺎﺒﻠﺔ ﺍﻟﻤﺭﻴﺽ ﺒﺤﺠﺭﺘﻪ ﻭﻋﺭﻓﻪ ﺒﻨﻔﺴﻪ ﻭﺃﺒﺩﻯ ﻟﻪ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺤﺎﻟﺘﻪ ﻭﺭﻏﺒﺘﻪ ﻓﻲ ﻤﺴﺎﻋﺩﺘﻪ ‪ .‬ﻻﺤﻅ‬
‫ﺍﻷﺨﺼﺎﺌﻲ ﺃﻥ ﻭﺠﻪ ﺍﻟﻤﺭﻴﺽ ﻤﺘﻭﺭﻡ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺠﺒﻬﺘﻪ ﺒﻬﺎ ﺁﺜﺎﺭ ﺠﺭﻭﺡ ﺤﺘﻰ ﻋﻴﻨﻴﻪ ‪ .‬ﺴﺄﻟﻪ ﺍﻷﺨﺼﺎﺌﻲ‬
‫ﻋﻥ ﻁﺒﻴﻌﺔ ﺤﺎﻟﺘﻪ‪ ،‬ﻓﺄﻭﻀﺢ ﺍﻟﻤﺭﻴﺽ ﺃﻨﻪ ﺘﻌﺭﺽ ﻟﺤﺎﺩﺙ ﻜﺒﻴﺭ‪ ،‬ﻭﺃﻨﻪ ﻴﻌﻤل ﺴﺎﺌﻕ ﺘﺎﻜﺴﻲ ﺤﻴﺙ‬
‫ﺘﺭﺘﺏ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﺤﺎﺩﺙ ﻓﻘﺩﻩ ﻟﺒﺼﺭﻩ ‪ .‬ﻜﻤﺎ ﺃﻨﻪ ﻴﺸﻌﺭ ﺒﺎﻻﻜﺘﺌﺎﺏ ﻭﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ ﻴﻔﻜﺭ ﻓﻲ‬
‫ﺍﻻﻨﺘﺤﺎﺭ‪ ،‬ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﻤﺎ ﺤﺩﺙ ﻫﻭ ﺍﻨﺘﻘﺎﻡ ﻤﻥ ﺍﷲ ‪ .‬ﻜﻤﺎ ﺃﻭﻀﺢ ﺃﻨﻪ ﻴﻌﺎﻨﻲ ﻤﻥ ﻤﺸﻜﻼﺕ ﺍﻗﺘﺼﺎﺩﻴﺔ‬
‫ﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻋﺩﻡ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻻﻨﻔﺎﻕ ﻋﻠﻰ ﺯﻭﺠﺘﻪ ﻭﺃﺒﻨﺎﺌﻪ ﺒﻌﺩ ﺍﻟﺤﺎﺩﺙ ﻭﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻹﻨﻔﺎﻕ‬
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‫ﻋﻠﻰ ﻋﻼﺠﻪ‪ ،‬ﻜﻤﺎ ﺃﻨﻪ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺘﺩﺒﻴﺭ ﺘﻜﺎﻟﻴﻑ ﺍﻟﻌﻤﻠﻴﺔ ‪ .‬ﻭﻗﺩ ﺃﻭﻀﺢ ﺍﻷﻁﺒﺎﺀ ﺃﻥ ﺒﺈﻤﻜﺎﻨﻪ ﺯﺭﻉ‬
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‫ﻗﺭﻨﻴﺔ ﻭﻟﻜﻥ ﻴﺤﺘﺎﺝ ﺫﻟﻙ ﺇﻟﻰ ﻤﺒﻠﻎ ﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﺎل ‪ .‬ﻭﻗﺩ ﺃﻭﻀﺢ ﺍﻟﻤﺭﻴﺽ ﺃﻥ ﻋﻼﻗﺎﺘﻪ ﻤﻊ ﺃﻗﺎﺭﺒﻪ ﻗﺩ‬
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‫ﺍﻨﻘﻁﻌﺕ ﻓﺄﺼﺒﺢ ﺩﺍﺌﻡ ﺍﻟﻌﺯﻟﺔ ﻭﻻ ﻴﺸﺎﺭﻙ ﺍﻷﻗﺎﺭﺏ ﻓﻲ ﺍﻟﻤﻨﺎﺴﺒﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻻ ﻴﺘﺒﺎﺩل ﺍﻟﺯﻴﺎﺭﺍﺕ‬
‫ﻤﻌﻬﻡ ‪ .‬ﻗﺎﻡ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺭﻴﺽ‬
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‫ﻭﺍﺘﻔﻕ ﻤﻌﻪ ﻋﻠﻰ ﻤﻭﻋﺩ ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪.‬‬

‫أﺟﺐ ﻋﻦ اﻷﺳﺌﻠﺔ اﻟﺘﺎﻟﯿﺔ‪:‬‬
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‫)‪ (1‬ﺣﺪد ﻣﺼﺎدر وأﺳﺎﻟﯿﺐ ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت اﻟﺘﻲ اﺳﺘﺨﺪﻣﮭﺎ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻣﻊ اﻟﻤﺮﯾﺾ‪.‬‬
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 ‫ﺣﺪد اﻟﻤﺸﻜﻼت اﻟﺮﺋﯿﺴﯿﺔ واﻟﻔﺮﻋﯿﺔ اﻟﺘﻲ ﯾﻌﺎﻧﻲ ﻣﻨﮭﺎ اﻟﻤﺮﯾﻀﻔﻲ ھﺬا اﻟﻤﻮﻗﻒ‪.‬‬
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‫)‪ (3‬ﺣﺪد أھﺪاف اﻟﺘﺪﺧﻞ اﻟﻤﮭﻨﻲ اﻟﻌﺎﻣﺔ واﻟﻔﺮﻋﯿﺔ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺸﻜﻼت اﻟﻤﺮﯾﺾ‪.‬‬
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 ‫‪ ‬‬
‫ﺘﻡ ﺘﺤﻭﻴل ﺍﻟﻁﺎﻟﺏ ) ﺃ ‪ .‬ﺱ( ﺇﻟﻲ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺎﻟﻤﺩﺭﺴﺔ ﺒﺘﻘﺭﻴﺭ ﻤﻥ ﺍﻟﻤﺩﻴﺭ ﻴﻭﻀﺢ‬
‫ﺍﻫﻤﺎﻟﻪ ﻓﻲ ﺃﺩﺍﺀ ﻭﺍﺠﺒﺎﺘﻪ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﺘﺄﺨﺭﻩ ﺍﻟﺩﺭﺍﺴﻲ ﻓﻀﻼﹰ ﻋﻥ ﺘﻤﺭﺩﻩ ﻭﻤﺸﺎﻏﺒﺘﻪ ﻓﻲ ﺍﻟﺤﺼﺹ‬
‫ﻭﻋﺩﻭﺍﻨﻪ ﻋﻠﻰ ﺯﻤﻼﺌﻪ ‪ ،‬ﺍﻁﻠﻊ ﺍﻻﺨﺼﺎﺌﻲ ﻋﻠﻲ ﻤﻠﻑ ﺍﻟﻁﺎﻟﺏ ﻭﺍﺴﺘﻤﺎﺭﺓ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻓﻴﻪ ‪،‬‬
‫ﻭﻗﺎﻡ ﺒﻤﻘﺎﺒﻠﺔ ﺒﻌﺽ ﺍﻟﻤﺩﺭﺴﻴﻥ ﻓﺘﺒﻴﻥ ﺍﻥ ‪ :‬ﺍﻟﻁﺎﻟﺏ ﻴﺒﻠﻎ ﻤﻥ ﺍﻟﻌﻤﺭ ‪ 17‬ﺴﻨﺔ ‪ ،‬ﻟﺒﻕ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻟﻜﻨﻪ‬
‫ﺒﺎﻕ ﻟﻺﻋﺎﺩﺓ ﺒﺎﻟﺼﻑ ﺍﻻﻭل ﺍﻟﺜﺎﻨﻭﻱ ‪ ،‬ﻴﻌﻴﺵ ﻤﻊ ﺃﺒﻴﻪ ﻭﺯﻭﺠﺔ ﺃﺒﻴﻪ ﻭﺃﺭﺒﻌﺔ ﺇﺨﻭﺓ ‪ ،‬ﻻ ﻴﺸﺎﺭﻙ ﻓﻲ‬
‫ﺍﻟﺤﺼﺹ ﺍﻟﺩﺭﺍﺴﻴﺔ ﻭﻜﺜﻴﺭ ﺍﻟﺴﺏ ﻭﺍﻟﻀﺭﺏ ﻟﺯﻤﻼﺌﻪ ‪.‬‬
‫ﺍﺴﺘﺩﻋﻲ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻟﻁﺎﻟﺏ ﻓﺤﻀﺭ ﻤﺘﺒﺎﻁﺌ ﹰﺎ ﻤﺘﺴﺎﺌﻼﹰ ﻋﻥ ﺴﺒﺏ ﺍﺴﺘﺩﻋﺎﺌﻪ ‪ ،‬ﻋﺭﻓﻪ ﺍﻷﺨﺼﺎﺌﻲ‬
‫ﺒﻨﻔﺴﻪ ﻤﺭﺤﺒﺎﹰ ﺒﻪ ﻭﻻﺤﻅ ﻋﻠﻴﻪ ﺸﺤﻭﺏ ﺍﻟﻭﺠﻪ ﻭﻋﺩﻡ ﺍﻻﻋﺘﻨﺎﺀ ﺒﻤﻅﻬﺭﻩ ﻭﻤﻼﺒﺴﻪ ‪ ،‬ﻭﺒﺴﺅﺍﻟﻪ ﻋﻥ‬
‫ﺃﺤﻭﺍﻟﻪ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺃﺠﺎﺏ ﺍﻨﻪ ﻴﺫﺍﻜﺭ ﺴﺎﻋﺎﺕ ﻗﻠﻴﻠﺔ ﻭﻴﻌﺎﻨﻲ ﻤﻥ ﻜﺜﺭﺓ ﺍﻟﺸﺭﻭﺩ ﻭﺍﻟﺴﺭﺤﺎﻥ ‪ ،‬ﻭﺒﺴﺅﺍﻟﻪ‬
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‫ﻋﻥ ﻋﻼﻗﺘﻪ ﺒﻭﺍﻟﺩﻩ ﺃﺠﺎﺏ ﺍﻥ ﻋﻼﻗﺘﻪ ﺒﻭﺍﻟﺩﻩ ﺴﻴﺌﺔ ‪ ،‬ﻓﻜﺜﻴﺭﺍﹰ ﻤﺎ ﻴﻭﺒﺨﻪ ﻭﻴﻠﻭﻤﻪ ﺃﻤﺎﻡ ﺃﺨﻭﺘﻪ ﻭﺃﻗﺎﺭﺒﻪ ‪،‬‬
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‫ﻭﻴﺘﻬﻤﻪ ﺒﺈﻫﻤﺎل ﺍﻻﺴﺘﺫﻜﺎﺭ ﻭﻴﻀﺭﺒﻪ ﺒﻘﺴﻭﺓ ﻭﻴﻘﺎﺭﻥ ﺩﺭﺠﺎﺘﻪ ﺒﺄﺒﻨﺎﺀ ﺍﻟﺠﻴﺭﺍﻥ ﻭﺍﻷﻗﺎﺭﺏ ﺍﻟﻤﺘﻔﻭﻗﻴﻥ ‪،‬‬
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‫ﺤﺘﻲ ﺃﺼﺒﺢ ﻻ ﻴﺭﻏﺏ ﻓﻲ ﺍﺴﺘﻜﻤﺎل ﺩﺭﺍﺴﺘﻪ ﺒل ﻴﺘﻤﻨﻲ ﺍﻟﺨﺭﻭﺝ ﻟﻠﺒﺤﺙ ﻋﻥ ﺃﻱ ﻋﻤل ﻴﺤﺼل ﻤﻨﻪ‬
‫ﻋﻠﻲ ﺍﻟﻤﺎل ‪ ،‬ﻭﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻌﻼﻗﺘﻪ ﺒﺯﻭﺠﺔ ﺃﺒﻴﻪ ﺃﻀﺎﻑ ﺃﻨﻬﺎ ﺘﻔﻀل ﺃﺒﻨﺎﺌﻬﺎ ﻋﻠﻴﻪ ﻭﻜﺜﻴﺭﺍﹰ ﻤﺎ ﺘﻠﻭﻤﻪ‬
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‫ﻭﺘﻀﺭﺒﻪ ﻭﺘﺤﺭﻤﻪ ﻤﻥ ﺍﻟﻤﺼﺭﻭﻑ ‪ ،‬ﻋﻠﻕ ﺍﻷﺨﺼﺎﺌﻲ ﺃﻨﻪ ﻴﻘﺩﺭ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺼﻌﺒﺔ ﺍﻟﺘﻲ ﻴﻤﺭ ﺒﻬﺎ‬
‫ﻭﺃﻨﻪ ﺴﻭﻑ ﻴﺴﺎﻋﺩﻩ ﻟﺤل ﻤﺸﻜﻼﺘﻪ ﺒﻌﺩ ﺃﻥ ﻁﺒﻕ ﻋﻠﻴﻪ ﻤﻘﻴﺎﺱ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻟﺩﺭﺍﺴﻲ ‪.‬‬
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‫‪ - 1‬ﺤﺩﺩ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺃﻋﺘﻤﺩ ﻋﻠﻴﻬﺎ ﺍﻷﺨﺼﺎﺌﻲ ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﻫﺫﺍ‬
‫ﺍﻟﻤﻭﻗﻑ ‪.‬‬
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 ‫‪ - 2‬ﺤﺩﺩ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺭﺌﻴﺴﻴﺔ ﻭﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻴﻬﺎ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺼﻭﺭﺓ ﺇﺠﺭﺍﺌﻴﺔ؟‬
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‫‪ - 3‬ﺤﺩﺩ ﺃﻫﺩﺍﻑ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻟﻔﺭﻋﻴﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﻤﺸﻜﻼﺕ ﺍﻟﻁﺎﻟﺏ؟‬
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 ‫‪ ‬‬
‫ﺤﻭﻟﺕ ﺤﺎﻟﺔ ﺍﻟﺴﻴﺩﺓ)ﻡ ‪.‬ﺍ( ﺍﻟﻰ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﺩﺍﺭ ﺍﻟﻤﺴﻨﻴﻥ ﻨﻅﺭﺍ ﻟﺴﻭﺀ ﺤﺎﻟﺘﻬﺎ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻨﺘﻴﺠﺔ ﻻﻨﻘﻁﺎﻉ ﺍﺒﻨﺎﺀﻫﺎ ﻋﻥ ﺯﻴﺎﺭﺘﻬﺎ‪ ،‬ﺍﻁﻠﻊ ﺍﻻﺨﺼﺎﺌﻲ ﻋﻠﻰ ﻤﻠﻑ ﺍﻟﻌﻤﻴﻠﺔ ﻭﺍﻟﺘﻘﺎﺭﻴﺭ‬
‫ﺍﻟﺨﺎﺼﺔ ﺒﻬﺎ ﻭﺘﺒﻴﻥ ﺍﻥ ﺍﻟﻌﻤﻴﻠﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﺴﻭﺀ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺼﺤﻴﺔ ﻓﻬﻲ ﻤﺼﺎﺒﺔ ﺒﺎﺭﺘﻔﺎﻉ ﻀﻐﻁ ﺍﻟﺩﻡ‪،‬‬
‫ﻭﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻟﻬﺯﺍل ﻭﺍﻟﻨﺤﺎﻓﺔ ﺍﻟﺸﺩﻴﺩﺓ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﺎ ﺩﺍﺌﻤﺔ ﺍﻟﻨﺴﻴﺎﻥ ﻭﺘﻤﻴل ﺍﻟﻰ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻟﺠﻠﻭﺱ ﺒﻤﻔﺭﺩﻫﺎ‬
‫ﻭﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺫﻟﻙ ﻓﺈﻨﻬﺎ ﺘﺘﻤﺘﻊ ﺒﺎﻟﺫﻜﺎﺀ ﺍﻟﺸﺩﻴﺩ‪ ،‬ﻭﻤﻬﺎﺭﺓ ﻓﻲ ﺍﻻﺸﻐﺎل ﺍﻟﻴﺩﻭﻴﺔ ﻭﻟﺩﻴﻬﺎ ﻴﻘﻴﻥ ﻭﺍﻤل ﻓﻲ‬
‫ﻗﺩﺭﺓ ﺍﷲ ﺴﺒﺤﺎﻨﻪ ﻭﺘﻌﺎﻟﻰ ﻋﻠﻰ ﻋﻼﺝ ﻤﺸﻜﻼﺘﻬﺎ ‪.‬‬
‫ﻗﺎﻡ ﺍﻷﺨﺼﺎﺌﻲ ﺒﻤﻘﺎﺒﻠﺔ ﺍﻟﻌﻤﻴﻠﺔ ﻭﺍﺘﻀﺢ ﺃﻨﻬﺎ ﺃﺭﻤﻠﺔ ﻤﻨﺫ ﺃﻜﺜﺭ ﻤﻥ )‪ (10‬ﺴﻨﻭﺍﺕ ﺤﻴﺙ ﺘﻭﻓﻰ‬
‫ﺯﻭﺠﻬﺎ ﺒﻌﺩ ﻤﻌﺎﻨﺎﺓ ﻤﻥ ﻤﺭﺽ ﺨﻁﻴﺭ ‪،‬ﻭﻗﺎﻟﺕ ﺍﻟﻌﻤﻴﻠﺔ ﺍﻥ ﻟﺩﻴﻬﺎ ﺜﻼﺙ ﺃﺒﻨﺎﺀ ﺍﻟﻜﺒﻴﺭ)ﻡ( ﻁﺒﻴﺒﺎ‬
‫‪،‬ﻭﺍﻷﻭﺴﻁ )ﻉ( ﻤﻬﻨﺩﺴﺎ ﻭﺍﻷﺨﻴﺭ )ﺱ( ﻤﺤﺎﺴﺏ ‪،‬ﺘﺯﻭﺝ ﺍﻟﻜﺒﻴﺭ ﻭﺍﻷﻭﺴﻁ ﻤﻨﺫ ﻋﺩﺓ ﺴﻨﻭﺍﺕ ﻭﻋﻼﻗﺘﻲ‬
‫‪2‬‬
‫ﺒﻬﻡ ﻁﻴﺒﺔ‪ ،‬ﺃﻤﺎ ﺍﺒﻨﻲ ﺍﻷﺨﻴﺭ )ﺱ( ﺘﺯﻭﺝ ﻤﻨﺫ ﻋﺩﺓ ﺃﺸﻬﺭ ﻭﺃﻗﺎﻡ ﻤﻌﻲ ﻫﻭ ﻭﺯﻭﺠﺘﻪ ﻓﻲ ﺸﻘﺘﻲ ‪،‬ﺜﻡ‬
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‫ﺒﺩﺃﺕ ﺍﻟﻤﺸﻜﻠﺔ ﻭﺴﺎﺀﺕ ﻤﻌﺎﻤﻠﺔ ﺯﻭﺠﺔ ﺍﺒﻨﻲ ﻟﻲ ﻭﺘﺤﻭﻟﺕ ﺤﻴﺎﺘﻲ ﺍﻟﻰ ﺠﺤﻴﻡ ﻭﻜﺎﻨﺕ ﺘﻤﺎﺭﺱ ﻤﻌﻲ ﻜل‬
‫ﻭﺴﺎﺌل ﺍﻟﻀﻐﻁ ﺤﺘﻰ ﺍﺘﺭﻙ ﺍﻟﻤﻨﺯل ﻭﻟﻸﺴﻑ ﺍﺒﻨﻲ ﺘﻀﺎﻤﻥ ﻤﻌﻬﺎ ﻭﺃﺼﺒﺢ ﻻ ﻴﺭﻏﺏ ﻓﻲ ﺒﻘﺎﺌﻲ ﻓﻲ‬
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‫ﺍﻟﻤﻨﺯل ‪،‬ﻭﺤﺎﻭل ﺍﺒﻨﺎﺌﻲ ﺍﻷﺨﺭﻴﻴﻥ) ﺍﻟﻁﺒﻴﺏ ﻭﺍﻟﻤﻬﻨﺩﺱ(ﺍﻟﺘﺩﺨل ﻭﺍﻟﺼﻠﺢ ﺒﻴﻨﻨﺎ ﻭﻟﻜﻥ ﻟﻡ ﺘﻨﺠﺢ‬
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‫ﺍﻟﻤﺤﺎﻭﻟﺔ ﻭﻟﺫﻟﻙ ﻗﺭﺭﺕ ﺘﺭﻙ ﺍﻟﻤﻨﺯل ﻭﺍﻟﺫﻫﺎﺏ ﺍﻟﻰ ﺩﺍﺭ ﺍﻟﻤﺴﻨﻴﻥ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ ﺭﻓﺽ ﺍﺒﻨﺎﺌﻲ‬
‫)ﺍﻟﻁﺒﻴﺏ ﻭﺍﻟﻤﻬﻨﺩﺱ ( ﻟﺫﻟﻙ ‪،‬ﻭﻟﻜﻥ ﻤﺎ ﻴﺤﺯﻨﻨﻲ ﻫﻭ ﻗﻠﺔ ﺯﻴﺎﺭﺓ ﺃﺒﻨﺎﺌﻲ ﻟﻲ ﻓﻲ ﺍﻟﺩﺍﺭ ‪ ،‬ﻗﺎﻡ ﺍﻻﺨﺼﺎﺌﻲ‬
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‫ﺒﺘﻬﺩﺌﺔ ﺍﻟﻌﻤﻴﻠﺔ ﻭﺍﺘﻔﻕ ﻤﻌﻬﺎ ﻋﻠﻰ ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻻﺨﺼﺎﺌﻲ ﺍﻟﻨﻔﺴﻲ ﺍﻟﻤﻭﺠﻭﺩ ﺒﺎﻟﺩﺍﺭﻭﺤﺩﺩ ﻤﻌﻬﺎ‬
‫ﻤﻭﻋﺩ ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪.‬‬

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 ‫‪ -1‬ﺿﻊ ﻋﻼﻣﺔ )‪ (‬أو )×(‪:‬‬
‫×‬ ‫‪‬‬ ‫اﻟﻌﺒﺎرة‬
‫م‬
‫ھـ‬ ‫أ‬
‫‪ .1‬اﺳﺘﻌﺎن اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻓﻲ ﺟﻤﻌﮫ ﻟﻠﺒﯿﺎﻧﺎت ﺑﺎﻷﻧﺴﺎق اﻟﻤﺤﯿﻄﺔ ﺑﺎﻟﻌﻤﯿﻠﺔ‬
‫‪ .2‬طﺒﻖ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ اﻟﺘﻌﺎﻗﺪ اﻟﻤﻜﺘﻮب ﻣﻊ اﻟﻌﻤﯿﻠﺔ‬
‫‪ .3‬ﯾﺘﻮاﻓﺮ ﻟﺪى اﻟﻌﻤﯿﻠﺔ )م‪.‬أ( ﺟﻮاﻧﺐ ﻗﻮى ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺸﻜﻼﺗﮭﺎ‬
‫‪ .4‬ﺟﻤﻊ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﺑﯿﺎﻧﺎت ﻋﻦ اﻟﺒﯿﺌﺔ اﻟﻤﺎدﯾﺔ اﻟﻤﺤﯿﻄﺔ ﺑﺎﻟﻌﻤﯿﻠﺔ )م‪.‬أ(‬
‫‪ .5‬ﻣﺼﺪر ﺗﺤﻮﯾﻞ اﻟﺤﺎﻟﺔ ﻟﻸﺧﺼﺎﺋﻲ اﻟﻌﻤﯿﻠﺔ ﻧﻔﺴﮭﺎ‬
‫‪ .6‬ﺟﻤﻊ اﻷﺧﺼﺎﺋﻲ ﺑﯿﺎﻧﺎت ﻋﻦ اﻟﻤﺸﻜﻠﺔ وﺗﻄﻮرھﺎ‬
‫‪ -2‬اﺧﺘﺮ اﻹﺟﺎﺑﺔ اﻟﺼﺤﯿﺤﺔ‪:‬‬
‫ج‬ ‫ب‬ ‫أ‬ ‫اﻟﻌﺒﺎرة‬ ‫م‬
‫ﻧﺴﻖ ﻋﻘﻠﻲ‬ ‫ﻧﺴﻖ ﺟﺴﻤﻲ‬ ‫ﻧﺴﻖ ﻧﻔﺴﻲ‬ ‫اﻟﻌﻤﯿﻠﺔ داﺋﻤﺔ اﻟﻨﺴﯿﺎن ‪..........‬‬ ‫‪1‬‬
‫ﺗﻤﯿﻞ اﻟﻌﻤﯿﻠﺔ اﻟﻰ اﻟﻌﺰﻟﺔ واﻟﺠﻠﻮس ﺑﻤﻔﺮدھﺎ‬
‫ﻧﺴﻖ ﻣﻌﺮﻓﻲ‬ ‫ﻧﺴﻖ اﺟﺘﻤﺎﻋﻲ‬ ‫ﻧﺴﻖ ﺧﺎرﺟﻲ‬ ‫‪2‬‬
‫اﺳﺘﻤﺎرة اﻟﺒﯿﺎﻧﺎت‬ ‫ﺗﻘﺎرﯾﺮ ﺗﺤﻮﯾﻞ‬ ‫‪2‬‬
‫اطﻠﻊ اﻷﺧﺼﺎﺋﻲ اﻻﺟﺘﻤﺎﻋﻲ ﻋﻠﻰ ﻣﻠﻒ اﻟﻌﻤﯿﻠﺔ‬
‫‪........‬‬
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‫ﻣﻘﺎﯾﯿﺲ‬ ‫‪3‬‬
‫اﻟﻤﺒﺪﺋﯿﺔ‬ ‫اﻟﺤﺎﻟﺔ‬ ‫ﺗﻌﺘﺒﺮ ‪.........‬‬
‫اﻻﺑﻦ )س(وزوﺟﺘﮫ اﻟﻤﻘﯿﻤﺎن ﻣﻊ اﻟﻌﻤﯿﻠﺔ ﻓﻲ‬
‫اﻟﻌﻤﯿﻞ‬ ‫اﻟﻌﻤﻞ‬ ‫اﻟﻤﻨﺰل ﯾﻤﺜﻼن أﺣﺪاﻷﻧﺴﺎق اﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﻤﺸﻜﻠﺔ اﻟﻤﺴﺘﮭﺪف‬ ‫‪4‬‬
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‫وھﻮ ﻧﺴﻖ ‪.............‬‬

‫ﻣﺸﻜﻼت اﻟﺘﺤﻮل‬ ‫ﻣﺸﻜﻼت اﻟﺼﺮاع‬ ‫ﻣﻦ أﻧﻤﺎط اﻟﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻌﺎﻧﻲ ﻣﻨﮭﺎ اﻟﻌﻤﯿﻠﺔ ﺻﻌﻮﺑﺔ أداء‬
‫‪5‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺑﯿﻦ اﻷﺷﺨﺎص‬ ‫اﻟﺪور‬ ‫)م‪.‬ا( ‪...........‬‬
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‫ﻋﺮض اﻟﻌﻤﯿﻠﺔ ﻋﻠﻰ اﻷﺧﺼﺎﺋﻲ اﻟﻨﻔﺴﻲ اﻟﻤﻮﺟﻮد‬

‫ﻧﺴﻖ اﻟﻤﺴﺘﮭﺪف‬ ‫ﻧﺴﻖ اﻟﺘﻐﯿﯿﺮ‬ ‫ﻧﺴﻖ اﻟﻌﻤﻞ‬ ‫‪6‬‬
‫ﺑﺎﻟﺪار ﯾﻤﺜﻞ ‪........‬‬
‫ﺳﻮء اﻟﺤﺎﻟﺔ اﻟﻨﻔﺴﯿﺔ ﻟﻠﻌﻤﯿﻠﺔ ﯾﻌﺘﺒﺮ ‪.............‬‬
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‫ﻣﺸﻜﻠﺔ ﺧﺎرﺟﯿﺔ‬ ‫ﻣﺸﻜﻠﺔ ﻓﺮﻋﯿﺔ‬ ‫ﻣﺸﻜﻠﺔ ﻋﺎﻣﺔ‬ ‫‪7‬‬

‫ﺗﺤﺴﯿﻦ ﻋﻼﻗﺔ اﻟﻌﻤﯿﻠﺔ ﺑﺎﺑﻨﮭﺎ )س(وزوﺟﺘﮫ ﯾﻌﺘﺒﺮ‬
‫ھﺪف اﺟﺮاﺋﻲ‬ ‫ھﺪف ﻋﺎم‬ ‫ھﺪف ﻓﺮﻋﻲ‬ ‫‪8‬‬
‫‪........‬‬
‫اﻻﺑﻨﺎن اﻻﺧﺮان ﻟﻠﻌﻤﯿﻠﺔ )اﻟﻄﺒﯿﺐ واﻟﻤﮭﻨﺪس(‬
‫اﻟﻤﺴﺘﮭﺪف‬ ‫اﻟﻌﻤﻞ‬ ‫اﻟﻌﻤﯿﻞ‬ ‫ﯾﻤﺜﻼن أﺣﺪ اﻷﻧﺴﺎق اﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﻤﺸﻜﻠﺔ وھﻮ‬ ‫‪9‬‬
‫ﻧﺴﻖ ‪...........‬‬
‫ﻓﺮﻋﯿﺔ‬ ‫داﺧﻠﯿﺔ‬ ‫ﻋﺎﻣﺔ‬ ‫ﻗﻠﺔ زﯾﺎرة اﻻﺑﻨﺎء ﻟﻠﻌﻤﯿﻠﺔ ﺗﻌﺘﺒﺮ ﻣﺸﻜﻠﺔ ‪...........‬‬ ‫‪10‬‬
‫اﻟﻤﺼﺎدر اﻟﻤﺤﯿﻄﺔ‬ ‫زوﺟﺔ اﺑﻨﻲ ﺗﻤﺎرس ﻣﻌﻲ ﻛﻞ وﺳﺎﺋﻞ اﻟﻀﻐﻂ‬
‫دﯾﻨﺎﻣﯿﻜﯿﺔ اﻷﺳﺮة‬ ‫ﺑﻨﺎء اﻷﺳﺮة‬ ‫‪11‬‬
‫ﺑﺎﻟﻌﻤﯿﻞ‬ ‫ﺗﺸﯿﺮ اﻟﻰ ‪..........‬‬
‫ﻣﻦ اﻟﻤﺼﺎدر اﻟﺘﻲ اﻋﺘﻤﺪ ﻋﻠﯿﮭﺎ اﻷﺧﺼﺎﺋﻲ‬
‫زﻣﻼء اﻟﺪار‬ ‫اﻟﻌﻤﯿﻠﺔ‬ ‫اﻟﻤﻘﺎﯾﯿﺲ‬ ‫‪12‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ ﻟﺠﻤﻊ اﻟﺒﯿﺎﻧﺎت ‪..............‬‬
‫ﻣﻌﺎﻧﺎة اﻟﺴﯿﺪة )م‪.‬ا( ﻣﻦ ارﺗﻔﺎع ﺿﻐﻂ اﻟﺪم ﺗﻌﺘﺒﺮ‬
‫ﻣﺸﻜﻠﺔ ﻓﺮﻋﯿﺔ‬ ‫ﺿﻐﻂ ﺧﺎرﺟﻲ‬ ‫ﻣﺸﻜﻠﺔ ﻋﺎﻣﺔ‬ ‫‪13‬‬
‫‪..............‬‬
‫ﺿﻐﻂ‬ ‫وﻓﺎة زوج اﻟﻌﻤﯿﻠﺔ ﯾﺸﯿﺮ اﻟﻰ ‪..........‬‬
‫ﻻ ﯾﻤﺜﻞ ﺿﻐﻂ‬ ‫ﺿﻐﻂ داﺧﻠﻲ‬ ‫‪14‬‬
‫ﺧﺎرﺟﻲ‬

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