Apn J47 Nasser

‫ﺍﻟﻤﻠـــﻒ‪» :‬ﺍﻟﻌــﻼﺝ ﺍﻟﻨﻔﺴــﻲ ﺍﻷﺳــﺮﻱ ﺑﻤﺠﺘﻤــﻊ ﻋﺮﺑــﻲ ﻳﺸﻬـــﺪ ﺗﺤـــﻮﻻﺕ ﻛﺒــﺮﻱ‬
‫ﺍﻟﻘﻴـﺎﺱ ﺍﻟﻨﻔﺴــﻲ ﺍﻟﻨﺴﻘـﻲ‪ :‬ﻣﻦ ﺍﻟﺨﻠﻔﻴـﺔ ﺍﻟﻨﻈﺮﻳـﺔ‪ ،‬ﺇﻟﻰ ﻛﻴﻔﻴـﺔ ﺍﻟﺘﻄﺒﻴـﻖ ‪ ،‬ﺇﻟﻰ ﺍﻟﻨﺘﺎﺋـﺞ‬
‫"ﺍﺧﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺳﺮﻱ ‪ "FamilyAppercetionTest‬ﻧﻤﻮﺫﺟﺎ‬
‫ﻧﺎﺻــﺮ ﻣﻴـــﺰﺍﺏ‪:‬ﺃﺳﺘـــﺎﺫ ﺗﻌﻠﻴــﻢ ﻋﺎﻟـــﻲ‪،‬ﺟﺎﻣﻌـــﺔ ﻣﻮﻟـــﻮﺩ ﻣﻌﻤــﺮﻱ ﺗﻴــﺰﻱ ﻭﺯﻭ‪.‬‬

‫ﻣﺨﺒــﺮ‪ :‬ﺗﺮﺑﻴـــﺔ‪ ،‬ﺗﻜﻮﻳـــﻦ‪ ،‬ﻋﻤـــﻞ ‪ E.for.T‬ﺟﺎﻣﻌـــﺔ ﺍﻟﺠﺰﺍﺋــــﺮ‪2‬‬
‫‪mnacereddine2000@hotmail.fr‬‬
‫ﻭﻓﻕ ﺍﻝﻤﻨﻅﻭﺭ ﺍﻝﻨﺴﻘﻲ‪ ،‬ﻴﻌﺘﺒﺭ ﺍﻝﻔﺭﺩ ﺠﺯﺀ ﻤﻥ ﻤﺠﺎل ﻋﻼﺌﻘﻲ ﺃﺴﺭﻱ‬ ‫ﻤﻘﺩﻤـــــــﺔ‬
‫ﺃﻭﺴﻊ‪ .‬ﻓﻲ ﺇﻁﺎﺭﻩ ﻴﻔﻬﻡ ﺍﻝﺴﻠﻭﻙ ﺃﻜﺜﺭ ﻤﻤﺎ ﻝﻭ ﻋﺯﻝﻨﺎﻩ ﻋﻥ ﻏﻴﺭﻩ ﻤﻥ ﺍﻝﻤﺤﻴﻁﻴﻥ‬ ‫ﻴﻅﻬﺭ ﺍﻷﺩﺏ ﺍﻝﻌﻠﻤﻲ ﺤﻭل ﺍﻝﻘﻴﺎﺱ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻜﻨﺴﻕ‬
‫ﺒﻪ‪.‬‬ ‫ﻋﻤﻭﻤﺎ ﻨﻘﺼﺎ ﻜﺒﻴﺭﺍ‪ ،‬ﻭﺒﺎﻝﺨﺼﻭﺹ ﺍﻝﺘﺭﺍﻜﻡ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻜﺘﻭﺏ ﺒﺎﻝﻠﻐﺔ‬
‫ﻀﻤﻨﻬﺫﺍ ﺍﻝﻤﻨﻅﻭﺭ ﻴﻤﻜﻥ ﻝﻨﺎ ﻓﻬﻡ ﺍﻝﺠﺯﺀ )ﺍﻝﻔﺭﺩ( ﺩﺍﺨل ﺍﻝﻜل )ﻜل ﺍﻝﺠﻤﺎﻋﺔ‬ ‫ﺍﻝﻌﺭﺒﻴﺔ‪.‬ﻫﺫﺍ ﺍﻝﻭﻀﻌﻴﻅﻬﺭ ﺃﻨﻪ ﻏﻴﺭ ﻋﺎﺩﻱ‪ ،‬ﻤﻘﺎﺭﻨﺔ ﺒﺄﺩﻭﺍﺕ ﺍﻝﻘﻴﺎﺱ ﺍﻝﺘﻲ‬
‫ﺍﻷﺴﺭﻴﺔ(‪.‬ﺤﻴﺙ ﺘﻌﺘﺒﺭ‬ ‫ﺃﻨﺘﺠﺕ ﻋﻤﻭﻤﺎ ﻓﻲ ﻤﺠﺎل ﻤﺨﺘﻠﻑ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻷﺨﺭﻯ ﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ‪.‬‬
‫ﺍﻷﺴﺭﺓ ﻤﺠﺎل ﺠﻤﻴﻊ ﺍﻝﺘﻔﺎﻋﻼﺕ ﻭﺍﻝﻌﻼﻗﺎﺕ ﻭﺍﻝﺘﻭﺍﺼل‪ ،‬ﻭﻝﺫﻝﻙ ﺃﺨﺫﻫﺎ ﻓﻲ‬ ‫ﻝﺫﻝﻙ ﺘﻅﻬﺭ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻤﺎﺴﺔ ﺇﻝﻰ ﺒﻨﺎﺀ ﻭﻭﻀﻊ ﺃﺩﺍﺓ ﺃﻭ ﺤﺘﻰ ﺃﺩﻭﺍﺕ‬
‫ﺩﻴﻨﺎﻤﻴﺎﺘﻬﺎ ﺍﻝﺘﻭﺍﺼﻠﻴﺔ ﻭﺍﻝﻌﻼﺌﻘﻴﺔ‪ ،‬ﻋﺒﺭ ﺇﻴﺤﺎﺀﺍﺕ ﺃﻓﺭﺍﺩﻫﺎ‪ ،‬ﻴﺒﻴﻥ ﻝﻨﺎ ﺃﻜﺜﺭ‪.‬ﺃﺜﺭﻫﺎ‬ ‫ﻗﻴﺎﺱ‪،‬ﺘﺤﺎﻭل ﺃﻥ ﺘﻀﺒﻁ ﺃﻭ ﺘﻘﻴﺱ ﺍﻷﺴﺭﺓ ﻜﺒﻨﻴﺔ ﻨﺴﻘﻴﺔ ﻝﻬﺎ ﻤﻴﺯﺘﻬﺎ‬
‫ﻓﻲ ﺒﻨﻴﺘﻬﺎ ﻤﻥ ﺠﻬﺔ ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﺃﻓﺭﺍﺩﻫﺎ ﺍﻝﻤﻜﻭﻨﻴﻥ ﻝﻬﺎ ﺃﻜﺜﺭ ﻓﺄﻜﺜﺭ ﻤﻥ ﺠﻬﺔ‬ ‫ﻭﺨﺼﻭﺼﻴﺘﻬﺎ‪ ،‬ﻭﻝﻬﺎ ﺍﻨﻌﻜﺎﺴﺎﺘﻬﺎ ﻭﺃﺜﺎﺭﻫﺎ ﺍﻝﻨﻔﺱ‪ -‬ﺼﺤﻴﺔ ﻓﻲ ﺍﻝﻤﻜﻭﻨﻴﻥ ﻝﺒﻨﻴﺘﻬﺎ‬
‫ﺃﺨﺭﻯ‪).‬ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ ﻭﺁﺨﺭﻭﻥ‪.(2012 ،‬‬ ‫ﺍﻝﻨﺴﻘﻴﺔ‪.‬‬
‫‪Family Apperception Test‬‬ ‫ﻴﻌﺘﺒﺭ)ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‬ ‫ﺇﻥ ﺘﺄﺜﻴﺭ ﺒﻨﻴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺒﺎﻝﺨﺼﻭﺹ ﺍﻷﺴﺭﺓ ﻓﻲ ﺒﻨﺎﺀ ﺍﻝﺸﺨﺼﻴﺔ‬
‫(ﻭﺴﻴﻠﺔ ﺠﻴﺩﺓ ﻝﺘﻘﺼﻲ ﺃﻭﻝﻲ ﻝﻠﻜﺸﻑ ﻋﻥ ﻤﻌﺎﻝﻡ ﺍﻻﻀﻁﺭﺍﺏ ﻭﺍﻨﺤﺭﺍﻑ ﺍﻝﻔﺭﺩ‬ ‫ﺍﻝﻘﺎﻋﺩﻴﺔ ﻷﻓﺭﺍﺩﻫﺎ ﻭﺘﺸﻜﻴل ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺴﻠﻭﻜﻴﺎﺘﻬﻡ ﺍﻝﺼﺤﻴﺔ ﻭﻏﻴﺭ ﺍﻝﺼﺤﻴﺔ‪.‬‬
‫ﺩﺍﺨل ﺃﺴﺭﺘﻪ‪ ،‬ﻭﻷﺴﺭﺘﻪ ﻜﺒﻨﻴﺔ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻤﺒﻜﺭﺓ‪ .‬ﻓﻬﻭ ﻭﺴﻴﻠﺔ ﺘﺩﻋﻡ ﺍﻝﻭﻗﺎﻴﺔ‬ ‫ﺃﺼﺒﺤﺕ ﻤﻥ ﺍﻝﻤﺴﻠﻤﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻻ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺒﺭﻫﻨﺔ ﻋﻠﻰ ﺫﻝﻙ‪ .‬ﻏﻴﺭ ﺃﻥ‬
‫ﻗﺒل ﺍﻝﻭﺼﻭل ﻝﻠﻌﻼﺝ‪( Wayne M.Sotile,&al,1999).‬‬ ‫ﻗﻴﺎﺱ ﺫﻝﻙ ﻭﻤﺤﺎﻭﻝﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻪ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻋﻠﻤﻴﺔ ﺃﻜﺎﺩﻴﻤﻴﺔ‪ ،‬ﻤﺎﺯﺍل‬
‫ﺒﻨﺎﺀﻋﻠﻰ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻤﺎﺴﺔ ﺇﻝﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻨﺴﻘﻲ ﻝﻸﺴﺭﺓ‪ ،‬ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﻤﺠﺎﻻ ﺒﻜﺭﺍ‪ .‬ﻴﺤﺘﺎﺝ ﺇل ﺒﺫل ﺠﻬﺩ ﻤﻥ ﺍﻝﻤﻨﺘﻤﻴﻥ ﺇﻝﻰ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪.‬‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ .‬ﺠﻌﻠﻨﺎ ﻨﺤﺎﻭل ﻤﻊ ﻓﺭﻗﺔ ﺍﻝﻤﺸﺭﻭﻉ ﺍﻝﻤﺫﻜﻭﺭ ﺃﻓﺭﺍﺩﻫﺎ ﺃﺴﻔﻠﻪ* ﺃﻥ ﻨﻘﻭﻡ‬ ‫ﺘﻁﺭﺡ ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﻘﻴﺎﺱ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻠﻴﺔ ﺒﻤﻔﻬﻭﻤﻬﺎ ﺍﻝﻭﺍﺴﻊ ﻓﻲ ﺠﻤﻴﻊ‬
‫ﺒﺘﺭﺠﻤﺔ ﻭﺘﻜﻴﻴﻑ ﺍﺨﺘﺒﺎﺭ ‪ FAT‬ﻤﻥ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ ﺇﻝﻰ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ .‬ﻀﻤﻥ‬ ‫ﺍﻝﻤﺠﺎﻻﺕ )ﺍﻝﻌﻼﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺍﻝﺭﻴﺎﻀﺔ‪ ،‬ﺍﻝﺠﻨﺎﻴﺎﺕ‪ ،‬ﺍﻷﺴﺭﺓ‪،‬‬
‫ﻓﺭﻗﺔ ﺒﺤﺙ ﻤﻌﺘﻤﺩﺓ ﻤﻥ ﻗﺒل ﻭﺯﺍﺭﺓ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺘﺤﺕ‬ ‫ﺍﻝﺠﻨﻭﺡ‪ ،‬ﺘﻌﺎﻁﻲ ﺍﻝﻤﺨﺩﺭﺍﺕ‪ ،‬ﺍﻝﺠﺭﻴﻤﺔ‪...‬ﺍﻝﺦ(‪.‬‬
‫ﺭﻤﺯ ‪. R00520090002:‬‬ ‫ﻝﻠﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻭﻀﻊ ﺃﺴﺱ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻨﻔﺴﻲ ﻝﻠﺒﻴﺌﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ .‬ﺍﺨﺘﺭﻨﺎ‬
‫ﺩﺍﻡ ﺍﻝﻌﻤل ﻓﻲ ﺍﻝﻤﺸﺭﻭﻉ "ﺜﻼﺙ ﺴﻨﻭﺍﺕ" ﻤﻥ ‪ ،2012 -2010‬ﺘﻡ ﻓﻲ‬ ‫ﺍﺨﺘﺒﺎﺭ ‪ ،FamilyAppercetionTest‬ﺍﻝﺫﻱ ﺃﺸﺭﻓﺕ ﻋﻠﻰ ﺘﺭﺠﻤﺘﻪ ﻤﻥ ﺍﻝﻠﻐﺔ‬
‫ﻨﻬﺎﻴﺘﻪ ﺘﻘﺩﻴﻡ ﺘﻘﺭﻴﺭ ﺤﻭل ﺍﻨﺠﺎﺯ ﺍﻝﻤﺸﺭﻭﻉ‪ ،‬ﺍﻝﺫﻱ ﻨﺎل ﻗﺒﻭل ﺨﺒﺭﺍﺀ ﺍﻝﻠﺠﻨﺔ‬ ‫ﺍﻷﻨﺠﻠﻴﺯﻴﺔ ﺇﻝﻰ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ‪ ،‬ﻤﺠﻤﻭﻋﺔ ﻤﻨﺸﻭﺭﺍﺕ ﻤﺭﻜﺯ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻭﺯﺍﺭﺓ ﺍﻝﻤﺫﻜﻭﺭﺓ ﺃﻋﻼ‪ ،‬ﻭﺃﻋﻀﺎﺀ ﺍﻝﻤﺠﻠﺱ ﺍﻝﻌﻠﻤﻲ ﻝﻜﻠﻴﺔ ﺍﻝﻌﻠﻭﻡ‬ ‫ﺍﻝﺘﻁﺒﻴﻘﻲ ﺒﻔﺭﻨﺴﺎ‪ .‬ﻭﻫﻭﻤﻥ ﻭﻀﻊ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺅﻝﻔﻴﻥ ﺍﻷﻤﺭﻴﻜﻴﻴﻥ‪ ،‬ﺫﻭﻱ‬
‫ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﺠﺎﻤﻌﺔ ﻤﻭﻝﻭﺩ ﻤﻌﻤﺭﻱ ﺘﻴﺯﻱ ﻭﺯﻭﻭﺃﻋﻀﺎﺀ ﺍﻝﻠﺠﻨﺔ‬ ‫ﺍﻝﺘﻭﺠﻪ ﺍﻝﻨﺴﻘﻲ‪ -.‬ﻭﺍﻝﺫﻱ ﻴﻌﺘﺒﺭ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺭﺍﺌﺩﺓ ﻓﻲ ﻗﻴﺎﺱ ﺍﻝﻤﻨﺘﻭﺝ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻝﻘﺴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻝﻨﻔﺱ ﺍﻝﻜﻠﻴﺔ ﻭﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﻭ ﻤﻥ ﺜﻡ ﺘﻡ ﺇﺠﺎﺯﺘﻪ ﺭﺴﻤﻴﺎ‪.‬‬ ‫ﺍﻝﺩﻴﻨﺎﻤﻲ ﻝﻸﺴﺭﺓ – ﻗﺼﺩ ﺘﺭﺠﻤﺘﻪ ﻭﺘﻜﻴﻴﻔﻪ ﻤﻥ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ ﺇﻝﻰ ﺍﻝﻠﻐﺔ‬
‫‪ -1‬ﺍﻝﺨﻠﻔﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻝﻠﺘﻨﺎﻭل ﺍﻝﻨﺴﻘﻲ ﻝﺩﺭﺍﺴﺔ ﺍﻷﺴﺭﺓ‬ ‫ﺍﻝﻌﺭﺒﻴﺔ‪.‬‬
‫ﺒﺩﺃ ﺍﺴﺘﻌﻤﺎل ﻤﻔﻬﻭﻡ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻴﺯﺩﺍﺩ ﺃﻜﺜﺭ‬ ‫ﺇﺫﺍ ﻋﺭﻓﻨﺎ ﺨﺎﺼﺔ ﺃﻥ ﻤﺠﺎل ﺍﻷﺴﺭﺓ ﻴﺤﺘﺎﺝ ﻜﺒﻘﻴﺔ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﺇﻝﻰ‬
‫ﻓﺄﻜﺜﺭ‪ .‬ﺫﻝﻙ ﻝﻤﺎ ﻝﻪ ﻤﻥ ﺃﻫﻤﻴﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﻜﻭﻨﻴﻥ ﻝﻸﺴﺭﺓ‪ .‬ﻭﻋﻠﻰ‬ ‫ﻀﺒﻁ ﻋﻠﻤﻲ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪ .‬ﻭﺨﺼﻭﺼﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺘﻬﺘﻡ‬
‫ﻋﻼﻗﺎﺘﻬﻡ ﺒﺒﻌﻀﻬﻡ ﺍﻝﺒﻌﺽ‪ ،‬ﻭﺍﻨﻌﻜﺎﺱ ﻜل ﺫﻝﻙ ﻋﻠﻰ ﺼﺤﺘﻬﻡ ﺍﻝﻨﻔﺴﻴﺔ‪ .‬ﻭﻫﺫﺍ‬ ‫ﺒﺎﻝﺘﻌﺎﻤل ﻭﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺃﻓﺭﺍﺩﻫﺎ‪ ،‬ﻭﺃﺜﺭ ﻜل ﺫﻝﻙ ﻓﻲ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﻲ‬
‫ﻤﺎ ﺍﻫﺘﻤﺕ ﺒﻪ ﻤﺎ ﺴﻤﻲ ﺒﺎﻝﻤﺩﺭﺴﺔ ﺍﻝﻨﺴﻘﻴﺔ ﻤﻥ ﺨﻼل ﻨﻅﺭﻴﺎﺘﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻓﺭﺍﺩ ﻭﺍﻝﺠﻤﺎﻋﺎﺕ‪.‬‬
‫‪Arabpsynet e.Journal: N°47 Autumn 2015‬‬ ‫א ــــــא ـــــــ ـــــــــ مאـــــــ‪:‬אـ ــــد‪47‬ـــــــــــــــــــــ‪2015‬‬
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‫‪ -1-1‬ﺍﻝﺘﻨـــﺎﻭل ﺍﻝﻨﺴﻘـــﻲ ﻝﻸﺴـــﺭﺓ‬ ‫ﺍﻝﺸﻲﺀ ﺍﻝﺫﻱ ﺃﺼﺒﺢ ﻤﻌﻪ ﻗﻴﺎﺱ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺎﺕ ﻓﻲ ﺤﺎﻝﺘﻬﺎ ﺍﻝﺩﻴﻨﺎﻤﻴﺔ‬
‫ﺘﻌﺘﺒﺭﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺎﻕ‪،‬ﻋﺒﺎﺭﺓ ﻋﻥ ﺇﻁﺎﺭ ﻋﺎﻡ ﻝﻔﻬﻡ ﺍﻷﺴﺭﺓ ﻜﻨﻅﺎﻡ ﺍﺠﺘﻤﺎﻋﻲ‬ ‫ﻀﺭﻭﺭﻱ ﻝﺘﺤﺩﻴﺩ ﺍﻵﺜﺎﺭ ﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ ﺫﻝﻙ ﻓﻲ ﺴﻠﻭﻙ ﺃﻓﺭﺍﺩ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‪،‬‬
‫ﻤﺘﺩﺍﺨل ﻝﻪ ﺤﺎﺠﺎﺕ ﻭﺨﺼﺎﺌﺹ ﻓﺭﻴﺩﺓ ﺘﻤﻴﺯﻩ‪.‬‬ ‫ﻭﻓﻲ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻜﻠﻪ‪.‬‬
‫ﺘﺭﻜﺯ ﻨﻅﺭﻴﺔ "ﻨﻴﻜﻼﺱ ﻝﻭﻤﺎﻥ"ﻋﻠﻰ ﺍﻓﺘﺭﺍﺽ ﺃﻥ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ‬ ‫ﺃﻫﺘﻡ ﺍﻝﺘﻨﺎﻭل ﺍﻝﻨﺴﻘﻲ ﻓﻲ ﻤﻴﺩﺍﻥ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﺭﻀﻲ ﻭﺒﺎﻷﺨﺹ ﺍﻝﻁﺏ‬
‫ﺍﺤﺩ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﺴﺘﺅﺜﺭ ﻓﻲ ﺠﻤﻴﻊ ﺃﻓﺭﺍﺩﻫﺎ ﻜﻨﺴﻕ‪ .‬ﺒﻤﻌﻨﻰ ﺁﺨﺭ ﺃﻥ ﺍﻷﺴﺭﺓ‬ ‫ﺍﻝﻌﻘﻠﻲ ﺒﺎﻷﺴﺭﺓ ﻭﻨﻅﺭ ﺇﻝﻴﻬﺎ ﻋﻠﻰ ﺃﻨﻬﺎ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺘﺘﻡ ﻋﻥ ﻁﺭﻴﻕ‬
‫‪ -‬ﻭﻝﻴﺱ ﺍﻝﻔﺭﺩ‪ -‬ﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺍﻝﺘﺩﺨل ﺤﻴﻥ ﺍﻝﻌﻼﺝ‪.‬‬ ‫ﺍﻝﺘﻭﺍﺼل‪ .‬ﻭﺇﻥ ﻜﺎﻥ ﻴﺭﺠﻊ ﻫﺫﺍ ﺍﻝﺘﻨﺎﻭل ﺇﻝﻰ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻸﻨﺴﺎﻕ ﻝـ "‬
‫ﻴﻔﺘﺭﺽ "ﻝﻭﻤﺎﻥ" ﺒﺄﻥ ﺍﻷﻨﺴﺎﻕ ﺍﻝﺤﻴﺔ ﻭﻏﻴﺭ ﺍﻝﺤﻴﺔ‪ ،‬ﻴﻤﻜﻥ ﺍﻝﻨﻅﺭ ﺇﻝﻴﻬﺎ‬ ‫ﻝﻴﺩﻭﻴﻨﺞ ﻓﺎﻥ ﺒﻴﺭﺘﺎﻝﻭﻨﻔﻲ‪ ." Ludwig von Bertalanffy,1973‬ﺍﻝﺫﻱ ﺍﻫﺘﻡ‬
‫ﻭﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻋﻠﻰ ﺃﺴﺎﺱ ﺃﻨﻬﺎ ﺃﻨﺴﺎﻕ ﻝﻬﺎ ﻤﻭﺍﺼﻔﺎﺘﻬﺎ ﺍﻝﺨﺎﺼﺔ ﻭﺍﻝﺘﻲ‬ ‫ﺒﺎﻷﺨﺹ ﺒﺎﻷﻨﺴﺎﻕ ﺍﻝﻤﻔﺘﻭﺤﺔ ﻝﻠﺘﻭﺍﺯﻥ‪ .‬ﺤﻴﺙ ﺃﻜﺩ ﻋﻠﻰ ﻤﺼﻁﻠﺢ "ﺍﻝﻀﺒﻁ‬
‫ﺘﺴﺘﺤﻕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﻤﻌﻥ‪,‬‬ ‫ﺒﻭﺍﺴﻁﺔ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﻌﻜﺴﻴﺔ ‪ " la régulation par feed back‬ﺍﻝﺫﻱ ﻜﺎﻨﻭﺍ ﻗﺩ‬
‫ﺒﻴﻨﻤﺎ ﻴﺭﻯ "ﻗﻭﺭﺩﻥ ﻫﻴﺭﻥ"‪ "Gordon Hearn‬ﺃﻥ ﻁﺒﻴﻌﺔ ﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺎﻕ‬ ‫ﺃﻁﻠﻘﻭﺍ ﻋﻠﻴﻪ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﺒﻴﻭﻝﻭﺠﻴﺔ ﺘﺴﻤﻴﺔ " ﺫﺍﺘﻴﺔ ﺍﻻﻨﻀﺒﺎﻁ‪."Homostase‬‬
‫ﺍﻝﻌﺎﻤﺔ ﺘﺸﻴﺭ ﺇﻝﻰ ﺃﻨﻬﺎ ﺘﺄﺨﺫ ﺍﺘﺠﺎﻫﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻭﺍﻻﺘﺠﺎﻩ‬ ‫ﻭﻫﻜﺫﺍ ﻭﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺴﻨﺔ ‪ 1957‬ﻗﺎﻡ " ﺩﻭﻥ‪ .‬ﺩ‪ .‬ﺠﺎﻜﺴﻭﻥ ‪Don, D.‬‬
‫ﺍﻝﺸﺎﻤل ‪,‬ﻭﻴﺄﺨﺫ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل ﻤﻊ ﻨﺴﻕ ﻤﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬ ‫‪ " Jackson‬ﻤﺅﺴﺱ ﻤﺩﺭﺴﺔ " ﺒﺎﻝﻭ ﺍﻝﺘﻭ ‪ ، " Palo Alto‬ﺒﺘﻘﺩﻴﻡ ﻓﺭﻀﻴﺔ‬
‫ﻤﻌﻴﻥ ﻭﺩﺭﺍﺴﺘﻪ ﻹﻴﺠﺎﺩ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻝﻪ ﺨﺼﺎﺌﺹ ﻤﻌﻴﻨﺔ ﺘﺤﻜﻤﻪ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬ ‫ﻤﻔﺎﺩﻫﺎ " ‪...‬ﺃﻥ ﻤﺭﺽ ﺍﻝﻤﺼﺎﺏ ﻴﻤﻜﻥ ﺃﻥ ﻴﻔﻬﻡ ﻜﺂﻝﻴﺔ ﻀﺒﻁ ﺫﺍﺘﻲ ﻭﻅﻴﻔﺘﻪ‬
‫ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺃﺠﺯﺍﺀ ﺫﻝﻙ ﺍﻝﻨﺴﻕ‪.‬ﻭﻤﻥ ﺜﻡ ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﻨﺴﻕ ﺁﺨﺭ ﻋﻠﻰ‬ ‫ﺇﺭﺠﺎﻉ ﺘﻭﺍﺯﻥ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﺍﻝﺫﻱ ﻴﻌﻴﺵ ﻓﻲ ﺨﻁﺭ ﺍﻝﺘﻐﻴﻴﺭ‬
‫ﻤﺴﺘﻭﻯ ﺁﺨﺭ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺇﺫﺍ ﻤﺎ ﻜﺎﻥ ﻝﻪ ﻨﻔﺱ ﺍﻝﺨﺼﺎﺌﺹ ﻭﺍﻝﺴﻤﺎﺕ‪.‬ﻝﺫﺍ ﻓﺈﻥ‬ ‫‪.( Elkaim.M,1997,)."...‬‬
‫ﺤﻘﻴﻘﺔ ﻤﺎ ﺃﻭ ﻅﺎﻫﺭﺓ ﻤﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻤﻌﻴﻥ ﻗﺩ ﺘﻘﻭﺩ ﺇﻝﻰ ﺘﻜﻭﻴﻥ ﻓﺭﻀﻴﺔ ﺃﻭ‬ ‫‪ -2-1‬ﺍﻝﺘﻨـــﺎﻭل ﺍﻝﻨﺴﻘـــﻲ ﺍﻝﻌـــﺎﻡ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻝﺘﺨﺘﺒﺭ ﻓﻲ ﻤﺴﺘﻭﻯ ﺁﺨﺭ‪ .‬ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻻﺘﺠﺎﻩ‬ ‫ﺘﻨﻅﺭ ﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺎﻕ ﺍﻝﻌﺎﻤﺔ ﺇﻝﻰ ﺍﻝﻌﺎﻝﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺘﺭﺍﺒﻁﻲ‪ ،‬ﻓﻜل ﻜﻴﺎﻥ‬
‫ﺍﻝﺘﺤﻠﻴﻠﻲ‪ ،‬ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﺨﺘﺒﺎﺭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻅﺭﻴﺔ‬ ‫ﻗﺎﺌﻡ ﺒﺫﺍﺘﻪ ﻴﻨﻅﺭ ﺇﻝﻴﻪ ﻤﻥ ﻨﺎﺤﻴﺔ ﻋﻼﻗﺎﺘﻪ ﺒﺎﻝﻜﻴﺎﻨﺎﺕ ﺍﻷﺨﺭﻯ ﻭﺍﻝﺘﻲ ﺘﺅﺜﺭ‬
‫ﺠﺩﻴﺩﺓ‪.‬‬ ‫ﻭﺘﺘﺄﺜﺭ ﺒﻪ‪ .‬ﻭﻻ ﻴﻨﻅﺭ ﺇﻝﻴﻪ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪.‬‬
‫ﺃﻤﺎ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺸﺎﻤل ﻓﻬﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻷﻭل‪ ،‬ﻤﻥ ﺤﻴﺙ ﺃﻥ ﻫﻨﺎﻙ ﻤﺤﺎﻭﻝﺔ‬ ‫ﺘﻔﺘﺭﺽ ﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺎﻕ ﺍﻝﻌﺎﻤﺔ ﺒﺄﻥ ﺍﻝﻜل ﺃﻜﺒﺭ ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻷﺠﺯﺍﺀ‬
‫ﻹﻴﺠﺎﺩ ﻨﻤﻭﺫﺝ ﻋﺎﻡ‪ .‬ﻓﺒﺩﻻ ﻤﻥ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻭﺍﺤﺩ ﻓﻘﻁ‪ ،‬ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل‬ ‫ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪ .‬ﻭﺃﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻝﻘﺎﺌﻡ ﺒﻴﻥ ﺍﻷﺠﺯﺍﺀ ﺍﻝﻤﻜﻭﻨﺔ ﻷﻱ ﻨﺴﻕ ﻴﺅﺩﻱ ﺇﻝﻰ‬
‫ﻤﻊ ﻋﺩﺓ ﻤﺴﺘﻭﻴﺎﺕ ﻓﻲ ﺃﻨﺴﺎﻕ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻭﻤﺤﺎﻭﻝﺔ ﺘﻘﻨﻴﻨﻬﺎ ﺩﺍﺨل‬ ‫ﻭﺠﻭﺩ ﺨﺼﺎﺌﺹ ﺠﺩﻴﺩﺓ ﻓﻲ ﺍﻝﻨﺴﻕ ﻫﻲ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻨﺘﻴﺠﺔ ﻝﻬﺫﺍ ﺍﻻﺭﺘﺒﺎﻁ‬
‫ﻨﻤﻭﺫﺠ ﹰﺎ ﻨﻅﺭﻴ ﹰﺎ ﻤﻭﺤﺩﹰﺍ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻭﺼﻔﻬﺎ ﻜل ﻋﻠﻰ ﺤﺩﻩ ﻭﻜﺫﻝﻙ ﻋﻠﻰ ﻭﺼﻔﻬﺎ‬ ‫ﻭﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﺒﻴﻥ ﺍﻷﺠﺯﺍﺀ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻨﺴﻕ‪ .‬ﻓﺎﻷﺴﺭﺓ ﻜﻨﺴﻕ ﺍﺠﺘﻤﺎﻋﻲ‬
‫ﻤﺠﺘﻤﻌﺔ‪.‬‬ ‫ﻗﺎﺌﻡ ﺘﺘﻜﻭﻥ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ‪ .‬ﻭﻝﻜﻥ ﺍﻷﺴﺭﺓ ﺘﻌﻨﻲ ﺃﻜﺜﺭ ﺒﻜﺜﻴﺭ ﻤﻥ‬
‫ﻭﻫﻜﺫﺍ ﺸﺎﺭﻜﺕ ﻋﺩﺓ ﻨﻅﺭﻴﺎﺕ ﻓﻲ ﺘﻜﻭﻴﻥ ﻤﺎ ﺴﻤﻲ ﻓﻴﻤﺎ ﺒﻌﺩ ﺒﻤﺩﺭﺴﺔ‬ ‫ﻤﺠﺭﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ‪ ,‬ﻓﺎﻝﺘﻔﺎﻋﻼﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻤﻥ‬
‫ﺍﻷﻨﺴﺎﻕ‪ ،‬ﻭﻫﺫﺍ ﺍﺒﺘﺩﺍﺀ ﻤﻥ ﺒﻴﺭﺘﺎﻝﻨﻔﻲ‪ ، Bertalanffy.V‬ﻭﻤﺭﻭﺭﺍ ﺒـ ﺝ‪.‬‬ ‫ﻤﻭﺩﺓ ﻭﺭﺤﻤﺔ ﻭﺤﺏ ﻭﻋﻁﻑ ﻭﺘﻀﺤﻴﺔ ﻫﻲ ﺃﻜﺜﺭ ﺒﻜﺜﻴﺭ ﻤﻥ ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﺤﺩﺙ‬
‫ﺒﺎﺘﺴﻭﻥ‪ ، Bateson.G‬ﺝ‪.‬ﻫﺎﻝﻲ‪ ، Hally.G‬ﻑ‪.‬ﺴﺎﺘﻴﺭ‪ ، Sature.V‬ﻭ ﻡ‪ .‬ﺒﻭﻴﻥ‬ ‫ﺒﻴﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ‪ ,‬ﻭﻻ ﺘﻜﻭﻥ ﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺃﺴﺭﺓ‪ ،‬ﻭﻝﻜﻥ‬
‫‪ ، Bouen.M‬ﺱ‪.‬ﻤﻴﻨﻭﺸﻥ‪ ،Minouchin .S‬ﻭ ﻥ‪ .‬ﻭﻴﻨﻭﺭ ‪...Wiener.n‬ﺍﻝﺦ‪.‬‬ ‫ﻜل ﺃﺴﺭﺓ ﺘﺘﻜﻭﻥ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ‪ .‬ﻋﻥ )ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ‪(2007 ،‬‬
‫ﺴﻨﺤﺎﻭل ﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻝﻙ ﺘﻠﺨﻴﺹ ﺴﺭﻴﻊ ﻝﺒﻌﺽ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺘﻲ ﺃﺴﺴﺕ‬ ‫ﺘﻔﺘﺭﺽ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻜﺫﻝﻙ ﺒﺄﻥ ﺃﻱ ﺘﻐﻴﻴﺭ ﻴﻁﺭﺃ ﻋﻠﻰ ﺃﻱ ﻤﻥ ﺍﻷﺠﺯﺍﺀ‬
‫ﻝﻠﻤﺩﺭﺴﺔ ﺍﻝﻨﺴﻘﻴﺔ ﻓﻲ ﻤﺎ ﺒﻌﺩ‪ .‬ﻭﺍﻝﺘﻲ ﺍﺜﺭﺕ ﻜﺜﻴﺭﺍ ﻓﻲ ﺒﻨﺎﺀ ﻭﻭﻀﻊ ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻨﺴﻕ ﻓﺈﻨﻪ ﻴﺅﺩﻱ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺇﻝﻰ ﺤﺩﻭﺙ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﻨﺴﻕ ﺒﺼﻔﺔ‬
‫ﺍﻻﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻗﻴﺩ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬ ‫ﻋﺎﻤﺔ‪ ،‬ﻜﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺤﺩﻭﺙ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻷﺠﺯﺍﺀ ﺍﻷﺨﺭﻯ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻨﻔﺱ‬
‫ﺇﻫﺘﻡ "ﺒﻴﺭﺘﺎﻝﻨﻔﻲ" ﺒﺎﻝﺨﺼﻭﺹ ﺒﺎﻷﻨﺴﺎﻕ ﺍﻝﻤﻔﺘﻭﺤﺔ ﻝﻠﺘﻭﺍﺯﻥ‪ ،‬ﻭﺭﻜﺯ ﻋﻠﻰ‬ ‫ﺍﻝﻨﺴﻕ‪ .‬ﻭﺘﻔﺘﺭﺽ ﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺎﻕ ﺍﻝﻌﺎﻤﺔ ﺒﺄﻥ ﻝﻜل ﻨﺴﻕ ﻴﻭﺠﺩ ﻫﻨﺎﻙ ﺇﻁﺎﺭﺍ‬
‫ﻤﺎ ﻴﺴﻤﻰ ﺒﻀﺒﻁ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﻌﻜﺴﻴﺔ‪ ،‬ﻋﻥ )ﺩﺍﻝﻴﺎ ﻤﻭﻤﻥ‪.(2004 ،‬‬ ‫ﻤﺭﺠﻌﻴﺎ ﻤﺤﺩﺩﺍ‪ ،‬ﻭﻴﻘﺼﺩ ﺒﺎﻹﻁﺎﺭ ﺍﻝﻤﺭﺠﻌﻲ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻌﺎﺩﺍﺕ ﻭﺍﻝﺘﻘﺎﻝﻴﺩ ﻭﺍﻝﻘﻴﻡ‬
‫ﺒﻴﻨﻤﺎ ﺍﻫﺘﻡ ﺒﺎﺘﺴﻭﻥ ﺒﻨﻅﺭﻴﺔ ﺍﻻﺘﺼﺎل‪ ،‬ﻤﻥ ﻤﺒﺎﺩﺌﻬﺎ "ﻜل ﺍﺘﺼﺎل ﻻ ﻴﻜﻭﻥ‬ ‫ﻭﻜل ﻤﺎ ﻤﻥ ﺸﺄﻨﻪ ﺃﻥ ﻴﺤﺩﺩ ﺴﻠﻭﻙ ﺍﻷﻓﺭﺍﺩ ﺩﺍﺨل ﺍﻝﻨﺴﻕ‪ ،‬ﻝﺫﺍ ﻓﺈﻥ ﺘﺤﺩﻴﺩ‬
‫ﺇﻻ ﻓﻲ ﺇﻁﺎﺭ ﻨﺴﻕ ﺇﺘﺼﺎﻝﻲ"‪ ،‬ﻨﺘﺠﺢ ﻋﻥ ﺫﻝﻙ ﻅﻬﻭﺭ ﻨﻅﺭﻴﺎﺕ ﻜل ﻤﻥ‬ ‫ﺍﻹﻁﺎﺭ ﺍﻝﻤﺭﺠﻌﻲ ﻴﻜﻭﻥ ﻀﺭﻭﺭﻴ ﹰﺎ ﻝﻔﻬﻡ ﺍﻷﻨﺴﺎﻕ‪Hartman&Larid, .‬‬
‫ﺠﺎﻜﺴﻭﻥ‪ ،‬ﻫﺎﻝﻲ‪ ،‬ﻓﺭﺠﻴﻨﻴﺎ ﺴﺎﺘﻴﺭ‪...‬ﻋﻥ) ﻏﺎﺯﻝﻲ ﻨﻌﻴﻤﺔ‪.(2012 ،‬‬ ‫)‪1983‬‬
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‫ﻭﻋﻠﻰ ﺫﻝﻙ ﻭﻀﻊ ﻤﺅﻝﻔﻭ ﺍﻝﻤﻘﻴﺎﺱ ﻨﻤﻭﺫﺠﺎ ﻴﻬﺘﻡ ﺒﻭﺼﻑ ﺍﻝﺘﻔﺎﻋﻼﺕ‬ ‫ﻴﺫﻫﺏ "ﺩ‪.‬ﺠﺎﻜﺴﻭﻥ‪ "Jackson.D‬ﺇﻝﻰ ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻻﺘﺼﺎل ﺘﺘﻭﺍﺠﺩ ﺩﺍﺌﻤﺎ ﻓﻲ‬
‫ﺍﻝﺠﺎﺭﻴﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ ﻓﻲ ﻜل ﺼﻭﺭﺓ ﻋﻠﻰ ﺤﺩﺓ‪ .‬ﻤﻊ ﺇﻋﻁﺎﺀ ﻜل ﺼﻭﺭﺓ‬ ‫ﺃﻱ ﺃﺴﺭﺓ ﻭﺒﺠﻤﻴﻊ ﺃﻨﻭﺍﻋﻪ) ﻝﻔﻅﻲ‪ ،‬ﻏﻴﺭ ﻝﻔﻅﻲ‪ ،‬ﻝﻐﺔ ﺍﻝﺠﺴﺩ ﻭﺠﻤﻴﻊ ﺤﺭﻜﺎﺕ‬
‫ﺍﺴﻤﺎ ﺨﺎﺼﺎ ﺒﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬ ‫ﺍﻝﻔﺭﺩ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﻭﺍﻀﺤﺎ ﺃﻭ ﻏﺎﻤﻀﺎ‪...‬ﻋﻥ )ﻏﺎﺯﻝﻲ ﻨﻌﻴﻤﺔ ‪.(2012‬‬
‫ﺍﻝﻠﻭﺤﺔ )‪: (1‬ﺍﻝﻌﺸﺎﺀ‬ ‫‪-‬‬ ‫ﻴﺭﻯ ﺝ‪ .‬ﻫﺎﻝﻲ ‪ Hally.J‬ﺃﻥ ﻝﻺﺘﺼﺎل ﻫﺭﻡ ﻴﻭﺠﺩ ﻓﻴﻪ ﻤﻭﻗﻊ ﻜل ﻓﺭﺩ ﻤﻥ ﺃﻓﺭﺍﺩ‬
‫ﺘﻌﻜﺱ ﺍﻝﻠﻭﺤﺔ ﺭﺠﻼ ﻭﺍﻤﺭﺃﺓ ﻭﺜﻼﺙ ﺃﻁﻔﺎل ) ﻭﻝﺩﺍﻥ ﻭﺒﻨﺕ( ﻴﺠﻠﺴﻭﻥ‬ ‫ﺍﻷﺴﺭﺓ‪ ،‬ﻭﻤﻥ ﻭﻅﺎﺌﻔﻪ ﺍﻝﺒﺎﺭﺯﺓ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ‪ ،‬ﻭﺼﺭﺍﻉ ﺍﻝﻘﻭﺓ‪ ،‬ﻭﻤﻥ ﻓﻲ‬
‫ﺤﻭل ﻁﺎﻭﻝﺔ ﺃﻜل‪ ،‬ﺍﻝﻜﺒﺎﺭ ﻴﺘﻨﺎﻗﺸﻭﻥ‪ ،‬ﺒﻴﻨﻤﺎ ﺃﺤﺩ ﺍﻷﻭﻻﺩ ﻴﺄﻜل‪.‬‬ ‫ﺃﻋﻠﻰ ﺍﻝﻬﺭﻡ ﻴﺤﺘل ﺍﻝﻤﺭﻜﺯ ﺍﻷﻗﻭﻯ ‪ ..‬ﻋﻥ)ﺴﻌﻴﺩ ﺤﺴﻥ ﺍﻝﻌﺯﺓ‪.(2000 ،‬‬
‫ﺍﻝﻠﻭﺤﺔ )‪ (2‬ﺍﻝﻤﺴﺠل‬ ‫‪-‬‬ ‫ﻓﻲ ﺤﻴﻥ ﺘﻌﺘﺒﺭ "ﻑ‪ .‬ﺴﺎﺘﻴﺭ‪ "Sature.V‬ﺃﻥ ﺍﻻﺘﺼﺎل ﻁﺭﻴﻘﺔ ﻝﻠﺘﻌﺒﻴﺭ ﻋﻥ‬
‫ﺘﻅﻬﺭ ﺍﻝﻠﻭﺤﺔ ﻁﻔﻼ ﺠﺎﻝﺴﺎ ﺍﻝﻘﺭﻓﺼﺎﺀ ﺃﻤﺎﻡ ﻤﺴﺠل ﻴﺤﻤل ﻓﻲ ﻴﺩﻴﻪ "‬ ‫ﻤﺸﺎﻋﺭ ﺍﻝﻨﻘﺹ ﻭﺍﻝﺩﻭﻨﻴﺔ ‪ ،‬ﺃﻭ ﻤﺸﺎﻋﺭ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ‪)...‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ(‪.‬‬
‫ﻗﺭﺹ ﻏﻨﺎﺀ‪ ،‬ﺃﻤﺎﻤﻪ ﻤﺒﺎﺸﺭﺓ ﺸﺨﺹ ﻤﻥ ﺠﻨﺱ ﺃﻨﺜﻭﻱ ﻴﻤﺩﻩ ﺒﺸﻲﺀ ﺸﻜﻠﻪ‬ ‫ﺒﻴﻨﻤﺎﺘﺫﻫﺏ "ﻡ‪.‬ﺒﻭﻴﻥ‪ "Bowen.M‬ﺇﻝﻰ ﺃﻥ ﺍﻷﺴﺭﺓ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻫﻲ ﻨﺴﻕ‬
‫ﻤﺴﺘﻁﻴل‪.‬‬ ‫ﻁﺒﻴﻌﻲ ﻭﻴﺴﻤﻰ ﺒﺎﻝﻨﺴﻕ ﺍﻻﻨﻔﻌﺎﻝﻲ‪ ،‬ﺤﻴﺜﺙ ﺘﺭﻯ ﺃﻥ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺒﻴﻭﻝﻭﺠﻴﺔ ﻫﻲ‬
‫ﺍﻝﻠﻭﺤﺔ )‪ (3‬ﺍﻝﻌﻘﻭﺒﺔ‬ ‫‪-‬‬ ‫ﺍﻝﻤﻔﺴﺭﺓ ﻝﻤﻴل ﺍﻝﺸﺨﺹ ﺇﻤﺎ ﻝﻠﻔﺭﺩﻴﺔ ﺃﻭ ﺍﻝﻤﻌﻴﺔ‪ .‬ﻭﺃﻥ ﺍﻝﺸﺨﺹ ﺍﻝﻘﺎﺩﺭ ﻋﻠﻰ‬
‫ﺘﻅﻬﺭ ﻁﻔﻼ ﺠﺎﻝﺴﺎ ﺍﻝﻘﺭﻓﺼﺎﺀ ﺒﺠﺎﻨﺏ ﻤﺯﻫﺭﻴﺔ ﻤﻜﺴﺭﺓ‪ ،‬ﻤﺎﺅﻫﺎ ﻭﺃﺯﻫﺎﺭﻫﺎ‬ ‫ﺇﺤﺩﺍﺙ ﺍﻝﺘﻭﺍﺯﻥ ﺒﻴﻥ ﺍﻝﻨﺴﻘﻴﻥ ﺍﻝﺫﻫﻨﻲ ﻭﺍﻻﻨﻔﻌﺎﻝﻲ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ ﺃﻴﻀﺎ ﻋﻠﻰ‬
‫ﻤﻨﺘﺸﺭﺍﻥ ﻓﻭﻕ ﺍﻷﺭﻀﻴﺔ‪ .‬ﻓﻲ ﺍﻝﻭﺍﺠﻬﺔ ﺸﺨﺹ ﻏﺎﻤﺽ ﻴﺤﻤل ﺸﻴﺌﺎ ﻭﺭﺍﺀ‬ ‫ﺍﻻﺨﺘﻴﺎﺭ ﺒﻴﻥ ﺍﻻﻨﻔﺼﺎل ﻭﺍﻻﻗﺘﺭﺍﺏ‪ ...‬ﻋﻥ )ﻋﻼﺀ ﺍﻝﺩﻴﻥ ﻜﻔﺎﻓﻲ‪.(2006‬‬
‫ﻅﻬﺭﻩ ﺸﻜﻠﻪ ﺃﺴﻁﻭﺍﻨﻲ ﻭﻤﻠﺘﻔﺕ ﺇﻝىﺎﻝﻁﻔل‪.‬‬ ‫ﻭﻴﺭﻯ "ﺱ‪.‬ﻤﻴﻨﻭﺸﻥ" ‪ " Minouchin .S‬ﺃﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓﻴﺘﻔﺎﻋﻠﻭﻥ ﻜل‬
‫ﺍﻝﻠﻭﺤﺔ )‪ (4‬ﻤﺘﺠﺭ ﺍﻝﺜﻴﺎﺏ‬ ‫‪-‬‬ ‫ﻤﻨﻬﻡ ﻤﻊ ﺍﻵﺨﺭ ﻓﻲ ﺃﻨﻤﺎﻁ ﻻ ﻴﻤﻜﻥ ﺍﻝﺘﻨﺒﺅ ﺒﻬﺎ ﻭﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻼﺤﻅ‬
‫ﻓﻲ ﺤﺎﻨﻭﺕ ﻝﻠﺜﻴﺎﺏ ﺘﻌﺭﺽ ﺍﻤﺭﺃﺓ ﻓﺴﺘﺎﻨﺎ ﻋﻠﻰ ﻓﺘﺎﺓ ﺼﻐﻴﺭﺓ ﻤﺭﺒﻌﺔ‬ ‫ﻭﺘﺘﻜﺭﺭ‪.‬ﻋﻥ )ﺩﺍﻝﻴﺎ ﻤﻭﻤﻥ‪ .(2004 ،‬ﺤﻴﺙ ﻭﻀﻊ ﺜﻼﺙ ﺃﺒﻨﻴﺔ ﺘﺨﺹ ﺍﻝﻭﻅﺎﺌﻑ‬
‫ﺍﻝﺫﺭﺍﻋﻴﻥ‪ .‬ﺒﻴﻨﻤﺎ ﺘﻌﺒﻴﺭ ﻭﺠﻬﻬﺎ ﻏﻴﺭ ﻭﺍﻀﺢ‪.‬‬ ‫ﻓﻲ ﺍﻷﺴﺭﺓ ﻭﻫﻲ‪ :‬ﺍﻷﻨﺴﺎﻕ ﺍﻝﻔﺭﻋﻴﺔ‪ ،‬ﺍﻝﺤﺩﻭﺩ‪ ،‬ﺍﻝﻬﺭﻤﻴﺔ‪ ...‬ﻋﻥ )ﻋﻼﺀ ﺍﻝﺩﻴﻥ‬
‫ﺍﻝﻠﻭﺤﺔ )‪ (5‬ﻗﺎﻋﺔ ﺠﻠﻭﺱ‬ ‫‪-‬‬ ‫ﻜﻔﺎﻓﻲ‪.(2006 ،‬‬
‫ﻴﺠﻠﺱ ﺭﺠل ﻭﺍﻤﺭﺃﺓ ﻭﻭﻝﺩ ﺃﻤﺎﻡ ﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﺘﻀﻊ ﻓﺘﺎﺓ ﻴﺩﻫﺎ ﻓﻭﻕ ﺯﺭ‬ ‫ﻜﻤﺎﺒﺭﺯ "ﻥ‪ .‬ﻭﻴﻨﻭﺭ ‪ " Wiener.N‬ﺍﻫﺘﻤﺎﻤﻪ ﺃﻭﻻ ﺒﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ﺍﻻﺘﺼﺎل‬
‫ﺍﻝﺘﻠﻔﺎﺯ‪ .‬ﺸﺨﺹ ﻴﻘﻑ ﻓﻲ ﺁﺨﺭ ﺍﻝﻘﺎﻋﺔ ﺃﻤﺎﻡ ﺍﻵﺨﺭﻴﻥ ﻭﻴﻀﻊ ﻴﺩﻩ ﻋﻠﻰ ﻤﻔﺘﺎﺡ‬ ‫ﺒﻴﻥ ﺍﻵﻻﺕ‪ ،‬ﻭﺍﻨﺘﻘل ﺇﻝﻰ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‪ ،‬ﺤﻴﺙ ﻴﺭﺍﻩ ﻤﺠﺎل ﻤﺘﻜﺎﻤل ﻭﻓﻲ ﺤﺭﻜﺔ‬
‫ﺒﺎﺏ ﺍﻝﻘﺎﻋﺔ ﻨﺼﻑ ﺍﻝﻤﻔﺘﻭﺡ‪.‬‬ ‫ﺩﺍﺌﺭﻴﺔ ﻤﺴﺘﻤﺭﺓ‪ .‬ﻜﻤﺎ ﺃﺸﺎﺭ ﺇﻝﻰ ﺘﺩﺍﺨل ﺍﻷﻨﺴﺎﻕ ﻝﺘﻜﻭﻥ ﻨﺴﻘﺎ ﻤﻭﺤﺩﺍ‪ .‬ﻤﻤﺎ ﺠﻌﻠﻪ‬
‫ﺍﻝﻠﻭﺤﺔ )‪ (6‬ﺘﻨﻅﻴﻡ ﺍﻝﻐﺭﻓﺔ‬ ‫‪-‬‬ ‫ﻴﻘﻭل ﺃﻥ ﺍﻝﻤﻌﺎﻝﺞ ﻭﺍﻷﺴﺭﺓ ﻴﺸﻜﻼﻥ ﻨﺴﻘﺎ ﻴﺴﻤﻰ ﺍﻝﻨﺴﻕ ﺍﻝﻌﻼﺠﻲ‪ .‬ﻋﻥ‬
‫ﺸﺨﺹ ﻤﻥ ﺠﻨﺱ ﺃﻨﺜﻭﻱ ‪ ،‬ﻴﻘﻑ ﻋﻠﻰ ﻋﺘﺒﺔ ﻏﺭﻓﺔ ﻨﻭﻡ ﺃﻤﺎﻡ ﻭﻝﺩ ﺠﺎﻝﺱ‬ ‫)‪ .(Philippe Caillé,2003‬ﺤﻴﺙ ﺭﻜﺯ ﻋﻠﻰ ﺍﻷﺴﺱ ﺍﻝﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﻭﺍﻝﻨﻅﻤﻴﺔ‬
‫ﻓﻭﻕ ﺴﺭﻴﺭ ﻤﺘﻭﺠﻪ ﺒﻅﻬﺭﻩ ﻨﺤﻭ ﺍﻝﻤﻼﺤﻅ‪ .‬ﺩﺭﺝ ﻤﻔﺘﻭﺡ ﻓﻲ ﺨﺯﺍﻨﺔ ﺜﻴﺎﺏ ‪،‬‬ ‫ﻝﺩﺭﺍﺴﺔ ﺒﻨﻴﺔ ﺍﻷﺴﺭﺓ‪.‬ﻋﻥ )ﻋﺒﺎﺱ ﻤﺤﻤﻭﺩ ﻤﻜﻲ‪.(2003 ،‬‬
‫ﻜﺭﺓ ﺴﻠﺔ ﻓﻭﻕ ﺍﻷﺭﺽ‪ .‬ﻗﻤﻴﺹ ﻭﺜﻴﺎﺏ ﻤﺭﻤﻴﺎﻥ ﻓﻭﻕ ﺴﺭﻴﺭ ﻤﺒﻌﺜﺭ ‪.‬‬ ‫ﺃﺨﺫ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ‪–FAT‬ﺍﻝﺫﻱ ﺘﻤﺕ ﺘﺭﺠﻤﺘﻪ ﻭﺘﻜﻴﻴﻔﻪ‪-‬‬
‫‪ -‬ﺍﻝﻠﻭﺤﺔ )‪ (7‬ﻓﻭﻕ ﺍﻝﺴﻼﻝﻡ‬ ‫ﺨﻠﻔﻴﺘﻪ ﺍﻝﻨﻅﺭﻴﺔ ﻤﻥ ﻜل ﺍﻝﺘﺭﺍﺙ ﺍﻝﻨﺴﻘﻲ ﺍﻝﻤﺸﺎﺭ ﺇﻝﻴﻪ ﺃﻋﻼﻩ‪.‬‬
‫ﻁﻔل ﻴﻨﻅﺭ ﻤﻥ ﻏﺭﻓﺔ ﻨﻭﻡ ﻨﺤﻭ ﺴﻼﻝﻡ ﻤﻀﺎﺀﺓ‪ ،‬ﺴﺭﻴﺭ ﻤﺒﻌﺜﺭ‪ ،‬ﻤﻨﺒﻪ ﻴﺸﻴﺭ‬ ‫ﺤﻴﺙ ﻴﻌﺭﻓﻪ "ﻜﺎﺭﻝﺴﻭﻥ ‪ "Carson 1987‬ﺒﺄﻨﻪ ﻭﻀﻊ ﻝﻜﻲ ﻴﺠﻤﻊ ﻓﻲ‬
‫ﺇﻝﻰ ﺍﻝﺴﺎﻋﺔ ‪ 11.30‬ﻤﻭﻀﻭﻉ ﻓﻭﻕ ﻁﺎﻭﻝﺔ ﺼﻐﻴﺭﺓ‬ ‫ﺃﻁﺎﺭ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﻌﻴﺎﺩﻴﺔﺒﻴﻥ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻔﺭﺩﻱ ﻭﺍﻝﺘﻘﻴﻴﻡ ﺍﻷﺴﺭﻱ‪ ،‬ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (8‬ﺍﻝﺴﻭﻕ‬ ‫‪-‬‬ ‫ﺍﻝﺼﺤﺔ ﺍﻝﻌﻘﻠﻴﺔ ﻭﺒﺎﻝﺨﺼﻭﺹ ﻓﻲ ﻭﻀﻊ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﻌﻼﺠﻴﺔ‪ ،‬ﺫﻝﻙ ﺃﻥ‬
‫ﺃﻤﺎﻡ ﻤﺤل ﺘﺠﺎﺭﻱ ‪ ،‬ﺘﻤﺭ ﺍﻤﺭﺃﺓ ﻭﻭﻝﺩ ﻴﺤﺘﻀﻥ ﺒﻌﻀﻬﻤﺎ‪ .‬ﻓﻲ ﻭﺍﺠﻬﺔ‬ ‫ﺨﺼﻭﺼﻴﺎﺕ ﺍﻷﺴﺭﺓ ﻜﻨﺴﻕ ﺒﺩﺃ ﺘﻅﻬﺭ ﺃﻫﻤﻴﺘﻪ ﺃﻜﺜﺭ ﻓﺄﻜﺜﺭ‪ .‬ﻭﻝﻜﻥ ﻝﻸﺴﻑ‬
‫ﺍﻝﻤﺘﺠﺭ ﺘﻌﺭﺽ ﺃﺤﺫﻴﺔ ﻭ ﻻﻓﺘﺔ ﺘﺸﻴﺭ ﺇﻝﻰ " ﺘﺨﻔﻴﻀﺎﺕ "‪ .‬ﺘﺤﻤل ﺍﻤﺭﺃﺓ ﺃﺸﻴﺎﺀ‬ ‫ﺍﻝﺸﺩﻴﺩ‪ ،‬ﺍﻝﻘﻠﻴل ﻤﻥ ﺃﺩﻭﺍﺕ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻌﻴﺎﺩﻱ ﻤﺘﻜﻴﻔﺔ ﻤﻊ ﺘﻘﻴﻴﻡ ﺍﻝﻨﺴﻕ‬
‫ﻓﻲ ﺤﻘﻴﺒﺔ ‪ ،‬ﻴﺴﻴﺭ ﻭﻝﺩ ﻭﺒﻨﺕ ﺨﻠﻔﻬﺎ‪ ،‬ﻴﺒﺘﺴﻤﺎﻥ ﻭﻴﻭﻤﺌﺎﻥ ﺒﺤﺭﻜﺎﺕ‪.‬‬ ‫)‪.(Wayne M, Sotile,1999‬‬ ‫ﺍﻷﺴﺭﻱ‪ "...‬ﻋﻥ‬
‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (9‬ﻗﺎﻋﺔ‬ ‫‪-‬‬ ‫‪ -2‬ﺘﻘﺩﻴﻡ ﺘﺭﺠﻤﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻭﺘﻜﻴﻴﻔﻪ‪ :‬ﻴﺸﺘﻤل ﺍﺨﺘﺒﺎﺭ‬
‫ﺭﺠل ﺠﺎﻝﺱ ﺇﻝﻰ ﻁﺎﻭﻝﺔ ﻤﻁﺒﺦ ﻴﺤﺭﻙ ﻴﺩﻩ ‪ ،‬ﻭﻴﻨﻅﺭ ﺇﻝﻰ ﻤﺫﻜﺭﺓ ﻴﺤﻤﻠﻬﺎ‬ ‫ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻋﻠﻰ )‪ 21‬ﻝﻭﺤﺔ ﻤﻠﻭﻨﺔ ﺒﺎﻷﺴﻭﺩ ﻭﺍﻷﺒﻴﺽ (‪ .‬ﺘﻅﻬﺭ‬
‫ﻓﻲ ﺍﻝﻴﺩ ﺍﻷﺨﺭﻯ‪ .‬ﺘﻘﻑ ﺍﻤﺭﺃﺓ ﺃﻤﺎﻡ ﻁﺒﺎﺨﺔ ﺘﺩﻴﺭ ﻤﻠﻌﻘﺔ ﺩﺍﺨل ﻗﺩﺭ‪ .‬ﻓﻲ ﻋﺘﺒﺔ‬ ‫ﻭﻀﻌﻴﺎﺕ ﻭﻋﻼﻗﺎﺕ ﻭ ﻨﺸﺎﻁﺎﺕ ﺃﺴﺭﻴﺔ ﻴﻭﻤﻴﺔ ﺘﻌﻜﺱ ﺒﺼﻭﺭﺓ ﻋﺎﻝﻴﺔ ﺘﺩﺍﻋﻴﺎﺕ‬
‫ﺍﻝﺒﺎﺏ ﻁﻔل ﻴﺤﺩﻕ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺸﻬﺩ‪.‬‬ ‫ﺇﺴﻘﺎﻁﻴﻪ ﻋﻠﻰ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﺭﺩﻭﺩ ﻓﻌل ﺍﻨﻔﻌﺎﻝﻴﺔ ﻓﻲ ﻋﻼﻗﺎﺘﻬﺎ ﻤﻊ‬
‫ﺍﻝﺘﻔﺎﻋﻼﺕ ﺍﻷﺴﺭﻴﺔ ﺍﻝﺨﺎﺼﺔ‪.‬‬
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‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (21‬ﺍﻝﻭﺩﺍﻉ ) ﺍﻝﻀﻡ ﺇﻝﻰ ﺍﻝﺼﺩﺭ ﻓﻲ ﺸﻭﻕ (‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (10‬ﻤﻴﺩﺍﻥ ﺍﻝﻠﻌﺏ‬ ‫‪-‬‬
‫ﻴﻘﻑ ﺭﺠل ﻭﺍﻤﺭﺃﺓ ﻴﻀﻤﺎﻥ ﺒﻌﻀﻬﻤﺎ ﺍﻝﺒﻌﺽ ‪ ،‬ﺇﻝﻰ ﺠﺎﻨﺏ ﻗﺩﻤﻲ ﺍﻝﺭﺠل‬ ‫ﻴﻘﻑ ﻭﻝﺩﺍﻥ ﺒﺠﺎﻨﺏ ﺒﻌﻀﻬﻤﺎ ﺍﻝﺒﻌﺽ ﻴﺭﺘﺩﻴﺎﻥ ﺜﻴﺎﺒﺎ ﺭﻴﺎﻀﻴﺔ‪ .‬ﻴﺤﻤل ﻜل‬
‫ﻤﺤﻔﻅﺔ ‪ .‬ﻴﻘﻑ ﻭﻝﺩ ﻭﺒﻨﺕ ﻓﻲ ﻋﺘﺒﺔ ﺒﺎﺏ ﻨﺹ ﻤﻔﺘﻭﺡ ‪ ،‬ﻴﺤﻤﻼﻥ ﻜﺘﺒﺎ ﻭ‬ ‫ﻤﻨﻬﻤﺎ ﻋﺼﺎ ﻜﺭﺓ ﻤﻀﺭﺏ ‪ ،‬ﺃﺤﺩﻫﻤﺎ ﻴﺭﺘﺩﻱ ﻗﻔﺎﺯﺍﺕ‪ .‬ﻓﻲ ﺨﻠﻔﻴﺔ ﺍﻝﺼﻭﺭﺓ‬
‫ﻴﻨﻅﺭﺍﻥ ﺇﻝﻰ ﺍﻝﺯﻭﺠﻴﻥ‪ .‬ﺘﺭﺠﻤﺔ) ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ‪.(2007 ،‬‬ ‫ﺘﺠﺭﻱ ﻤﻘﺎﺒﻠﺔ ﻓﻲ ﻜﺭﺓ ﺍﻝﻤﻀﺭﺏ‪.‬‬
‫ﺃﻨﻅﺭ ﻨﻤﺎﺫﺝ ﻤﻥ ﺼﻭﺭ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ ،‬ﻤﻠﺤﻕ ﺭﻗﻡ )‪(01‬‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (11‬ﺠﻭﻝﺔ ﻓﻲ ﺍﻝﻠﻴل ) ﺍﻝﺨﺭﻭﺝ ﺍﻝﻤﺘﺄﺨﺭ (‬ ‫‪-‬‬
‫ﻜﻤﺎ ﺍﺸﺘﻤل ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﺩﻝﻴل ﺍﺴﺘﻌﻤﺎل ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻭﺸﺒﻜﺔ ﻝﻠﺘﻨﻘﻴﻁ‪ .‬ﺤﻴﺙ‬ ‫ﻴﺠﻠﺱ ﺭﺠل ﻭﺍﻤﺭﺃﺓ ﻭﻓﺘﺎﺓ ﻗﺒﺎﻝﺔ ﻓﺘﻰ ﻭﺍﻗﻑ ﻴﻀﻊ ﺇﺤﺩﻯ ﻴﺩﻴﻪ ﻓﻭﻕ ﻤﻔﺘﺎﺡ ﺒﺎﺏ‬
‫ﺘﻡ ﺘﺭﺠﻤﺔ ﻜل ﻫﺫﺍ ﻤﻥ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ ﺇﻝﻰ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻡ ﺘﻜﻴﻴﻑ‬ ‫ﺍﻝﺨﺭﻭﺝ ‪ ،‬ﻴﺸﻴﺭ ﺇﻝﻰ ﺴﺎﻋﺔ ﺤﺎﺌﻁ ﻋﻘﺎﺭﺒﻬﺎ ﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺴﺎﻋﺔ ) ‪ 09‬ﻝﻴﻼ(‪.‬‬
‫ﺒﻌﺽ ﺍﻝﻠﻭﺤﺎﺕ ﻝﻠﺒﻴﺌﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪.‬‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (12‬ﺍﻝﻭﺍﺠﺒﺎﺕ‬ ‫‪-‬‬
‫‪-3‬ﺍﻝﺩﺭﺍﺴــﺔ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴــﺔ ﻝﻼﺨﺘﺒـــﺎﺭ‬ ‫ﺘﺠﻠﺱ ﺸﺎﺒﺔ ﺨﻠﻑ ﻤﻜﺘﺏ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﻼﺤﻅ ‪ ،‬ﺘﺤﻤل ﻓﻲ ﻴﺩﻴﻬﺎ ﻗﻠﻡ‬
‫‪-1-3‬ﺇﺠـــﺭﺍﺀﺍﺕ ﺼـــﺩﻕ ﻭﺜﺒـــﺎﺕ ﺍﻻﺨﺘﺒـــﺎﺭ‬ ‫ﺭﺼﺎﺹ‪ .‬ﺃﻤﺎﻤﻬﺎ ﻓﻭﻕ ﺍﻝﻤﻜﺘﺏ ﻜﺭﺍﺱ ﻭﻜﺘﺎﺏ ﻤﻔﺘﻭﺤﺎﻥ ‪ ،‬ﻭﺭﺍﺀﻫﺎ ﻴﻘﻑ ﺭﺠل‬
‫ﺘﻡ ﺇﺠﺭﺍﺀ ﺜﺒﺎﺕ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻏﺭﺒﻴﺔ ﺤﻴﺙ ﺒﻨﻲ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﺍﻤﺭﺃﺓ ﻴﻨﻅﺭﺍﻥ ﻤﻥ ﻓﻭﻕ ﻜﺘﻔﻴﻬﺎ ‪.‬‬
‫ﺍﻻﺴﻘﺎﻁﻲ‪.‬ﺃﺠﺭﻴﺕ ﻋﺩﺓ ﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ ﻋﻴﻨﺎﺕ ﻀﺎﺒﻁﺔ ﻭﺃﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ‪،‬‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (13‬ﻭﻗﺕ ﺍﻝﻨﻭﻡ‬ ‫‪-‬‬
‫ﻭﺼﻠﺕ ﺇﻝﻰ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺘﻴﻥ‪ .‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻷﻋﻤﺎل ﻤﺎ ﻗﺎﻡ‬ ‫ﺸﺨﺹ ﻏﺎﻤﺽ ﺠﺎﻝﺱ ﻓﻲ ﺍﻝﺴﺭﻴﺭ ﺍﻝﺫﻱ ﻴﺠﻠﺱ ﻓﻴﻪ ﻜﺫﻝﻙ ﺭﺠل ﻤﻘﺎﺒل ﻝﻪ ‪،‬‬
‫ﺒﻪ ﺍﻹﻨﺠﻠﻴﺯﻱ "ﻗﻴﻨﻘﺭﻴﺵ‪ ." Gingrich 1987‬ﺤﻴﺙ ﺃﺠﺭﻯ ﺩﺭﺍﺴﺔ ﻋﻠﻰ‬ ‫ﺇﺤﺩﻯ ﻴﺩﻱ ﺍﻝﺭﺠل ﻓﻭﻕ ﻓﺨﺫ ﺍﻝﺸﺨﺹ ﺍﻝﻐﺎﻤﺽ ﻭﺍﻝﺜﺎﻨﻴﺔ ﻓﻭﻕ ﺭﻜﺒﺘﻪ ‪.‬‬
‫ﻋﻴﻨﺔ ﺒﻠﻎ ﺃﻓﺭﺍﺩﻫﺎ ‪ ،44‬ﻤﻨﻘﺴﻤﻭﻥ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻥ ﺍﻷﻁﻔﺎل ﻤﺎ ﺒﻴﻥ‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (14‬ﻝﻌﺏ ﺍﻝﻜﺭﺓ‬ ‫‪-‬‬
‫)‪6‬ﺴﻨﻭﺍﺕ – ‪ 14‬ﺴﻨﺔ( ‪ ،‬ﺇﺤﺩﺍﻫﻤﺎ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻷﺨﺭﻯ ﻀﺎﺒﻁﺔ‪.‬‬ ‫ﻴﻘﻑ ﺭﺠل ﻭﻓﺘﻰ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﺒﻌﻀﻬﻡ ‪ ،‬ﻴﺭﺘﺩﻴﺎﻥ ﻗﻔﺎﺯﺍﺕ ﻜﺭﺓ ﻤﻀﺭﺏ‪.‬‬
‫ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﻌﺸﺭﺓ‪ ،‬ﻭﺠﺩ‬ ‫ﺃﺤﺩﻫﻤﺎ ﻴﺤﻤل ﻜﺭﺓ‪ .‬ﻓﻭﻕ ﻤﺼﻁﺒﺔ ﺍﻝﺒﻴﺕ ﻭﻝﺩ ﻭﻓﺘﺎﺓ ﻴﻨﻅﺭﺍﻥ ﻤﺸﻬﺩ ﺍﻝﻠﻌﺏ ‪،‬‬
‫ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ "ﻜﺎﺒﺎ‬ ‫ﺍﻝﺒﺎﺏ ﺍﻝﺭﺌﻴﺴﻲ ﻝﻠﺒﻴﺕ ﻤﻔﺘﻭﺡ‪.‬‬
‫‪ ."Cohen-Kapa‬ﺃﻋﻁﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ ‪:‬‬ ‫‪-‬ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (15‬ﺍﻝﻠﻌﺏ‬
‫ول ر)‪ : (01‬إ )‪ (K‬ل‪Kohn‬‬ ‫ﻴﺘﺤﻠﹼﻕ ﻭﻝﺩﺍﻥ ﻭﺒﻨﺕ ﺤﻭل ﻝﻌﺒﺔ ﺠﻤﺎﻋﻴﺔ ﺒﺠﺎﻨﺒﻬﻡ ﺸﺠﺭﺓ ﻋﻴﺩ ﺍﻝﻤﻴﻼﺩ‪ .‬ﻴﻘﻑ‬
‫"! ا و ا )‪( Gingrich1987‬‬
‫ا‬ ‫ا‬ ‫ا‬
‫ﺒﺠﺎﻨﺒﻬﻡ ﺸﺨﺹ ﺃﻨﺜﻭﻱ ﻴﻨﻅﺭ ﺇﻝﻴﻬﻡ‪ .‬ﻓﻲ ﺍﻝﺨﻠﻔﻴﺔ ﺸﺨﺹ ﺃﺨﺭ ﻤﺘﻤﺩﺩ ﻓﻭﻕ‬
‫ا‬
‫د ‬ ‫ا‬ ‫ا ‬ ‫ا ‬ ‫ﺴﺭﻴﺭ ﻴﺤﻤل ﻜﺘﺎﺏ ﻤﻔﺘﻭﺤﺎ‪.‬‬
‫ا('اع‬
‫**‪0.753‬‬ ‫**‪0.778‬‬ ‫**‪0.766‬‬
‫ا‪+‬ه'ي‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (16‬ﺍﻝﻤﻔﺎﺘﻴﺢ‬ ‫‪-‬‬
‫**‪0.637‬‬ ‫**‪0.681‬‬ ‫**‪0660‬‬
‫"‬ ‫و‪,-‬‬ ‫ﻴﻘﻑ ﺭﺠل ﻭﻭﻝﺩ ﺃﻤﺎﻡ ﺴﻴﺎﺭﺓ‪ .‬ﻴﺸﻴﺭ ﺍﻝﻭﻝﺩ ﺇﻝﻰ ﺍﻝﺴﻴﺎﺭﺓ ﺒﻴﺩ ﻭﻴﻤﺩ ﺍﻷﺨﺭﻯ ﺇﻝﻰ‬
‫‪'(.‬اع‬
‫‪/‬‬ ‫ﻫﺫﺍ ﺍﻝﺭﺠل‪ ،‬ﺍﻝﺫﻱ ﻴﺤﻤل ﻤﺠﻤﻭﻋﺔ ﻤﻔﺎﺘﻴﺢ‪.‬‬
‫**‪0.513‬‬ ‫**‪0.661‬‬ ‫**‪0.582‬‬
‫ا‪12‬ت‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (17‬ﺍﻝﺘﺠﻤﻴل‬ ‫‪-‬‬
‫‪34‬‬
‫**‪0.498‬‬ ‫**‪0.517‬‬ ‫**‪0.509‬‬
‫ا‪5‬ت‬ ‫ﺘﻅﻬﺭ ﺍﻤﺭﺃﺓ ﺘﺘﺯﻴﻥ ﺒﺄﺤﻤﺭ ﺍﻝﺸﻔﺎﻩ ﺃﻤﺎﻡ ﻤﺭﺁﺓ ﺍﻝﺤﻤﺎﻡ ‪ ،‬ﺘﻘﻑ ﺍﻤﺭﺃﺓ ﺃﺨﺭﻯ‬
‫ا‪1(4‬ر‬ ‫ﺒﺎﻝﺒﺎﺏ ﻤﻘﺎﺒﻠﺔ ﻝﻬﺎ‪.‬‬
‫‪0.181‬‬ ‫**‪0.367‬‬ ‫*‪0.247‬‬ ‫‪/‬م‬
‫ا‪89‬ام‬ ‫ﺍﻝﻠﻭﺤﺔﺭﻗﻡ )‪ (18‬ﺍﻝﻨﺯﻫﺔ‬ ‫‪-‬‬
‫‪5‬‬
‫**‪0.498‬‬ ‫‪0.000‬‬ ‫*‪0.284‬‬ ‫ﻴﺠﻠﺱ ﺭﺠل ﻭﺍﻤﺭﺃﺓ ﻓﻲ ﺍﻝﻤﻘﻌﺩ ﺍﻷﻤﺎﻤﻲ ﻝﺴﻴﺎﺭﺓ ‪ ،‬ﻭﻴﺠﻠﺱ ﻭﻝﺩﺍﻥ ﻭﺒﻨﺕ‬
‫‪3:5:‬‬
‫‪;!4‬‬ ‫ﻓﻲ ﺍﻝﺨﻠﻑ ‪ ،‬ﻴﻀﺤﻙ ﺃﺤﺩ ﺍﻷﻭﻻﺩ ﻤﻊ ﺍﻝﺒﻨﺕ ﻭﻴﺭﻓﻌﺎﻥ ﻗﺒﻀﺘﻬﻤﺎ ﻓﻲ ﻭﺠﻪ‬
‫**‪0.527‬‬ ‫**‪0.536‬‬ ‫**‪0.532‬‬ ‫‪9‬ح‪/‬‬
‫‪;.=>!4‬‬ ‫ﺒﻌﻀﻬﻤﺎ ﺍﻝﺒﻌﺽ‪.‬‬
‫**‪0.366‬‬ ‫**‪0.856‬‬ ‫**‪0.516‬‬

‫?‬ ‫دا‪'A‬ة‬ ‫ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (19‬ﺍﻝﻤﻜﺘﺏ‬
‫و‪33C‬‬
‫‪5‬ت‬ ‫ﺘﻘﻑ ﻓﺘﺎﺓ ﺃﻤﺎﻡ ﺭﺠل ﺨﻠﻑ ﻤﻜﺘﺏ ‪ ،‬ﺃﻤﺎﻤﻪ ﺃﻭﺭﺍﻕ ﻴﻨﻅﺭ ﺇﻝﻴﻬﺎ‪ .‬ﺘﻀﻊ ﻫﺫﻩ‬
‫**‪0340‬‬ ‫‪0.195‬‬ ‫*‪0.324‬‬
‫‪3D‬‬ ‫ﺍﻝﻔﺘﺎﺓ ﺃﺤﺩ ﻴﺩﻴﻬﺎ ﻓﻭﻕ ﺍﻝﻤﻜﺘﺏ‪.‬‬
‫?‬ ‫أ‪E‬‬
‫**‪0.554‬‬ ‫***‪1.000‬‬ ‫ا‪39‬د‪0.566** /‬‬ ‫‪ -‬ﺍﻝﻠﻭﺤﺔ ﺭﻗﻡ )‪ (20‬ﺍﻝﻤﺭﺁﺓ‬
‫ر‪GH‬‬ ‫ﻴﻘﻑ ﻁﻔل ﺃﻤﺎﻡ ﻤﺭﺁﺓ ﻜﺒﻴﺭﺓ ﻭﻴﺩﻴﺭ ﻅﻬﺭﻩ ﻝﻠﻤﻼﺤﻅ ‪ ،‬ﺘﻌﻜﺱ ﻫﺫﻩ ﺍﻝﻤﺭﺁﺓ‬
‫‪*p<.05 ; **p<.01‬‬
‫ )‪(Wayne M, Sotile,1999‬‬ ‫ﺼﻭﺭﺓ ﺸﺨﺹ ﻏﻴﺭ ﻭﺍﻀﺤﺔ ﺍﻝﻤﻌﺎﻝﻡ‪.‬‬
‫‪33‬‬ ‫‬
‫‬
‫‪ -1-2-3‬ﺜﺒﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻁﺒﻘﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺠﺯﺍﺌﺭﻴﺔ‪:‬‬ ‫ﻴﻅﻬﺭ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﺃﻥ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ‪ K‬ﻤﺭﺘﻔﻊ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻌﻴﻨﺘﻴﻥ‪.‬‬
‫ﻝﻠﻭﺼل ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺜﺒﺎﺕ ﺘﻨﻘﻴﻁ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ ،‬ﺘﻡ ﺘﻘﺩﻴﻡ‬ ‫ﺃﻤﺎ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ .‬ﻭﺤﺴﺏ ﻋﻠﻤﻲ ﻤﺎﺯﺍل ﻝﻡ ﻴﺩﺭﺱ ﺼﺩﻕ ﻭﺜﺒﺎﺕ‬
‫ﺒﺭﻭﺘﻭﻜﻭﻻﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺇﻝﻰ )ﺃﺴﺘﺎﺫﻴﻥ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﻭﻁﺎﻝﺒﻴﻥ ﻤﻥ‬ ‫ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‪.‬ﺇﻻ ﻓﻲ ﻤﺸﺭﻭﺡ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻗﻤﻨﺎ‪ .‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﻁﻠﺒﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺩﻓﻌﺔ ‪ ،(2010‬ﻜﺎﻨﻭﺍ ﻜﻠﻬﻡ ﺸﺎﺭﻜﻭﺍ ﻓﻲ ﺍﻝﻴﻭﻡ ﺍﻝﺘﻜﻭﻴﻨﻲ ﻋﻠﻰ‬ ‫‪ -2-3‬ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻤﻁﺒﻘﺎ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﻜﻴﻔﻴﺔ ﺘﺤﻠﻴل ﺒﻴﺎﻨﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻜﻤﺎ ﺃﺸﺭﻨﺎ ﺃﻋﻼﻩ‪.‬‬ ‫ﺠﺯﺍﺌﺭﻴﺔ‬
‫ول ر )‪> (02‬ر‪ N3>2L JE 4‬ا‪KLDM‬ة‬ ‫ﻝﺩﺭﺍﺴﺔ ﻤﺩﻯ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺠﺯﺍﺌﺭﻴﺔ‬
‫وا‪Q R.S‬و‪L‬آ‪O‬ت ‪(SE-/3R'T) 23‬‬
‫ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺃﺨﺭﻯ ﻀﺎﺒﻁﺔ ‪ .‬ﺒﻠﻎ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ا‬
‫ا‬ ‫آ‬
‫ا‪R'V9‬‬
‫ا‪SEU‬‬ ‫ا‬
‫ات‬ ‫‪ 170‬ﻓﺭﺩ ﻴﻨﻘﺴﻤﻭﻥ ﺇﻝﻰ ﻋﻴﻨﺔ ﺘﺠﺭﻴﺒﻴﺔ ‪ 99‬ﺤﺎﻝﺔ‪ ،‬ﻭﻋﻴﻨﺔ ﻀﺎﺒﻁﺔ ‪ 71‬ﻓﺭﺩ‪.‬‬
‫‬ ‫ات‬
‫ا('اع‬ ‫ﺨﺼﻭﺼﻴﺎﺕ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫‪**0.609‬‬ ‫‪**0.601‬‬ ‫‪**0.605‬‬
‫ا‪+‬ه'‬ ‫ﺍﺨﺘﻴﺭﺕ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺤﺴﺏ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﺍﻝﺴﻴﺭﺓ ﻓﻲ‬
‫‪**0.517‬‬ ‫‪**0.523‬‬ ‫‪**0.545‬‬ ‫" ا('اع‬
‫‪NR-‬‬ ‫ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﺍﻝﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻷﻗﺭﺍﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ‪ ،‬ﻏﻴﺎﺏ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺭﺍﺠﻌﺔ ﺇﻝﻰ‬
‫‪**0.400‬‬ ‫‪**0.406‬‬ ‫‪**0.412‬‬
‫ا‪12‬ت‬ ‫ﺍﻨﻔﻌﺎﻻﺕ ﻭﺍﻀﺤﺔ‪ .‬ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺩﺭﺍﺴﻲ‪ .‬ﻭﻫﺫﺍ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻘﺎﺭﻴﺭ ﻤﻌﻠﻤﻴﻬﻡ‪،‬‬
‫‪34‬‬
‫‪**0.501‬‬ ‫‪**0.524‬‬ ‫‪**0.505‬‬ ‫ﻭﺍﻝﺭﺠﻭﻉ ﺇﻝﻰ ﻤﻠﻔﺎﺘﻬﻡ ﺍﻝﺩﺭﺍﺴﻴﺔ ) ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﺼﺤﻲ‪ ،‬ﺘﻘﺭﻴﺭ ﺴﻴﺭﺓ ﺍﻝﺘﻠﻤﻴﺫ ﻓﻲ‬
‫ا‪5‬ت‬
‫‪0.109‬‬ ‫‪0.212‬‬ ‫‪0.122‬‬ ‫‪ NR-‬ا]ود‬
‫ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﺘﻘﺭﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺩﺭﺴﻴﺔ(‪.‬‬
‫اا‪'A‬ة ?‬
‫‪**0.510‬‬ ‫‪**0.560‬‬ ‫‪**0.570‬‬
‫ا‪33C‬‬ ‫ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺒﻴﻥ) ‪ 18 -10‬ﺴﻨﺔ(‪ ،‬ﺒﻤﺴﺘﻭﻯ ﺩﺭﺍﺴﻲ‬
‫ا^‪.‬‬
‫‪0.208‬‬ ‫‪0.210‬‬ ‫‪*0.232‬‬
‫ا!‪3‬‬ ‫ﻤﺎﺒﻴﻥ ﺍﻝﺴﻨﺔ ﺍﻝﺨﺎﻤﺴﺔ ﺍﺒﺘﺩﺍﺌﻲ‬
‫‪0.205‬‬ ‫‪0.182‬‬ ‫‪0.215‬‬
‫‪=4‬‬ ‫ﻭ ﺍﻝﺭﺍﺒﻌﺔ ﻤﺘﻭﺴﻁ‪ .‬ﻴﺘﻭﺯﻋﻭﻥ ﻤﻥ ﺤﻴﺙ ﺍﻝﺠﻨﺱ ﺇﻝﻰ ‪ 41‬ﺇﻨﺎﺙ‪ ،‬ﻭ ‪30‬‬
‫ا‪34‬‬
‫ا^ل ام‬ ‫ﺫﻜﻭﺭ‪ .‬ﺘﺘﻘﺎﺭﺏ ﺤﺎﻝﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻰ ﺍﺴﺭ ﻴﻌﻴﺵ ﺃﻓﺭﺍﺩﻫﺎ ﻤﻊ‬
‫‪**0.510‬‬ ‫‪**0.511‬‬ ‫‪**0.512‬‬ ‫!ء‬ ‫ﺒﻌﻀﻬﻡ ﺍﻝﺒﻌﺽ‪.‬‬
‫ا‪`3C9‬‬
‫ﻓﻲ ﺤﻴﻥ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﻤﺤﺎﻭﻝﺔ‬
‫‪P<0.05, P<0.01‬‬ ‫ﺍﻨﺘﺤﺎﺭ )‪ ،(05‬ﺤﺎﻻﺕ ﺭﺒﻭ )‪ ،(23‬ﺤﺎﻻﺕ ﻋﻨﻑ ﺃﺴﺭﻱ )‪ (25‬ﺤﺎﻻﺕ ﺠﺎﻨﺤﺔ‬
‫ﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل ﻤﻥ ﺨﻼل ﺍﺴﺘﻌﻤﺎل ﻤﻌﺎﻤل "ﻙ" ﻝﻜﻭﻫﻴﻥ ﺤﺴﺏ‬ ‫)‪ ،(31‬ﻤﻌﺎﻗﻭﻥ )‪.(15‬‬
‫ﺍﻝﻤﺠﻤﻭﻋﺔ )ﻀﺎﺒﻁﺔ ‪/‬ﺘﺠﺭﻴﺒﻴﺔ( ﺁﺨﺫﻴﻥ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻓﺌﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺃﻥ‬ ‫ﻭﻫﺫﺍ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﻤﻠﻔﺎﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻁﺒﻴﺔ ﻭﺫﻝﻙ ﻤﻥ‬
‫ﻫﻨﺎﻙ ﺘﻘﺎﺭﺏ ﻓﻲ ﺘﻨﻘﻴﻁ ﺒﺭﻭﺘﻭﻜﻭﻻﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺒﻴﻥ ﺍﻝﻤﻨﻘﻁﻴﻥ )ﺃﺴﺎﺘﺫﺓ‪ /‬ﻁﻠﺒﺔ(‪،‬‬ ‫ﺨﻼل ﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺤﻭل ﻫﺫﻩ ﺍﻝﺤﺎﻻﺕ )ﻁﺒﻴﺔ ‪ ،‬ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻗﻀﺎﺌﻴﺔ‪،‬‬
‫ﻴﻅﻬﺭ ﺒﺎﻝﺨﺼﻭﺹ ﻓﻲ ﻓﺌﺎﺕ )ﺍﻝﺼﺭﺍﻉ ﺍﻝﻅﺎﻫﺭ‪ ،‬ﺤل ﺍﻝﺼﺭﺍﻉ‪ ،‬ﺍﻝﺩﺍﺌﺭﺓ‬ ‫ﺃﻤﻨﻴﺔ(‪.‬‬
‫ﺍﻝﻭﻅﻴﻔﻴﺔ‪ ،‬ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ ﻝﺴﻭﺀ ﺍﻝﺘﻭﻅﻴﻑ‪ ،‬ﻀﺒﻁ ﺍﻝﻨﻬﺎﻴﺎﺕ(‪ .‬ﻝﻬﺎ ﺩﻻﻝﺔ ﻋﻨﺩ‬ ‫ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻤﺎﺒﻴﻥ )‪ 18 – 09‬ﺴﻨﺔ(‪ ،‬ﺒﻤﺴﺘﻭﻯ‬
‫ﻤﺴﺘﻭﻯ ‪ ،0.01‬ﺒﻴﻨﻤﺎ ﻨﺠﺩ ﻓﺌﺎﺕ ﺃﺨﺭﻯ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻝﻴﺱ ﻝﻬﺎ ﺩﻻﻝﺔ‬ ‫ﺩﺭﺍﺴﻲ ﻤﺎ ﺒﻴﻥ ﺍﻝﺴﻨﺔ ﺍﻝﺭﺍﺒﻌﺔ ﺍﺒﺘﺩﺍﺌﻲ‬
‫ﻤﺜل)ﻀﺒﻁ ﺍﻝﺤﺩﻭﺩ‪ ،‬ﻨﻐﻤﺔ ﺍﻨﻔﻌﺎﻝﻴﺔ(‪.‬‬ ‫ﻭ ﺍﻝﺭﺍﺒﻌﺔ ﻤﺘﻭﺴﻁ(‪ .‬ﻴﺘﻭﺯﻋﻭﻥ ﻤﻥ ﺤﻴﺙ ﺍﻝﺠﻨﺱ ﺇﻝﻰ ‪ 57‬ﺃﻨﺜﻰ‪42 ،‬‬
‫ﻋﻤﻭﻤﺎ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺃﻥ ﺍﻝﺘﻘﺎﺭﺏ ﺒﻴﻥ ﺍﻝﻤﺼﺤﺤﻴﻥ )ﺃﺴﺎﺘﺫﺓ‪ /‬ﻁﻠﺒﺔ( ﻤﺘﻭﺴﻁ‬ ‫ﺫﻜﺭ‪ .‬ﺘﺘﻤﻴﺯ ﺤﺎﻻﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺒﻌﺽ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‪ ،‬ﻜﺎﻝﻁﻼﻕ‪ ،‬ﻭﺼﺭﺍﻉ‬
‫ﻨﺴﺒﻴﺎ )ﺃﻨﻅﺭ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻔﺴﻴﺭ ﻝﻤﻌﺎﻤل ﻜﺎﺒﺎ ﺹ‪ .(55‬ﻭﻫﺫﺍ ﻓﻲ ﺭﺃﻴﻨﺎ ﺃﻤﺭ‬ ‫ﺍﻝﻭﺍﻝﺩﻴﻥ‪ ،‬ﻤﺭﺽ ﺍﻝﻭﺍﻝﺩﻴﻥ‪ ،‬ﻏﻴﺎﺏ ﺘﻜﻔل ﺍﻷﺴﺭﺓ‪ ،‬ﺍﻝﻤﻌﺎﻤﻠﺔ ﺍﻝﺴﻴﺌﺔ‪ ،‬ﺍﻝﻬﺭﻭﺏ‬
‫ﻋﺎﺩﻱ ﺫﻝﻙ‪ .‬ﺇﻥ ﻁﺒﻴﻌﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻤﺎ ﺘﻜﺸﻑ ﻝﻭﺤﺎﺘﻪ ﻤﻥ ﺼﺭﺍﻉ ﻴﻭﻤﻲ‬ ‫ﻤﻥ ﺍﻝﻤﺩﺭﺴﺔ(‪.‬‬
‫ﺒﺩﺭﺠﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ﺤﻴﺙ ﻨﻭﻉ ﺍﻝﺼﺭﺍﻉ ﻭﺩﺭﺠﺘﻪ‪ ،‬ﻭﻤﻊ ﻤﻥ‬ ‫ﻤﻼﺤﻅﺔ‪ :‬ﻝﺘﺤﻀﻴﺭ ﻋﻤﻠﻴﺔ ﺘﻨﻘﻴﻁ ﺒﺭﻭﺘﻭﻜﻭﻻﺕ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻗﺎﻡ ﺭﺌﻴﺱ‬
‫ﻴﺘﻡ‪ ،‬ﻭﻤﺎ ﻫﻭ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﺜﻴﺭ ﻫﺫﺍ ﺍﻝﺼﺭﺍﻉ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺍﺤﺘﺭﺍﻡ ﺍﻝﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻝﻤﺸﺭﻭﻉ ﺒﻤﻌﻴﺔ ﺃﻓﺭﺍﺩ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﺒﺈﺠﺭﺍﺀ ﻴﻭﻡ ﺩﺭﺍﺴﻲ )‪06‬ﺴﺎﻋﺎﺕ( ﻝﺼﺎﻝﺢ‬
‫ﻭﺍﻝﺤﺩﻭﺩ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‪ .‬ﻜل ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ ﻴﻜﺸﻑ ﻋﻨﻬﺎ ﺍﻝﻤﻨﻘﻁ‬ ‫ﻁﻠﺒﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﻁﻠﺒﺔ ﻨﻬﺎﻴﺔ ﻝﻴﺴﺎﻨﺱ‪ .‬ﺤﻴﺙ ﺘﻡ ﺘﻘﺩﻴﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ‬
‫ﻓﻲ ﺍﻝﺒﺭﻭﺘﻭﻜﻭل‪ ،‬ﻭﻫﺫﻩ ﺃﺤﺩ ﺃﺴﺒﺎﺏ ﺍﻝﺘﻘﺎﺭﺏ ﺍﻝﻜﺎﺌﻥ "ﺒﻴﻥ ﺍﻝﻤﺘﻭﺴﻁ ﻭ ﺍﻝﻤﻘﺒﻭل"‬ ‫ﺍﻷﺴﺭﻱ ﻭﻜﻴﻔﻴﺔ ﺍﺴﺘﻌﻤﺎﻝﻪ )ﺘﺩﺭﻴﺏ ﻋﻠﻰ‪ :‬ﻓﻬﻡ ﻤﺤﺘﻭﻯ ﺍﻻﺨﺘﺒﺎﺭ‪،‬ﺃﺩﻭﺍﺘﻪ‪ ،‬ﻜﻴﻔﻴﺔ‬
‫ﺒﻴﻥ ﺍﻝﻤﻨﻘﻁﻴﻥ ﻭﻝﻴﺱ "ﺍﻝﻌﺎﻝﻲ" ﺤﺴﺏ ﻤﺴﺘﻭﻯ ﻜﺎﺒﺎ‪ ،‬ﻴﻀﺎﻑ ﺇﻝﻴﻪ ﺍﻝﺒﻨﺎﺀ‬ ‫ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﻜﻴﻔﻴﺔ ﺘﻨﻘﻴﻁ ﺍﻻﺨﺘﺒﺎﺭ‪ ،‬ﻜﻴﻔﻴﺔ ﺍﺴﺘﻐﻼل ﻨﺘﺎﺌﺠﻪ ﻋﻠﻰ ﻀﻭﺀ ﻨﻅﺭﻴﺎﺕ‬
‫ﺍﻝﻘﺼﺼﻲ ﺍﻝﻬﺵ ﻭﺍﻝﻔﻘﻴﺭ ﻝﺩﻯ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪.‬‬ ‫ﺍﻝﻨﺴﻕ(‪.‬‬
‫‪34‬‬ ‫‬
‫‬
‫ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﻤﻌﺎﻤل "ﻜﺎﺒﺎ" ﺒﺄﻨﻪ ﻤﺅﺸﺭ ﻝﺘﺼﺤﻴﺢ ﺍﻝﺼﺩﻓﺔ ﺒﻴﻥ ﺍﻷﺤﻜﺎﻡ ﺍﻝﺘﻲ‬ ‫ﻤﻼﺤﻅﺔ‪ :‬ﻝﻡ ﻨﺭﺩ ﺍﺴﺘﻌﻤﺎل ﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻁﺒﻘﺔ‬
‫ﻴﺼﺩﺭﻫﺎ ﻤﻘﺩﺭﺍﻥ )ﻤﺼﺤﺤﺎﻥ(‪ .‬ﻭﺘﻜﻭﻥ ﻗﻴﻤﺘﻪ ﻤﺤﺼﻭﺭﺓ ﺒﻴﻥ ﺍﻝﻭﺍﺤﺩ ﺍﻝﺼﺤﻴﺢ‬ ‫ﻋﻠﻰ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻭﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﻤﻁﺒﻘﺔ ﻋل ﺍﻝﻌﻴﻨﺎﺕ‬
‫)ﺍﺘﻔﺎﻕ ﺘﺎﻡ( ﻭ ﺍﻝﺼﻔﺭ )ﺍﻨﻌﺩﺍﻡ ﺍﻻﺘﻔﺎﻕ(‪.‬ﻋﻥ )ﻋﺒﺩ ﺍﻝﻠﻁﻴﻑ ﻴﻭﺴﻑ ﺍﻝﺼﺩﻴﻘﻲ‪،‬‬ ‫ﺍﻷﻤﺭﻴﻜﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻻﺨﺘﻼﻑ ﺍﻝﺜﻘﺎﻓﺔ‪ ،‬ﻭﺍﻝﺴﻴﺎﻕ ﺍﻝﻔﻜﺭﻱ‪ ،‬ﻭﻨﻭﻋﻴﺔ ﺍﻝﻌﻴﻨﺔ‪،‬‬
‫ﺭﺍﺸﺩ ﺃﺤﻤﺩ ﺍﻝﺩﻭﺴﺭﻱ‪) ،‬ﺩ‪.‬ﺕ(‬ ‫ﻭﻋﺩﺩﻫﺎ‪ ،‬ﻭﻨﻭﻋﻴﺔ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺒﺎﻝﺨﺼﻭﺹ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻌﻴﻨﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪...‬ﺍﻝﺦ‪.‬‬
‫ﺼﺩﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻁﺒﻘﺎ ﻋﻠﻰ ﻋﻴﻨﺔ ﺠﺯﺍﺌﺭﻴﺔ‪:‬‬ ‫‪-2-2-3‬‬ ‫ﺒﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ )ﺘﺠﺭﻴﺒﻴﺔ‪ /‬ﻀﺎﺒﻁﺔ( ﺃﻋﻼﻩ‪ ،‬ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ‬
‫ﻴﻘﺼﺩﺒﺼﺩﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻫﻨﺎ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﻗﻴﺎﺱ ﻤﺎ ﺼﻤﻡ ﻝﻘﻴﺎﺴﻪ‪ ،‬ﺃﻭ ﻤﺩﻯ‬ ‫ﺍﻷﺴﺭﻱ ﻤﺭﺓ ﺜﺎﻨﻴﺔ‪ ،‬ﺁﺨﺫﻴﻥ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺓ‪ ،‬ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺠﻨﺱ‬
‫ﺼﻼﺤﻴﺘﻪ ﻷﺩﺍﺀ ﺍﻝﻭﻅﻴﻔﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﺃﻋﺩ ﻤﻥ ﺃﺠﻠﻬﺎ‪.‬‬ ‫ﺍﻝﻤﻨﻘﻁﻴﻥ ) ‪2‬ﺫﻜﻭﺭ‪2 /‬ﺇﻨﺎﺙ( ‪.‬‬
‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ‪ ،‬ﺘﻡ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﺒﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺸﺎﺭ ﺇﻝﻴﻬﺎ‬ ‫ول ر )‪> (03‬ر‪) N3>2L JE 4‬ذآر‪/‬‬
‫إ‪4‬ث( ‪Q‬و‪L‬آ‪O‬ت ‪(3R'T /SE- )23‬‬
‫ﺃﻋﻼﻩ ﻝﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺍﻝﻀﺎﺒﻁﺔ‪/‬ﺍﻝﺘﺠﺭﻴﺒﻴﺔ( ﺒﺎﺴﺘﻌﻤﺎل ﺍﺨﺘﺒﺎﺭ "ﻙ‪"2‬‬
‫ا‬ ‫ا‬ ‫آ‬
‫ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﻔﺭﻴﻕ ﻝﻭﺤﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺍﻝﻀﺎﺒﻁﺔ‪ /‬ﺘﺠﺭﻴﺒﻴﺔ(‬ ‫ا‪3R'V9‬‬ ‫ا‪SEU‬‬ ‫ا‬ ‫ات‬
‫ات‬
‫ﻓﻴﻤﺎ ﻴﺨﺹ ﻝﻭﺤﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻜل ﻭﺍﺤﺩﺓ ﻋﻠﻰ ﺤﺩﺓ ﺒﻤﺎ ﺘﺤﻤﻠﻪ ﻤﻥ ﻤﺤﺘﻭﻯ‬ ‫‪**0.603‬‬ ‫‪**0.512‬‬ ‫‪**0.615‬‬ ‫ا('اع‬
‫ﺼﺭﺍﻋﻲ‪.‬‬ ‫ا‪+‬ه'‬
‫‪**0.571‬‬ ‫‪**0.501‬‬ ‫‪**0.575‬‬ ‫" ا('اع‬
‫ول ر )‪ (05‬ى ا‪ JE ;'9‬ا‪23‬‬ ‫‪**0.421‬‬ ‫‪**0.378‬‬ ‫‪**0.414‬‬ ‫‪ NR-‬ا‪12‬ت‬
‫)ا‪/SEU‬ا‪" e (3R'V9‬ت ا‪R9dO‬ر‪b ،‬‬ ‫‪**0.336‬‬ ‫‪**0.345‬‬ ‫‪**0.376‬‬ ‫‪34‬‬
‫‪9h i j./‬ى ‪'g‬ا‪f‬‬ ‫ا‪5‬ت‬
‫‪R9dVA94‬ر ك‪2‬‬ ‫ا‪".‬‬ ‫‪**0.423‬‬ ‫‪**0.451‬‬ ‫‪**0.478‬‬ ‫‪ NR-‬ا]ود‬
‫‪**14.75‬‬ ‫‪1‬‬ ‫‪**0.501‬‬ ‫‪**0.499‬‬ ‫‪**0.516‬‬ ‫اا‪'A‬ة ?‬
‫‪**10.05‬‬ ‫‪2‬‬ ‫ا‪33C‬‬
‫‪**12.75‬‬ ‫‪3‬‬ ‫‪*0.365‬‬ ‫‪0.311‬‬ ‫‪0.123‬‬ ‫ا^‪.‬‬
‫‪0.102‬‬ ‫‪4‬‬ ‫ا!‪3‬‬
‫‪**0.763‬‬ ‫‪5‬‬ ‫‪0.210‬‬ ‫‪0.101‬‬ ‫‪0.211‬‬ ‫‪=4‬‬
‫‪**11.180‬‬ ‫‪6‬‬ ‫ا‪34‬‬
‫‪*3.112‬‬ ‫‪7‬‬ ‫‪**0.595‬‬ ‫‪**0.588‬‬ ‫‪**0.581‬‬ ‫ا^ل ام‬
‫‪0.01‬‬ ‫‪8‬‬ ‫!ء ا‪`3C9‬‬
‫‪**10.154‬‬ ‫‪9‬‬
‫‪0.150‬‬ ‫‪10‬‬ ‫‪P<0.05, P<0.01‬‬
‫‪**8.164‬‬ ‫‪11‬‬
‫‪**7.011‬‬ ‫‪12‬‬ ‫ﻴﻅﻬﺭ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﻋﺎﻤل ﺍﻝﺠﻨﺱ )ﺫﻜﻭﺭ‪ /‬ﺇﻨﺎﺙ( ﻓﻲ ﺘﺒﺎﻋﺩ‬
‫‪0.202‬‬ ‫‪13‬‬ ‫ﻭﺘﻘﺎﺭﺏ ﻋﻤﻠﻴﺔ ﺘﻨﻘﻴﻁ ﺒﺭﻭﺘﻜﻭﻻﺕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ .‬ﻭﺫﻝﻙ ﺒﺎﺴﺘﻌﻤﺎل‬
‫‪0.110‬‬ ‫‪14‬‬
‫‪0.233‬‬ ‫‪15‬‬ ‫ﻤﻌﺎﻤل "ﻙ" ﻝﻜﻭﻫﻴﻥ ﺤﺴﺏ ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺍﻝﻀﺎﺒﻁﺔ‪/‬ﺍﻝﺘﺠﺭﻴﺒﻴﺔ(‪.‬‬
‫‪0.127‬‬ ‫‪16‬‬
‫‪5.018‬‬ ‫‪17‬‬ ‫ﺒﻴﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﻫﻨﺎﻙ ﺘﻘﺎﺭﺏ ﺒﻴﻥ ﺍﻝﻤﻨﻘﻁﻴﻥ ﺍﻝﻤﺨﺘﺎﺭﻴﻥ ﺤﺴﺏ ﻤﺘﻐﻴﺭ‬
‫‪**9.156‬‬ ‫‪18‬‬
‫ﺍﻝﺠﻨﺱ ﻓﻲ ﻓﺌﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺎﻝﻴﺔ‪) :‬ﺍﻝﺼﺭﺍﻉ ﺍﻝﻅﺎﻫﺭ‪ ،‬ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ ﻝﺴﻭﺀ‬
‫‪*4.863‬‬ ‫‪19‬‬
‫‪0.090‬‬ ‫‪20‬‬ ‫ﺍﻝﺘﻭﻅﻴﻑ‪ ،‬ﺍﻝﺩﺍﺌﺭﺓ ﻏﻴﺭ ﺍﻝﻭﻅﻴﻔﻴﺔ‪ ،‬ﻀﺒﻁ ﺍﻝﺤﺩﻭﺩ‪...‬ﺍﻝﺦ(‪ .‬ﻭﻫﺫﺍ ﺒﻤﺴﺘﻭﻯ ﺩﻻﻝﺔ‬
‫‪0.208‬‬ ‫‪21‬‬
‫‪،0.01‬ﺒﻴﻨﻤﺎ ﻫﻨﺎﻙ ﻓﺌﺎﺕ ﻅﻬﺭ ﻓﻴﻬﺎ ﺍﻻﺨﺘﻼﻑ ﻭﺍﻀﺢ ﺒﻴﻥ ﺍﻝﻤﺼﺤﺤﻴﻥ ﻋﻠﻰ‬
‫‪Dll=1:*p<.05;p<.01‬‬ ‫ﺃﺴﺎﺱ ﺍﻝﺠﻨﺱ ﻜـ )ﺍﻝﻤﻌﺎﻤﻠﺔ ﺍﻝﺴﻴﺌﺔ‪ ،‬ﻨﻐﻤﺔ ﺍﻨﻔﻌﺎﻝﻴﺔ(‪.‬‬
‫ﺘﺒﻴﻥ ﻤﻌﻁﻴﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺠﺯﺍﺌﺭﻴﺔ ﺃﻨﻪ ﻴﻤﻜﻥ ﺍﻝﺘﻔﺭﻴﻕ ﺒﻴﻥ‬ ‫ﻤﻼﺤﻅﺔ‪ :‬ﻝﺘﻘﻴﻴﻡ ﻤﺩﻯ ﺘﻘﺎﺭﺏ ﺍﻝﻤﺼﺤﺤﻴﻥ)ﺃﺴﺎﺘﺫﺓ‪/‬ﻁﻠﺒﺔ(‪)،‬ﺫﻜﻭﺭ‪ /‬ﺇﻨﺎﺙ(‬
‫ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺤﺴﺏ ﻝﻭﺤﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻤﺎ‬ ‫ﺍﻋﺘﻤﺩﻨﺎ ﻨﻤﻭﺫﺝ "ﻜﺎﺒﺎ" ﻝﺘﻔﺴﻴﺭ ﺩﺭﺠﺎﺕ ﺍﻝﺘﻘﺎﺭﺏ ﻤﺎ ﺒﻴﻥ ﺍﻝﻤﺼﺤﺤﻴﻥ‪.‬‬
‫ﺘﺤﻤﻠﻪ ﻤﻥ ﺼﺭﺍﻋﺎﺕ‪ .‬ﻭﺫﻝﻙ ﺒﺎﺴﺘﻌﻤﺎﻝﻨﺎ ﻻﺨﺘﺒﺎﺭ )ﻙ‪ (2‬ﻋﻠﻰ ﺍﻝﻌﻴﻨﺔ ﺃﻋﻼﻩ‪،‬‬ ‫ول ر )‪9! (04‬ى ا‪3> !9‬‬
‫ "آ‪"E‬‬
‫ﺤﻴﺙ ﺘﺒﻴﻥ ﺍﻝﻨﺘﺎﺌﺞ‬
‫!‪9‬ى ا‪9‬ه‬ ‫‪ 3‬ك )آ‪(E‬‬
‫ﺃﻥ ﺃﻋﻠﻰ ﻝﻭﺤﺔ ﺘﻅﻬﺭ ﺍﻝﺼﺭﺍﻉ ﻫﻲ ﺍﻝﻠﻭﺤﺔ ﺍﻷﻭﻝﻰ "ﺍﻝﻌﺸﺎﺀ" ﺒـ ‪14.75‬‬ ‫' ‪ i‬ا^‪9‬ز‬ ‫‪1.00-0.81‬‬
‫‪ ،‬ﺜﻡ ﺘﻠﻴﻬﺎ ﺍﻝﻠﻭﺤﺔ ﺍﻝﺜﺎﻝﺜﺔ "ﺍﻝﻤﺴﺠل" ﺒـ ‪ ،12.75‬ﺜﻡ ﺘﻠﻴﻬﺎ ﺍﻝﻠﻭﺤﺔ ﺍﻝﺴﺎﺩﺴﺔ‬ ‫ل‬ ‫‪0.61-0.80‬‬
‫‪ND9‬‬ ‫‪0.40-0.60‬‬
‫"ﺘﻨﻅﻴﻡ ﺍﻝﻐﺭﻓﺔ" ﺒـ ‪...11.180‬ﺍﻝﺦ‪.‬‬ ‫>‪R‬ل‬ ‫‪0.21-0.40‬‬
‫‪`3d‬‬ ‫‪0.00-0.20‬‬
‫‪`3-‬‬ ‫‪<0.00‬‬
‫‪35‬‬ ‫‬
‫‬
‫?‬ ‫*اا‪'A‬ة‬
‫‪.332‬‬ ‫‪0.01‬‬ ‫‪0.89‬‬ ‫‪0.85‬‬
‫ا‪33C‬‬
‫ﺤﺎﻭﻝﻨﺎ ﺃﺨﺫ ﺃﺭﺒﻊ ﻝﻭﺤﺎﺕ )ﺍﻝﻌﺸﺎﺀ‪ ،‬ﺍﻝﻌﻘﻭﺒﺔ‪ ،‬ﺘﻨﻅﻴﻡ ﺍﻝﻐﺭﻓﺔ‪ ،‬ﻓﻭﻕ ﺍﻝﺴﻼﻝﻡ(‬
‫‪.041‬‬ ‫‪3.48‬‬ ‫‪0.75‬‬ ‫‪0.01‬‬ ‫*ا^‪5‬ت‬ ‫ﻭﺍﻝﺘﻲ ﻜﻨﺎ ﻨﻅﻥ ﺃﻨﻬﺎ ﺘﻔﺭﻕ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ‪ .‬ﺒﻌﺩ ﺘﺤﻠﻴل ﺒﺭﻭﺘﻭﻜﻭﻻﺕ‬
‫ا!‪3‬‬
‫‪.231‬‬ ‫‪3.15‬‬ ‫‪2.56‬‬ ‫‪0.06‬‬ ‫ا‪# $‬‬ ‫ﺍﻹﺠﺎﺒﺔ )ﺘﺤﻠﻴل ﻜﻴﻔﻲ( ﻝﻡ ﻨﺠﺩ ﺍﺨﺘﻼﻓﺎ ﻜﺒﻴﺭﺍ ﻴﺫﻜﺭ ﺍﻝﻠﻬﻡ ﺇﻻ ﺍﻝﻠﻭﺤﺔ ﺍﻷﻭﻝﻰ‬
‫ا& ‪ %‬‬
‫‪0.00‬‬ ‫‪0.00‬‬ ‫ا‪,-.%‬ل *)('‬ ‫)ﺍﻝﻌﺸﺎﺀ(‪ ،‬ﻤﻤﺎ ﺠﻌﻠﻨﺎ ﻨﻘﺭﺭ ﻋﺩﻡ ﺍﻝﺨﻭﺽ ﻓﻲ ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ‪ .‬ﺤﺎﻝﻴﺎ ﻋﻠﻰ ﺍﻷﻗل‪.‬‬
‫‪0.59‬‬ ‫‪0.00‬‬ ‫ا‪0 1‬ام‬ ‫ﻓﻲ ﺤﻴﻥ ﺃﻤﻜﻥ ﺫﻝﻙ ﺒﺘﻁﺒﻴﻕ ﺍﻝﻠﻭﺤﺎﺕ)‪) ،(5،7،11،12‬ﻜل ﻝﻭﺤﺔ ﻋﻠﻰ ﺤﺩﺓ(‪،‬‬
‫ا‪3‬ه‪ .‬م‪ /‬إ‪ 5‬ل‬
‫‪.041‬‬ ‫‪*4.02‬‬ ‫‪1.45‬‬ ‫‪0.04‬‬ ‫?‬ ‫*أ‪E‬‬ ‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﻤﺭﻴﻜﻲ‪ .‬ﻭﻝﻌل ﻫﺫﺍ ﻗﺩ ﻴﺭﺠﻊ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫‪9‬دة‬
‫‪0.00‬‬ ‫‪0.00‬‬ ‫*ر‪GH‬‬ ‫ﺍﻝﻌﻭﺍﻤل ﻴﺄﺘﻲ ﻋﻠﻰ ﺭﺃﺴﻬﺎ ﺍﺨﺘﻼﻑ ﺘﻔﺴﻴﺭ ﺍﻝﻤﺜﻴﺭﺍﺕ ﻓﻲ ﺍﻷﻝﻭﺍﺡ ﺍﻝﻤﻘﺩﻤﺔ ﺒﻴﻥ‬
‫‪.0000‬‬ ‫‪*45.01‬‬ ‫‪69.88‬‬ ‫‪38.89‬‬ ‫ام‬ ‫*ا^ل‬ ‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻭﺍﻝﻌﻴﻨﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﻋﻤﻠﻴﺔ ﺘﻜﻴﻴﻑ ﻤﺤﺘﻭﻯ‬
‫**‬ ‫!ء ا‪`3C9‬‬
‫ﺒﻌﺽ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﺫﻱ ﺴﻴﺄﺘﻲ ﻤﻌﻨﺎ ﻓﻲ ﻤﺎ ﺒﻌﺩ‪.‬‬
‫ﻴﻼﺤﻅ ﻤﻥ ﺍﻝﺠﺩﻭل ﺃﻋﻼﻩ ﻤﻴل ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺇﻝﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﻜﻤﺎ ﺃﺠﺭﻴﻨﺎ ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ ﺒﻨﻔﺱ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ‪ ،‬ﻗﺼﺩ ﺍﻝﻭﺼﻭل‬
‫ﺃﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺫﻝﻙ ﻓﻲ ﻓﺌﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺇﻝﻰ ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﻭﺒﻴﻥ ﻓﺌﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ﻜﻠﻬﺎ‪ ،‬ﺤﻴﺙ ﺃﻋﻁﺕ‬
‫ﺍﻝﺼﺭﺍﻉ ﺍﻷﺴﺭﻱ‪ ،‬ﻏﻴﺎﺏ ﺍﻝﺼﺭﺍﻉ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ‪ ،‬ﺤل ﺴﻠﺒﻲ‬
‫ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻝﻠﺼﺭﺍﻉ‪ ،‬ﻀﺒﻁ ﺍﻝﻨﻬﺎﻴﺎﺕ‪ ،‬ﺃﻡ‪ /‬ﻤﺘﺤﺎﻝﻔﺔ‪ ،‬ﺃﻡ‪ /‬ﻋﺎﻤل ﻗﻠﻕ‪ ،‬ﻋﺩﻡ ﺍﻝﺘﺯﺍﻡ‪ ،‬ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ‬
‫ول ر)‪ 3./ (06‬ا‪ JE iR9‬ات‬
‫ﻝﺴﻭﺀ ﺍﻝﺘﻭﻅﻴﻑ ﻭﺍﻝﺘﻲ ﻴﺘﺭﺍﻭﺡ ﻓﻴﻬﺎ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺒﻴﻥ ‪ 005.‬ﺇﻝﻰ ‪. 001.‬‬ ‫و"! ‪H‬ت ا‪R9dO‬ر‪.‬‬
‫ﺒﻴﻨﻤﺎ ﻫﻨﺎﻙ ﻓﺌﺎﺕ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻻ ﺘﻔﺭﻕ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺇﻻ ﺒﺩﺭﺠﺎﺕ‬ ‫‪ 9%.#‬ا‪0‬ر* ت‬
‫ا ت‬
‫ﻗﻠﻴﻠﺔ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﻭﺒﺎﻝﺭﺠﻭﻉ ﺇﻝﻰ ﻨﻅﺭﻴﺎﺕ ﺍﻝﻨﺴﻕ‪ ،‬ﻨﺭﻯ ﺃﻥ ﺩﺭﺠﺎﺕ ﺍﻝﺼﺭﺍﻉ‬ ‫‪P‬‬ ‫‪F‬‬
‫ا^‪q‬‬ ‫ا^‪q‬‬
‫ا‪3R'V9‬‬ ‫ا‪SEU‬‬
‫ﻭﻤﺎ ﻴﺘﺒﻌﻬﺎ ﻤﻥ ﺁﺜﺎﺭ ﺘﺘﻭﺍﺠﺩ ﻓﻲ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻝﻠﻤﺠﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ‬ ‫‪.005‬‬ ‫‪**9.85‬‬ ‫‪10.07‬‬ ‫‪6.78‬‬ ‫*ا('اع ا‪'DM‬ي‬
‫‪.213‬‬ ‫‪2.99‬‬ ‫‪5.19‬‬ ‫‪2.01‬‬ ‫ا>=اع ا;و*'‬
‫ﻭﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ .‬ﻫﺫﺍ ﻤﻥ ﺠﺎﻨﺏ‪ ،‬ﻤﻥ ﺠﺎﻨﺏ ﺁﺨﺭ‪ ،‬ﻨﻼﺤﻅ ﺃﻥ ﺍﻻﺨﺘﺒﺎﺭ‬ ‫‪.412‬‬ ‫‪0.18‬‬ ‫‪1.78‬‬ ‫‪1.10‬‬ ‫‪1‬ع @?= ‪#‬‬
‫ﻴﻔﺭﻕ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻴﺩﻋﻭﻨﺎ ﺇﻝﻰ ﺍﻝﻘﻭل ﺃﻥ‬ ‫ا>=اع‬
‫‪.007‬‬ ‫‪**8.13‬‬ ‫‪4.16‬‬ ‫‪13.45‬‬ ‫‪ B‬ب ا>=اع‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻌﻁﻲ ﻨﺘﺎﺌﺞ ﺘﻤﺘﺎﺯ ﺒﺼﺩﻕ ﻤﻭﺜﻭﻕ ﻓﻴﻪ‪،‬‬
‫*" ا('اع‬
‫ﺇﻻ ﺍﻨﻪ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﻤﺯﻴﺩ ﻤﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻝﻠﻜﺸﻑ ﻋﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻜﺜﺭ ﺤﻭل‬ ‫‪.019‬‬ ‫‪1.09‬‬ ‫‪2.8‬‬ ‫‪7.15‬‬ ‫‪ DE‬إ‪=> ' C‬اع‬
‫‪.005‬‬ ‫‪**9.02‬‬ ‫‪6.48‬‬ ‫‪3.45‬‬ ‫‪=> F% DE‬اع‬
‫ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻝﻠﻌﺎﺌﻠﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ ،‬ﻭﺍﻝﺨﺼﻭﺼﻴﺔ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻪ‪ ،‬ﻨﻅﺭﺍ‬ ‫*‪ NR-‬ا‪12‬ت‬
‫ﻝﻼﺨﺘﻼﻑ ﺍﻝﺜﻘﺎﻓﻲ ﻭﺍﻝﺤﻀﺎﺭﻱ ﺍﻝﺫﻱ ﻴﻤﺘﺎﺯ ﺒﻪ‪) .‬ﻤﻴﺯﺍﺏ ﻭﺁﺨﺭﻭﻥ‪(2012 ،‬‬ ‫‪.231‬‬ ‫‪0.86‬‬ ‫‪3.98‬‬ ‫‪2.15‬‬ ‫‪ I#/ G% )#‬رآ‬
‫‪.005‬‬ ‫‪**8.56‬‬ ‫‪1.98‬‬ ‫‪1.50‬‬ ‫‪JB/G% )#‬‬
‫‪ -4‬ﻜﻴﻔﻴﺔ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻭﺍﺴﺘﻐﻼل ﻨﺘﺎﺌﺠﻪ‬ ‫‪ I#‬رآ‬
‫*‪ 34‬ا‪5‬ت‬
‫ﻜﻴﻔﻴﺔ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭ‬ ‫‪-1-4‬‬
‫‪.001‬‬ ‫‪**11.23‬‬ ‫‪2.16‬‬ ‫‪3.06‬‬ ‫أم= ‪ M.#‬‬
‫ﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﻤﺭﻜﺯﻱ ﺇﻋﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ ﺒﻤﺩﻴﻨﺘﻲ ) ﺍﻝﺒﻠﻴﺩﺓ‪/‬ﺘﻴﺯﻱ‬ ‫‪.541‬‬ ‫‪2.33‬‬ ‫‪1.78‬‬ ‫‪2.90‬‬ ‫أب= ‪N M.#‬‬
‫ﻭﺯﻭ( ﻤﻊ ﻫﺅﻻﺀ‪ .‬ﺤﻴﺙ ﺘﻡ ﺍﺴﺘﻘﺒﺎﻝﻨﺎ ﻝﻬﻡ ﻓﻲ ﺍﻝﻤﻭﻋﺩ ﺍﻝﻤﺤﺩﺩ‪ ،‬ﻭﻓﻲ ﻤﺭﻜﺯ‬ ‫‪.624‬‬ ‫‪2.07‬‬ ‫‪0.12‬‬ ‫‪1.23‬‬ ‫أخ‪/‬أ?‪=P‬‬
‫‪ M.#‬‬
‫ﺇﻋﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ ﺒﺎﻝﺒﻠﻴﺩﺓ ﺨﺼﺼﺕ ﻝﻨﺎ ﺍﻹﺩﺍﺭﺓ ﻤﻜﺘﺏ ﺍﻝﻨﻔﺴﺎﻨﻴﺔ ﻹﺠﺭﺍﺀ ﺘﻁﺒﻴﻕ‬ ‫‪.323‬‬ ‫‪0.14‬‬ ‫‪0.23‬‬ ‫‪0.82‬‬ ‫ا‪S‬زواج‬ ‫أ‪0E‬‬
‫=‪)N M.#‬ة(‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻭﻫﺫﺍ ﻤﺎ ﺠﺭﻯ ﻜﺫﻝﻙ ﻓﻲ ﻤﺭﻜﺯ ﺇﻋﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ‬ ‫‪.222‬‬ ‫‪0.41‬‬ ‫‪0.01‬‬ ‫‪0.25‬‬ ‫@?= ‪N M.#‬‬
‫‪.005‬‬ ‫‪**6.23‬‬ ‫‪3.16‬‬ ‫‪1.79‬‬ ‫أم = ‪VW D#‬‬
‫ﺒﺒﻭﺨﺎﻝﻔﺔ ﺘﻴﺯﻱ ﻭﺯﻭ‪.‬‬
‫‪.005‬‬ ‫‪**7.21‬‬ ‫‪4.56‬‬ ‫‪0.17‬‬ ‫أب = ‪VW D#‬‬
‫ﻴﺴﺘﺠﻴﺏ ﻤﻜﺎﻥ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻝﻤﺘﻁﻠﺒﺎﺕ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺇﺴﻘﺎﻁﻲ‬ ‫‪.123‬‬ ‫‪0.44‬‬ ‫‪2.81‬‬ ‫‪0.69‬‬ ‫أخ‪ /‬أ?‪D# = P‬‬
‫‪VW‬‬
‫)ﻗﺎﻋﺔ ﻤﻀﺎﺀﺓ ﺒﺼﻭﺭﺓ ﻁﺒﻴﻌﻴﺔ ﺒﻤﺎ ﻓﻴﻪ ﺍﻝﻜﻔﺎﻴﺔ‪ ،‬ﻓﻴﻬﺎ ﻤﻜﺘﺏ ﻓﻭﻗﻪ ﺒﻌﺽ‬ ‫‪.321‬‬ ‫‪1.02‬‬ ‫‪1.02‬‬ ‫‪0.85‬‬ ‫@?= = ‪VW D#‬‬
‫*‪ NR-‬ا]ود‬
‫ﺍﻷﻭﺭﺍﻕ‪ ،‬ﻜﺭﺴﻴﺎﻥ‪ ،‬ﺴﺭﻴﺭ‪ ،‬ﺒﻌﺽ ﺍﻝﺼﻭﺭ ﺘﻌﻜﺱ ﺠﻤﺎل ﺍﻝﻁﺒﻴﻌﺔ ‪ ،‬ﺤﺭﺍﺭﺓ‬
‫‪.042‬‬ ‫‪2.45‬‬ ‫‪1.03‬‬ ‫‪0.01‬‬ ‫ا‪ X>1‬ر‬
‫ﻤﻘﺒﻭﻝﺔ ‪ ،‬ﻻ ﺃﺼﻭﺍﺕ ﻤﺯﻋﺠﺔ ‪...‬ﺍﻝﺦ (‪ .‬ﻭﻗﺩ ﻜﻨﺎ ﻤﺘﹲﻨﺎ ﻋﻼﻗﺎﺘﻨﺎ ﺒﺎﻝﻤﻔﺤﻭﺼﻴﻥ‬ ‫‪.001‬‬ ‫‪**10.25‬‬ ‫‪2.14‬‬ ‫‪1.03‬‬ ‫‪0‬م ا‪;.‬ام‬
‫ﻤﻥ ﺨﻼل ﺍﻝﺯﻴﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻜﻨﺎ ﻨﻘﻭﻡ ﺒﻬﺎ ﻤﺭﺘﻴﻥ ﻓﻲ ﻜل ﺸﻬﺭ ﻭﻝﻤﺩﺓ )ﺴﺕ‬ ‫‪.521‬‬ ‫‪3.54‬‬ ‫‪4.65‬‬ ‫‪0.17‬‬ ‫ا‪S‬م ‪D N E‬‬
‫‪.351‬‬ ‫‪2.41‬‬ ‫‪2.33‬‬ ‫‪0.09‬‬ ‫ا‪S‬ب ‪D N E‬‬
‫ﺴﺎﻋﺎﺕ( ﻝﻤﺭﻜﺯ ﺍﻝﺒﻠﻴﺩﺓ ﺒﻨﺎﺕ‪ .‬ﻭﻓﻲ ﻜل ﺨﻤﺴﺔ ﻋﺸﺭ ﻴﻭﻤﺎ ﻓﻲ ﻤﺭﻜﺯ ﺍﻝﺫﻜﻭﺭ‬ ‫‪.012‬‬ ‫‪0.19‬‬ ‫‪0.12‬‬ ‫‪0.01‬‬ ‫‪)=?@ N E‬را‪(0Y‬‬
‫‪D‬‬
‫ﺒﺒﻭﺨﺎﻝﻔﺔ ﻝﻤﺩﺓ )ﺃﺭﺒﻊ ﺴﺎﻋﺎﺕ(‪ .‬ﻭﻫﺫﺍ ﻝﻤﺩﺓ ﺴﺒﻌﺔ ﻋﺸﺭﺓ ﺸﻬﺭ ‪.‬‬ ‫‪.017‬‬ ‫‪1.59‬‬ ‫‪0.01‬‬ ‫‪3.15‬‬ ‫‪.# V(1‬ح‬
‫‪.174‬‬ ‫‪0.02‬‬ ‫‪0.01‬‬ ‫‪V-# V(1‬‬
‫‪36‬‬ ‫‬
‫‬
‫‪-3-4‬ﻜﻴﻔﻴﺔ ﺍﺴﺘﻐﻼل ﺍﻝﻨﺘﺎﺌﺞ‪ :‬ﻭﻀﻊ ﻤﺅﻝﻔﻭ ﺍﻻﺨﺘﺒﺎﺭ ﻨﺴﻘﺎ ﻤﻥ"ﺍﻝﺘﺭﻗﻴﻡ‬ ‫ﺍﺴﺘﻘﺒﻠﻨﺎ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﻭﺍﻝﻤﻔﺤﻭﺼﺎﺕ ﻜل ﻭﺍﺤﺩ )ﺓ( ﻋﻠﻰ ﺍﻨﻔﺭﺍﺩ‪ ،‬ﻭﺭﺤﺒﻨﺎ‬
‫‪ " Cotation‬ﻝﻜﻲ ﺘﻤﻭﻀﻊ ﺍﻹﺠﺎﺒﺎﺕ ﺤﺴﺏ ﻨﻅﺭﻴﺎﺕ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‪ .‬ﻴﺴﻤﺢ‬ ‫ﺒﺎﻝﻤﻔﺤﻭﺹ )ﺓ(‪ ،‬ﻭﺃﻋﻠﻤﻨﺎﻩ )ﻫﺎ( ﺒﻤﺎ ﻨﻘﻭﻡ ﺒﻪ ﻭﻗﻠﻨﺎ ﻝﻬﻡ ﺃﻨﻨﺎ ﺴﻨﻘﺩﻡ ﻝﻬﻡ ﺼﻭﺭﺍ‬
‫ﻫﺫﺍ ﺍﻝﺘﺭﻗﻴﻡ ﺒﺘﻜﻭﻴﻥ ﻓﺭﻀﻴﺎﺕ ﺤﻭل ﻋﻤل ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺇﺠﺎﺒﺎﺕ‬ ‫ﻭﻋﻠﻴﻬﻡ )ﻫﻥ( ﺃﻥ ﻴﻘﻭﻝﻭﺍ ﻤﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺼﻭﺭ‪.‬‬
‫ﻓﺭﺩ ﻭﺍﺤﺩ ﻓﻲ ﺍﻷﺴﺭﺓ ‪.‬‬ ‫ﻜﻨﺎ ﻨﺩﻭﻥ ﻜل ﻤﺎ ﻴﻘﻭﻝﻪ ﺍﻝﻤﻔﺤﻭﺹ ﺤﺭﻓﻴﺎ ﻭﺒﻠﻬﺠﺘﻪ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻜﻤﺎ ﻜﻨﺎ‬
‫ﺴﺘﺴﻤﺢ ﻝﻨﺎ " ﺍﻷﺼﻨﺎﻑ ‪ " Catégories‬ﺍﻵﺘﻴﺔ ﺒﻭﺼﻑ ﻭﻓﻬﻡ ﺍﻝﻌﻼﻗﺎﺕ‬ ‫ﻨﺩﻭﻥ ﻜل ﺍﻝﺤﺎﻻﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ‪ ،‬ﻭﻤﺎ ﻴﺼﺎﺤﺒﻬﺎ ﻤﻥ ﺤﺭﻜﺎﺕ ﻭﺘﻌﻠﻴﻘﺎﺕ ﺨﺎﺭﺝ‬
‫ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺩﺍﺌﺭﺓ ﺩﺍﺨل ﺃﺴﺭ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ‪.‬‬ ‫ﻭﺼﻑ ﺍﻝﺼﻭﺭ‪ ،‬ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﺘﺼﺎﺤﺏ ﻤﺎ ﻴﻘﻭﻝﻪ ﺍﻝﻤﻔﺤﻭﺹ)ﻤﻼﺤﻅﺎﺕ‬
‫ﺍﻝﺼﺭﺍﻉ ﺍﻝﻅﺎﻫﺭ ‪:‬‬ ‫•‬ ‫ﺍﻜﻠﻴﻨﻜﻴﺔ(‪ .‬ﻭﺒﻌﺩ ﻨﻬﺎﻴﺔ ﻜل ﺠﻠﺴﺔ‪ ،‬ﻜﻨﺎ ﻨﺸﻜﺭ ﺍﻝﻤﻔﺤﻭﺹ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﺫﻱ‬
‫‪ -2‬ﺼﺭﺍﻉ ﺃﺴﺭﻱ‬
‫ﺃﺒﺩﺍﻩ ﻤﻌﻨﺎ‪ ،‬ﻭﻨﻭﺩﻋﻪ ﻋﻠﻰ ﺃﻤل ﺍﻝﻠﻘﺎﺀ ﻤﻌﻪ‪ .‬ﻭﻫﺫﺍ ﺍﻹﺠﺭﺍﺀ ﻨﻔﺴﻪ ﻗﻤﻨﺎ ﺒﻪ ﻤﻊ‬
‫‪ -3‬ﺼﺭﺍﻉ ﺯﻭﺠﻲ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﻀﺎﺒﻁﺔ ﻓﻲ ﺃﻤﺎﻜﻥ ﺩﺭﺍﺴﺘﻬﻡ‪.‬‬
‫‪ -4‬ﻨﻭﻉ ﺁﺨﺭ ﻤﻥ ﺍﻝﺼﺭﺍﻉ‬
‫‪ - 2-4‬ﻜﻴﻔﻴﺔ ﺇﺠﺭﺍﺀ ﺘﻔﺭﻴﻎ ﺍﻻﺨﺘﺒﺎﺭ ‪ :‬ﺠﻤﻌﻨﺎ ﻜل ﺍﻝﻘﺼﺹ )‪ (21‬ﻝﻜل‬
‫‪ -5‬ﻏﻴﺎﺏ ﺍﻝﺼﺭﺍﻉ‬
‫ﺤﺎﻝﺔ ﻋﻠﻰ ﺤﺩﺓ‪ ،‬ﺤﻴﺙ ﺤﻠﻠﻨﺎﻫﺎ ﺤﺴﺏ ﺍﻷﺼﻨﺎﻑ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺩﻭﻨﺎ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ‬
‫ﺤل ﺍﻝﺼﺭﺍﻉ ‪:‬‬ ‫•‬
‫ﻭﺭﻗﺔ ﻭﻀﻌﺕ ﺨﺼﻴﺼﺎ ﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻔﺭﻴﻎ‪ ).‬ﺃﻨﻅﺭ ﺼﺤﻴﻔﺔ ﺒﺭﻭﺘﻭﻜﻭل ﻨﺘﺎﺌﺞ‬
‫‪ -6‬ﺤل ﺇﻴﺠﺎﺒﻲ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻤﻠﺤﻕ ﺭﻗﻡ )(‪.‬‬
‫‪ -7‬ﺤل ﺴﻠﺒﻲ‬
‫ﻗﺴﻤﺕ ﻭﺭﻗﺔ ﺘﻔﺭﻴﻎ ﺍﻻﺨﺘﺒﺎﺭ‪-‬‬ ‫ﻭﺼﻑ ﻭﺭﻗﺔ ﺘﻔﺭﻴﻊ ﺍﻻﺨﺘﺒﺎﺭ‪:‬‬
‫‪ -8‬ﻏﻴﺎﺏ ﺍﻝﺤل‬
‫ﺍﻝﻤﻭﻀﻭﻋﺔ ﺨﺼﻴﺼﺎ‪ -‬ﺇﻝﻰ‪ :‬ﺠﺎﻨﺏ ﺃﻴﺴﺭ ﻤﻥ ﺍﻝﻭﺭﻗﺔ ﻴﺤﻤل ﺃﺼﻨﺎﻑ ﺍﻝﺘﺭﻗﻴﻡ‪.‬‬
‫ﻀﺒﻁ ﺍﻝﻨﻬﺎﻴﺎﺕ‪:‬‬ ‫•‬
‫ﻭﺴﻁ ﺍﻝﻭﺭﻗﺔ ﻴﻅﻬﺭ ﺒﻪ ﻤﺠﻤﻭﻋﺔ ﺩﻭﺍﺌﺭ ﺼﻐﻴﺭﺓ ﺒﺩﺍﺨﻠﻬﺎ ﺃﺭﻗﺎﻡ ﺘﺸﻴﺭ ﺇﻝﻰ ‪21‬‬
‫‪ -9‬ﻤﻨﺎﺴﺒﺔ ‪ /‬ﻤﺸﺎﺭﻜﺔ‬
‫‪ -10‬ﻤﻨﺎﺴﺒﺔ ‪ /‬ﻏﻴﺭ ﻤﺸﺎﺭﻜﺔ‬ ‫ﺒﻁﺎﻗﺔ‪ .‬ﺘﻀﻠل ﻫﺫﻩ ﺍﻝﺩﻭﺍﺌﺭ ﻝﻜﻲ ﺘﺸﻴﺭ ﺇﻝﻰ ﺍﻷﺼﻨﺎﻑ ﺍﻝﻤﺭﻗﻤﺔ ﻝﻜل ﺒﻁﺎﻗﺔ‬
‫‪ -11‬ﻏﻴﺭ ﻤﻨﺎﺴﺒﺔ‪ /‬ﻤﺸﺎﺭﻜﺔ‬ ‫ﺠﺎﻭﺏ ﻋﻠﻴﻬﺎ ﺍﻝﻤﻔﺤﻭﺹ‪ .‬ﻭﺠﺎﻨﺏ ﺃﻴﻤﻥ ﻭ ﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺴﻁﺭ ﺒﻁﻭل‬
‫‪ -12‬ﻏﻴﺭ ﻤﻨﺎﺴﺒﺔ‪ /‬ﻏﻴﺭ ﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻝﻭﺭﻗﺔ ﻤﻀﻠل‪ ،‬ﺘﻭﻀﻊ ﻓﻴﻪ ﺩﺭﺠﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻭﻗﺎﺌﻊ – ﺒﻌﺩ ﺘﻔﺭﻴﻎ ﻜل ﺍﻝﺒﻁﺎﻗﺎﺕ‬
‫ﻨﻭﻋﻴﺔ ﺍﻝﻌﻼﻗﺎﺕ ‪:‬‬ ‫•‬ ‫– ﻴﺘﻡ ﺤﺴﺎﺏ ﻋﺩﺩ ﺍﻝﺩﻭﺍﺌﺭ ﺍﻝﻤﺴﻭﺩﺓ ﻓﻲ ﻜل ﺼﻨﻑ ﻤﺭﻗﻡ‪ ،‬ﻭﻴﻭﻀﻊ ﻓﻲ ﺍﻝﺨﻁ‬
‫‪ -13‬ﺃﻡ = ﻤﺘﺤﺎﻝﻔﺔ‬ ‫ﺍﻝﺨﺎﺹ ﺒﻪ‪ .‬ﺒﻌﺩﻫﺎ ﻴﺘﻡ ﺤﺴﺎﺏ ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ ﻝﺴﻭﺀ ﺍﻝﺘﻭﻅﻴﻑ ﻋﻥ ﻁﺭﻴﻕ ﺠﻤﻊ‬
‫‪ -14‬ﺃﺏ = ﻤﺘﺤﺎﻝﻑ‬ ‫ﺍﻷﻋﺩﺍﺩ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﺴﻁﺭ ﺍﻝﺭﻤﺎﺩﻱ‪ .‬ﻭﻴﻭﻀﻊ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺤﺩﺩ ﻝﻪ ﻓﻲ‬
‫‪ -15‬ﺃﺥ‪/‬ﺃﺨﺕ = ﻤﺘﺤﺎﻝﻔﺔ‬ ‫ﺃﺴﻔل ﺍﻝﻭﺭﻗﺔ ‪.‬‬
‫‪ -16‬ﺃﺤﺩ ﺍﻷﺯﻭﺍﺝ = ﻤﺘﺤﺎﻝﻑ )ﺓ(‬ ‫ﻝﻘﺩ ﻗﻤﻨﺎ ﺒﺘﻔﺭﻴﻎ ﻨﻤﻁ " ﺍﻝﻨﻐﻤﺔ ﺍﻝﻌﺎﻁﻔﻴﺔ " ﻜﺫﻝﻙ‪ ،‬ﺭﻏﻡ ﺃﻥ ﺘﻔﺭﻴﻐﻬﺎ‬
‫‪ -17‬ﺁﺨﺭ = ﻤﺘﺤﺎﻝﻑ‬ ‫ﺍﺨﺘﻴﺎﺭﻱ‪ ،‬ﺫﻝﻙ ﺃﻨﻬﺎ ﺘﺯﻭﺩﻨﺎ ﺒﻤﻌﻠﻭﻤﺎﺕ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ ﺇﻀﺎﻓﻴﺔ‪.‬‬
‫‪ -18‬ﺃﻡ = ﻋﺎﻤل ﻗﻠﻕ‬ ‫ﻝﻘﺩ ﺘﻡ ﺘﻔﺭﻴﻎ ﺸﺒﻜﺔ ﺍﻝﺘﺭﻤﻴﺯ ﺤﺴﺏ ﺜﻤﺎﻨﻴﺔ ﺃﺴﺌﻠﺔ ﺃﺴﺎﺴﻴﺔ ﻭﻀﻌﻬﻡ ﻤﺅﻝﻔﻭﺍ‬
‫‪ -19‬ﺃﺏ = ﻋﺎﻤل ﻗﻠﻕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ ﻤﺄﺨﻭﺫﻴﻥ ﻤﻥ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻨﺴﻘﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﻫﻡ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ -20‬ﺃﺥ‪ /‬ﺃﺨﺕ = ﻋﺎﻤل ﻗﻠﻕ‬ ‫‪ -29‬ﻫل ﻤﺤﺘﻭﻯ ﺒﺭﻭﺘﻭﻜﻭل "ﺍﻝﻤﻔﺤﻭﺹ" ﻜﺎﻑ ﻝﻭﻀﻊ ﻓﺭﻀﻴﺎﺕ ﺼﺎﺩﻗﺔ؟‬
‫‪ -21‬ﺁﺨﺭ = ﻋﺎﻤل ﻗﻠﻕ‬ ‫‪ -30‬ﻫل ﺘﻅﻬﺭ ﺍﻝﺼﺭﺍﻋﺎﺕ ﻓﻲ ﺒﺭﻭﺘﻭﻜﻭل ﺍﻝﻤﻔﺤﻭﺹ؟‬
‫ﻀﺒﻁ ﺍﻝﺤﺩﻭﺩ ‪:‬‬ ‫•‬ ‫‪ -31‬ﻓﻲ ﺃﻱ ﻤﺠﺎل ﺘﻅﻬﺭ ﺍﻝﺼﺭﺍﻋﺎﺕ ﻓﻲ ﺒﺭﻭﺘﻭﻜﻭل ﺍﻝﻤﻔﺤﻭﺹ؟‬
‫‪ -22‬ﺍﻨﺼﻬﺎﺭ‬
‫‪ -32‬ﻤﺎ ﻫﻭ ﺍﻝﻨﻤﻁ ﺍﻝﻭﻅﻴﻔﻲ ﺍﻝﺫﻱ ﺘﺘﻤﻴﺯ ﺒﻪ ﺃﺴﺭﺓ ﺍﻝﻤﻔﺤﻭﺹ؟‬
‫‪ -23‬ﻋﺩﻡ ﺍﻝﺘﺯﺍﻡ‬
‫‪ -33‬ﻤﺎ ﻫﻲ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻨﻭﻋﻴﺔ ﺍﻝﻌﻼﺌﻘﻴﺔ‬
‫‪ -24‬ﺍﻷﻡ ﺤﻠﻴﻑ ﻝﻠﻁﻔل‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺴﺭﺓ؟‬
‫‪ -25‬ﺍﻷﺏ ﺤﻠﻴﻑ ﺍﻝﻁﻔل‬
‫‪ -34‬ﻤﺎ ﻫﻲ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺼﻴﺎﻏﺘﻬﺎ ﻋﻥ ﺍﻝﻤﻅﻬﺭ ﺍﻝﻨﺴﻘﻲ‬
‫‪ -26‬ﺤﻠﻴﻑ ﺁﺨﺭ)ﺭﺍﺸﺩ( ﻝﻠﻁﻔل‬
‫ﺍﻝﻌﻼﺌﻘﻲ ﻝﻬﺫﻩ ﺍﻷﺴﺭﺓ؟‬
‫‪ -27‬ﻨﺴﻕ ﻤﻔﺘﻭﺡ‬
‫‪ -35‬ﻫل ﻫﻨﺎﻙ ﻤﺅﺸﺭﺍﺕ ﺘﺩل ﻋﻠﻰ ﻋﺩﻡ ﺍﻝﺘﻜﻴﻑ؟ ﺃﻨﻅﺭ ﺸﺒﻜﺔ ﺍﻝﺘﻨﻘﻴﻁ‬
‫‪ -28‬ﻨﺴﻕ ﻤﻐﻠﻕ‬
‫ﺍﻝﻤﻠﺤﻕ ﺭﻗﻡ )‪(02‬‬
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‫ﺍﻝﺸﻲﺀ ﺍﻝﺫﻱ ﺠﻌل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ ﻴﻘﺭﺭ ﺘﺤﻭﻴﺭ ﻤﺤﺘﻭﻯ ﺍﻝﻠﻭﺤﺘﻴﻥ‪ ،‬ﻤﻥ‬ ‫• ﺍﻝﺩﺍﺌﺭﺓ ﻏﻴﺭ ﺍﻝﻭﻅﻴﻔﻴﺔ ‪:‬‬
‫ﻤﺤﺘﻭﻯ ﻴﺸﻴﺭ ﺇﻝﻰ ﺃﺩﺍﺀ ﻝﻌﺒﺔ "ﺍﻝﺒﻴﺯﺒﻭل " ﻓﻲ ﺍﻝﻠﻭﺤﺔ ‪ ،10‬ﺇﻝﻰ ﻤﺤﺘﻭﻯ ﺃﻗﺭﺏ‬ ‫* ﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻝﺴﻴﺌﺔ ‪:‬‬
‫ﻝﺜﻘﺎﻓﺔ ﺍﻝﻁﻔل ﺍﻝﺠﺯﺍﺌﺭﻱ ﻭﻫﻭ 'ﻝﻌﺒﺔ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪ ،‬ﻤﻊ ﺍﻝﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻹﻁﺎﺭ ﺍﻝﻌﺎﻡ‬ ‫‪ -36‬ﺍﻝﻤﻌﺎﻤﻠﺔ ﺍﻝﻘﺎﺴﻴﺔ‬
‫ﻝﻠﺼﻭﺭﺓ ﻭﺇﻴﺤﺎﺀﺍﺘﻬﺎ ﺨﺎﺼﺔ‪.‬‬ ‫‪ -37‬ﺍﺴﺘﻐﻼل ﺠﻨﺴﻲ‬
‫ﻭﻫﻭ ﻤﺎ ﺘﻡ ﻜﺫﻝﻙ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻭﺤﺔ ‪ ،14‬ﺤﻴﺙ ﺤﻭل ﻤﺤﺘﻭﺍﻫﺎ ﻤﻥ ﺃﺩﺍﺀ ﻝﻌﺒﺔ‬ ‫‪ -38‬ﺍﻨﻌﺩﺍﻡ ﺍﻻﻫﺘﻤﺎﻡ ‪/‬ﺇﻫﻤﺎل‬
‫ﺍﻝﺒﻴﺯﺒﻭل ﺒﻴﻥ ﺭﺍﺸﺩ ﻭﻁﻔل ﺇﻝﻰ ﻝﻌﺏ "ﻜﺭﺓ ﺍﻝﻘﺩﻡ" ﺒﻴﻨﻬﻤﺎ‪.‬‬ ‫‪ -39‬ﺍﺴﺘﻐﻼل ﻀﺭﻭﺭﻴﺎﺕ ﺍﻝﺤﻴﺎﺓ‬
‫ﻭﺘﻤﻴل ﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺘﻔﺴﻴﺭ ﻋﺩﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻝﻬﺎﺘﻴﻥ ﺍﻝﻠﻭﺤﺘﻴﻥ‪ ،‬ﺇﻝﻰ‬ ‫• ﺃﺠﻭﺒﺔ ﻏﻴﺭ ﻤﻌﺘﺎﺩﺓ‬
‫ﺃﻥ ﺍﻝﻁﻔل ﺍﻝﺠﺯﺍﺌﺭﻱ ﻻ ﻴﻌﺭﻑ ﻤﻤﺎﺭﺴﺔ ﻝﻌﺒﺔ ﺍﻝﺒﻴﺯﺒﻭل‪ ،‬ﻭﺫﻝﻙ ﻷﻨﻬﺎ ﻝﻡ ﺘﺩﺨل‬ ‫• ﺭﻓﺽ‬
‫ﺒﻌﺩ ﻓﻲ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺠﻤﺎﻋﻴﺔ ﻝﻠﺠﺯﺍﺌﺭﻴﻴﻥ‪ ،‬ﺭﻏﻡ ﺃﻥ ﺃﻝﻌﺎﺏ ﺍﻷﻨﺘﺭﻨﻴﺕ ﻜﺜﻴﺭﺓ ﻓﻲ‬ ‫• ﻨﻐﻤﺔ ﻋﺎﻁﻔﻴﺔ ‪:‬‬
‫ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ‪.‬‬ ‫‪ -40‬ﺤﺯﻥ ‪ /‬ﺍﻜﺘﺌﺎﺏ‬
‫ﺒﻴﻨﻤﺎ ﺘﻌﺘﺒﺭ ﻝﻌﺒﺔ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭ‪/‬ﺃﻭ ﻝﻌﺒﺔ ﻜﺭﺓ ﺍﻝﺴﻠﺔ‪ ،‬ﺃﻭ ﺍﻝﻜﺭﺓ ﺍﻝﻁﺎﺌﺭﺓ‪،‬‬ ‫‪ -41‬ﻏﻀﺏ‪ /‬ﻋﺩﺍﻭﺓ‬
‫ﺃﻜﺜﺭ ﺘﻌﻭﺩﺍ ﻋﻠﻴﻬﺎ ﻤﻥ ﻗﺒل ﺍﻝﻁﻔل ﺍﻝﺠﺯﺍﺌﺭﻱ‪ ،‬ﻭﺒﺎﻝﺨﺼﻭﺹ ﻤﻨﻬﺎ ﻜﺭﺓ ﺍﻝﻘﺩﻡ‪.‬‬ ‫‪ -42‬ﺨﻭﻑ ‪ /‬ﻗﻠﻕ‬
‫ﻨﻭﻉ ﻫﺫﻩ ﺍﻷﻝﻌﺎﺏ ﻴﻤﺎﺭﺴﻬﺎ ﺍﻝﻁﻔل ﻓﻲ ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﻭﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪،‬‬ ‫‪ -43‬ﺴﻌﺎﺩﺓ ‪ /‬ﺭﻀﺎ‬
‫ﻭﻓﻲ ﺍﻝﺸﺎﺭﻉ ﻴﻜﺎﺩ ﻴﻜﻭﻥ ﻴﻭﻤﻴﺎ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻷﻝﻌﺎﺏ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﻓﻲ‬ ‫‪ -44‬ﻨﻭﻉ ﺁﺨﺭ ﻤﻥ ﺍﻝﻤﺸﺎﻋﺭ‬
‫ﻗﺎﻋﺎﺕ ﺍﻷﻨﺘﺭﻨﻴﺕ‪ ،‬ﻭﻗﺎﻋﺎﺕ ﺍﻷﻝﻌﺎﺏ‪ ،،‬ﻭﻤﺎ ﺘﺸﻴﺭ ﺇﻝﻴﻪ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺴﻤﻌﻴﺔ‬ ‫‪ °‬ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ ﻝﺴﻭﺀ ﺍﻝﺘﻭﻅﻴﻑ ﺘﺭﺠﻤﺔ )ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ‪(2007 ،‬‬
‫ﺍﻝﺒﺼﺭﻴﺔ ﻴﻭﻤﻴﺎ‪.‬‬ ‫‪ -1‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻓﻬﻡ ﺘﻌﻠﻴﻤﺔ ﺍﻻﺨﺘﺒﺎﺭ‪:‬‬
‫ﻜﻤﺎ ﺃﻥ ﻜﺭﺓ ﺍﻝﻘﺩﻡ ﻭﻏﻴﺭﻫﺎ ﺘﻤﺎﺭﺱ ﻋﺎﺩﺓ ﺠﻤﺎﻋﻴﺎ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻤﺎﺸﻰ ﻤﻊ‬ ‫ﻗﺎﻤﺕ ﻓﺭﻗﺔ ﺍﻝﺒﺤﺙ ﺒﺘﺭﺠﻤﺔ"ﺘﻌﻠﻴﻤﺔ ﺍﻻﺨﺘﺒﺎﺭ" ﻤﻥ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ ﺇﻝﻰ‬
‫ﺍﻝﺨﻠﻔﻴﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻻﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ ،‬ﺫﻝﻙ ﺃﻨﻬﺎ ﻝﻌﺒﺔ ﻴﺤﺘﺎﺝ ﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﺍﻝﺩﺍﺭﺠﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺘﻌﺩﻴﻠﻬﺎ ﺒﻌﺩ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻌﻴﻨﺔ‬
‫ﻓﺭﻴﻘﻴﻥ ﻤﻥ ﺍﻝﻼﻋﺒﻴﻥ ﻤﻜﻭﻥ ﻤﻥ )‪ (11/11‬ﺘﺴﻴﺭ ﻤﻥ ﻗﺒل ﺭﺌﻴﺱ‪ ،‬ﺘﺘﻡ ﺒﻴﻥ‬ ‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﻤﻘﺎﺭﻨﻬﺎ ﺒﺎﻝﻨﻤﻭﺫﺝ ﺍﻝﺫﻱ ﻗﺎﻡ ﺒﺘﺭﺠﻤﺘﻪ ﻓﻲ ﺒﺤﺙ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪.‬‬
‫ﺍﻓﺭﺍﺩﻫﺎ ﺩﻴﻨﺎﻤﻴﺔ‪ ،‬ﻭﻝﻜل ﻤﺸﺎﺭﻙ ﻤﻜﺎﻨﺔ ﻭﺩﻭﺭ ﻴﺅﺩﻴﻬﻤﺎ ﻓﻲ ﺍﻝﻤﺠﻤﻭﻋﺔ ﻓﺎﻝﻜل‬ ‫ﻝﻘﺩ ﻭﺼل ﻓﺭﻴﻕ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﺼﻴﻐﺔ ﺒﻌﺩ ﺃﻥ ﺠﺭﺒﻨﺎ ﻤﺤﺘﻭﺍﻫﺎ ﻋﻠﻰ‬
‫ﻤﺭﺘﺒﻁ ﺒﺒﻌﻀﻪ ﻭﺫﻝﻙ ﻹﻨﺠﺎﺡ ﺍﻝﻠﻌﺒﺔ‪ ،‬ﻓﺄﻓﺭﺍﺩ ﺍﻝﻠﻌﺒﺔ)ﻝﻤﺩﺓ ﺍﻝﻭﻗﺕ ﺍﻝﻤﻨﺼﻭﺹ‬ ‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺘﻼﻤﻴﺫ ﺍﻝﻤﺩﺍﺭﺱ ﻭﻨﺯﻻﺀ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﻤﺘﺨﺼﺼﺔ‪.‬ﻭﺒﻌﺩ ﺘﺤﻠﻴل‬
‫ﻋﻠﻴﻪ( ﺩﺍﺌﻤﺎ ﻓﻲ ﺩﻴﻨﺎﻤﻴﺔ ﺘﻭﺍﺼﻠﻴﺔ ﻭﻋﻼﺌﻘﻴﺔ‪ ،‬ﻴﻨﺘﺞ ﻋﻨﻬﻤﺎ ﺴﻠﻭﻜﻴﺎﺕ ﺃﺩﺍﺀ ﺍﻝﻠﻌﺒﺔ‬ ‫ﺭﺩﻭﺩ ﺃﻓﻌﺎل ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﻭﻝﻴﺔ ﺍﻝﻤﺠﻤﻭﻋﺔ)ﺍﻝﻀﺎﺒﻁﺔ‪ /‬ﺍﻝﺘﺠﺭﻴﺒﻴﺔ( ﺍﻝﻤﺘﻜﻭﻨﺔ‬
‫ﻤﻥ ﺠﻬﺔ ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪ ،‬ﻴﺤﺴﺏ ﻝﻜل ﻓﺭﺩ ﺩﺭﺠﺔ ﺃﺩﺍﺌﻪ )ﻤﻜﺎﻨﺘﻪ( ﻀﻤﻥ‬ ‫ﻤﻥ )‪ 20‬ﻭﻝﺩ‪ 15 ،‬ﺒﻨﺕ( ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ )‪ 15 -09‬ﺴﻨﺔ(‪ ،‬ﻤﻨﻬﻡ‬
‫ﺍﻝﻤﺠﻤﻭﻋﺔ‪.‬‬ ‫‪ 23‬ﻓﺭﺩ ﻤﺘﻤﺩﺭﺱ ﺒﺼﻭﺭﺓ ﻋﺎﺩﻴﺔ‪ 12 ،‬ﺤﺎﻝﺔ ﻴﺘﻭﺯﻋﻭﻥ ﺒﻴﻥ ﺍﻹﻗﺎﻤﺔ ﻓﻲ‬
‫ﻫﺫﻩ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺤﻭل ﻝﻌﺒﺔ "ﻜﺭﺓ ﺍﻝﻘﺩﻡ" ‪ ،‬ﺠﻌﻠﺘﻨﺎ ﻨﺨﺘﺎﺭﻫﻤﺎ ﻝﻤﺤﺘﻭﻯ‬ ‫ﻤﺭﻜﺯ ﺍﻝﺠﺎﻨﺤﻴﻥ )‪05‬ﺤﺎﻻﺕ‪/‬ﺫﻜﻭﺭ(‪ ،‬ﺍﻹﻗﺎﻤﺔ ﻓﻲ ﻤﺭﻜﺯ ﺍﻝﻁﻔﻭﻝﺔ ﺍﻝﻤﺴﻌﻔﺔ‪،‬‬
‫ﺍﻝﻠﻭﺤﺔ ‪ 14 ،10‬ﻝﺘﺤﻼ ﻤﺤل ﻝﻌﺒﺔ ﻜﺭﺓ ﺍﻝﺒﻴﺯﺒﻭل ﻓﻲ ﺍﻝﻠﻭﺤﺘﻴﻥ ﺍﻝﻤﺫﻜﻭﺭﺘﻴﻥ‪.‬‬ ‫)‪03‬ﺤﺎﻻﺕ‪/‬ﺫﻜﻭﺭ(‪ ،‬ﻭﻤﺭﻜﺯ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ )‪07‬ﺤﺎﻻﺕ‪ /‬ﺇﻨﺎﺙ(‪.‬‬
‫ﺒﻌﺽ ﻨﺘﺎﺌﺞ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻋﻠﻰ ﻋﻴﻨﺎﺕ)ﻋﺎﺩﻴﺔ ﻭﻏﻴﺭ‬ ‫‪ -2‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻤﺩﻯ ﻓﻬﻡ"ﻤﺤﺘﻭﻯ ﺍﻝﻠﻭﺤﺎﺕ" ﻝﻠﻌﻴﻨﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‬
‫ﻋﺎﺩﻴﺔ( ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪:‬‬ ‫ﺇﻥ ﺭﺩ ﺍﻝﻔﻌل ﻋﻨﺩ ﺭﺅﻴﺔ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝـ ‪ ، 21‬ﺃﻅﻬﺭ ﻝﻨﺎ ﺃﻥ ﻜﻼ‬
‫ﻓﻲ ﺇﻁﺎﺭ ﻤﺤﺎﻭﻝﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ‪-‬‬ ‫ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ )ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ( ﻴﺘﻨﻭﻉ ﻤﻥ ﺤﻴﺙ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻨﻪ‪ ،‬ﻭﻤﺩﺓ‬
‫ﻤﺘﺭﺠﻤﺎ ﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ -‬ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻠﻴﺔ‪ ،‬ﺴﻨﺤﺕ ﻝﻨﺎ ﺍﻝﻔﺭﺼﺔ )ﺃﻋﻀﺎﺀ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻭﻤﺤﺘﻭﺍﻫﺎ‪ ،‬ﻭﻤﺩﻯ ﺘﻜﺎﻤل ﺒﻨﺎﺀ ﺍﻝﻘﺼﺔ ﺤﻭل ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻓﺭﻗﺔ ﺍﻝﻤﺸﺭﻭﻉ( ﻋﻠﻰ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ ﻤﺫﻜﺭﺍﺕ ﺍﻝﺘﺨﺭﺝ ﺴﻭﺍﺀ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬ ‫ﺇﺫ ﺠﺎﺀﺕ ‪ 19‬ﻝﻭﺤﺔ ﻤﺎﻝﺕ ﻓﻴﻬﺎ ﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻤﻥ ﺤﻴﺙ‪ -‬ﺒﻨﺎﺀ‬
‫ﺍﻝﻠﻴﺴﺎﻨﺱ ﻭ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺍﻝﻤﺎﺴﺘﻴﺭ‪.‬‬ ‫ﺍﻝﻘﺼﺔ‪ /‬ﻤﺤﺘﻭﺍﻫﺎ‪/‬ﻤﺭﺍﺤﻠﻬﺎ‪ /‬ﻤﺩﻯ ﺍﺴﺘﺠﺎﺒﺘﻬﺎ ﻝﻠﺘﻌﻠﻴﻤﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ‪ -‬ﺇﻝﻰ‬
‫ﻤﻼﺤﻅﺔ‪ :‬ﺍﻋﺘﻤﺩﺕ ﻤﻌﻅﻡ ﻨﻤﺎﺫﺝ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺴﺄﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﻝﻠﺘﻌﻠﻴﻤﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﻅﻬﺭﺕ ﺴﻠﺒﻴﺔ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻌﻴﻨﺘﻴﻥ ) ﻝﻠﻭﺤﺘﻴﻥ‬
‫ﺍﻝﻭﺼﻔﻲ‪ ،‬ﻭﺍﻝﻭﺼﻔﻲ ﺍﻝﻤﻘﺎﺭﻥ‪ ،‬ﻜﻤﺎ ﺍﻋﺘﻤﺩﺕ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻌﻴﺎﺩﻴﺔ ﻨﺼﻑ‬ ‫‪ (10،14‬ﻭﺍﻀﺤﺎ ﺤﻴﺙ ﻝﻡ ﺘﺴﺘﻁﻴﻌﺎ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭ ﻝﻬﻤﺎ‪ .‬ﺤﻴﺙ‬
‫ﺍﻝﻤﻭﺠﻬﺔ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ ،‬ﻤﻊ ﺒﻌﺽ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻷﺨﺭﻯ ﺤﺴﺏ‬ ‫ﺫﻫﺒﺕ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺇﻝﻰ ﻁﺭﺡ ﺃﺴﺌﻠﺔ‪ ،‬ﺤﻭل ﻤﺤﺘﻭﻯ ﺍﻝﻠﻭﺤﺘﻴﻥ‪ ،‬ﻭﺇﻝﻰ ﺘﻜﺭﺍﺭ‬
‫ﻁﺒﻴﻌﺔ ﺇﺸﻜﺎﻝﻴﺔ ﻜل ﺒﺤﺙ ﻋﻠﻰ ﺤﺩﺓ‪.‬ﺤﺎﻭﻝﻨﺎ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﻁﺒﻴﻕ ﺇﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ‬ ‫ﺍﻹﺠﺎﺒﺎﺕ ﻤﻴﻜﺎﻨﻴﻜﻴﺎ‪ ،‬ﻭﺃﺤﻴﺎﻥ ﺭﻓﺽ ﺍﻹﺠﺎﺒﺔ ﺘﻤﺎﻤﺎ‪ ،‬ﻭﺇﺫﺍ ﺘﻡ ﺒﻨﺎﺀ ﻗﺼﺹ ﻓﻬﻲ‬
‫ﺍﻷﺴﺭﻱ ﺍﻝﻤﻜﻴﻑ ﻝﻠﺒﻴﺌﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‬ ‫ﺘﺤﻤل ﻤﺤﺘﻭﻯ ﻻ ﻴﻌﻜﺱ ﻓﻌﻠﻴﺎ ﻤﺎ ﺘﺤﻤﻠﻪ ﺍﻝﻠﻭﺤﺘﻴﻥ ﺍﻝﻤﺫﻜﻭﺭﺘﻴﻥ‪.‬‬
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‫ﺃﻋﻤﺎل ﺒﺤﺜﻴﺔ ﺃﺠﺭﻴﺕ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ )‪.(2012-2011‬‬ ‫ﺃﻋﻁﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﻌﺽ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﻓﻲ ﻤﺎ ﻴﻠﻲ ﻤﻠﺨﺹ ﻝﺒﻌﺽ ﻤﻨﻬﺎ‪:‬‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ "ﻏﺎﺯﻝﻲ ﻨﻌﻴﻤﺔ" ﺒﺩﺭﺍﺴﺔ ﻤﻌﻨﻭﻨﺔ ﺒـ ‪ " :‬ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‬ ‫ﺒﺩﺃﺕ ﻫﺫﻩ ﺍﻷﻋﻤﺎل ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺴﺘﺄﺘﻲ ﻤﻌﻨﺎ ﻓﻲ ﻗﺴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪،‬‬
‫ﻭﻋﻼﻗﺘﻪ ﺒﻅﻬﻭﺭ ﺍﻝﻤﺤﺎﻭﻝﺔ ﺍﻻﻨﺘﺤﺎﺭﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﻓﻲ ﺴﻥ ‪،17-14‬‬ ‫ﺒﺠﺎﻤﻌﺔ ﻤﻭﻝﻭﺩ ﻤﻌﻤﺭﻱ ﺘﻴﺯﻱ ﻭﺯﻭ‪ ،‬ﺒﺩﺭﺍﺴﺔ ﺍﻷﺴﺘﺎﺫ ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ )‪-2006‬‬
‫ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ"‪ ،‬ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺸﻬﺎﺩﺓ ﺍﻝﻤﺎﺴﺘﻴﺭ ‪ .‬ﺘﻭﺼﻠﺕ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺭﺍﻫﻕ‬ ‫‪ (2007‬ﺒﻌﻨﻭﺍﻥ "ﺍﻝﻤﻌﺎﻤﻠﺔ ﺍﻝﻭﺍﻝﺩﻴﺔ ﻝﻠﺤﺩﺙ ﺍﻝﺠﺎﻨﺢ ﻭﻋﻼﻗﺘﻬﺎ ﺒﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ‪،‬‬
‫ﺍﻝﻤﺤﺎﻭل ﻝﻼﻨﺘﺤﺎﺭ ﻴﺭﺘﻔﻊ ﻝﺩﻴﻪ ﺩﺭﺠﺔ ﺍﻝﺼﺭﺍﻉ ﺍﻝﻅﺎﻫﺭﻱ ﺒﺎﻝﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻤﺭﺍﻫﻕ‬ ‫ﺩﺭﺍﺴﺔ ﺸﺒﻪ ﺘﺠﺭﺒﻴﻪ ﻤﻘﺎﺭﻨﺔ‪ ،‬ﻝﻨﻴل ﺸﻬﺎﺩﺓ ﺩﻜﺘﻭﺭﺍﻩ ﺩﻭﻝﺔ‪ .‬ﺒﻴﻥ ﻓﻲ ﺠﺯﺀ ﻤﻨﻬﺎ‬
‫ﺍﻝﻌﺎﺩﻱ‪ ،‬ﻜﻤﺎ ﻴﺩﺭﻙ ﺃﻜﺜﺭ ﻏﻴﺎﺏ ﺍﻝﺤﻠﻭل ﺍ|ﻹﻴﺠﺎﺒﻴﺔ‪ ،‬ﻴﺴﻭﺩ ﺍﻨﻔﻌﺎل ﺍﻝﺤﺯﻥ‬ ‫ﺃﻥ ﻋﻴﻨﺔ ﺍﻷﻁﻔﺎل ﺍﻝﺠﺎﻨﺤﻴﻥ ﻴﻤﻴﻠﻭﻥ ﺃﻜﺜﺭ ﺇﻝﻰ ﺇﺩﺭﺍﻙ ﺍﺭﺘﻔﺎﻉ ﻓﻲ ﺩﺭﺠﺔ‬
‫ﺍﻝﻤﺤﺎﻭﻝﻴﻥ‬ ‫ﺒﺎﻝﻤﺭﺍﻫﻘﻴﻥ‬ ‫ﺍﻝﺨﺎﺼﺔ‬ ‫ﺍﻷﺴﺭﻴﺔ‬ ‫ﺍﻷﻨﺴﺎﻕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻻﻜﺘﺌﺎﺏ‬ ‫ﺍﻝﺼﺭﺍﻉ ﺍﻝﻅﺎﻫﺭﻱ‪ ،‬ﻭﺍﻻﻝﺘﺠﺎﺀ ﺃﻜﺜﺭ ﺇﻝﻰ ﺘﻭﻅﻴﻑ ﺍﻝﺤﻠﻭل ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺘﺨﻠل‬
‫ﻝﻸﻨﺘﺤﺎﺭ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﻏﺎﺯﻝﻲ ﻨﻌﻴﻤﺔ‪(2012 ،‬‬ ‫ﺍﻝﻌﻼﻗﺎﺕ ﻭﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﺭ ﺒﻴﻥ ﺍﺴﺭ ﺍﻷﻁﻔﺎل ﺍﻝﺠﺎﻨﺤﻴﻥ ﻨﺴﺒﺔ ﻋﺎﻝﻴﺔ ﻤﻥ‬
‫ﺃﻋﻤﺎل ﺒﺤﺜﻴﺔ ﺍﺠﺭﻴﺕ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ )‪.(2013-2012‬‬ ‫ﺍﻝﻘﻠﻕ‪ ،‬ﻭﻴﻤﻴل ﺍﻝﻨﺴﻕ ﺃﻜﺜﺭ ﺇﻝﻰ ﺍﻻﻨﻐﻼﻕ‪ ،‬ﻭﺘﺭﺘﻔﻊ ﻓﻴﻪ ﺍﻝﻤﻌﺎﻤﻼﺕ‬
‫ﺃﻅﻬﺭﺕ ﺍﻝﻁﺎﻝﺒﺘﻴﻥ " ﺒﻭﺤﺩﺓ ﻝﻴﻨﺩﺓ‪ ،‬ﺴﻬﻴﻠﺔ ﺤﺭﻜﻭﻙ‪ ،‬ﻓﻲ ﺇﺸﻜﺎﻝﻴﺔ ﺒﻌﻨﻭﺍﻥ‬ ‫ﺍﻝﺴﻴﺌﺔ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﻨﺎﺼﺭ ﻤﻴﺯﺍﺏ‪(2007 ،‬‬
‫"ﺇﺩﺭﺍﻙ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻋﻨﺩ ﺍﻝﻤﺼﺎﺏ ﺒﻌﺭﺽ ﺩﺍﻭﻥ‪ ،‬ﻜﻤﺎ ﻴﻘﻴﺴﻪ ﺍﺨﺘﺒﺎﺭ‬ ‫ﺜﻡ ﺍﻨﻁﻠﻕ ﺒﻌﺩ ﺫﻝﻙ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻓﻲ ﻤﻭﺍﻀﻴﻊ‬
‫ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ‪ ،‬ﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺼﺎﺏ ﺒﻌﺭﺽ ﺩﺍﻭﻭﻥ‬ ‫ﻤﺨﺘﻠﻔﺔ‪ ،‬ﺃﺸﺭﻑ ﻋﻠﻴﻬﺎ ﻓﻲ ﻗﺴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻷﻋﻀﺎﺀ ﺍﻝﻤﻜﻭﻨﻴﻴﻥ ﻝﻔﺭﻗﺔ ﺘﺭﺠﻤﺔ‬
‫ﻻﻴﻤﻜﻨﻪ ﺇﺩﺭﺍﻙ ﻨﺴﻕ ﺃﺴﺭﺘﻪ ﻜﻤﺎ ﻴﻘﻴﺴﻪ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺩﺭﺍﻙ ﺍﻷﺴﺭﻱ ﻤﺜل ﺒﻘﻴﺔ‬ ‫ﻭﺘﻜﻴﻴﻑ ﺍﻻﺨﺘﺒﺎﺭ ﺃﻋﻼﻩ‪.‬‬
‫ﺍﻷﻁﻔﺎل ﺍﻝﻌﺎﺩﻴﻴﻥ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﺒﻭﺤﺩﺓ ﻝﻴﻨﺩﺓ‪ ،‬ﺤﺭﻜﻭﻙ ﺴﻬﻴﻠﺔ‪،‬‬ ‫ﺃﻋﻤﺎل ﺒﺤﺜﻴﺔ ﺃﺠﺭﻴﺕ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ )‪.(2011-2010‬‬
‫‪.(2013‬‬ ‫ﻗﺎﻤﺕ ﺍﻝﻁﺎﻝﺒﺘﺎﻥ " ﺤﻴﺎﺓ ﻴﺤﻴﺎﻭﻱ‪ ،‬ﺴﻤﻴﺭﺓ ﺃﻤﺭﺍﺭ" ﺒﺩﺭﺍﺴﺔ ﻋﻨﻭﺍﻨﻬﺎ‪" ،‬‬
‫ﺒﻴﻨﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻝﻁﺎﻝﺒﺔ " ﺇﺠﻤﺭﺍﻥ ﺭﺸﻴﺩﺓ" ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ ﺍﻝﻤﻭﺴﻭﻤﺔ ﺒـ ‪:‬‬ ‫ﻤﺩﻯ ﺇﺩﺭﺍﻙ ﺍﻀﻁﺭﺍﺏ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻝﺩﻯ ﺍﻝﻁﻔل ﺍﻝﺠﺎﻨﺢ ﻭﻏﻴﺭ ﺍﻝﺠﺎﻨﺢ ﻤﻥ‬
‫ﺍﻝﺼﻭﺭﺓ ﺍﻝﺠﺴﺩﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﺒﺘﻭﺭﺓ ﺍﻝﺜﺩﻱ ﻭﻜﻴﻔﻴﺔ ﺇﺩﺭﺍﻙ ﻨﺴﻕ ﺍﺴﺭﺘﻬﺎ‪،‬‬ ‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﺒﺎﻝﻐﻴﻥ ﻤﻥ ﺍﻝﻌﻤﺭ)‪ ،(14-11‬ﺘﻭﺼل ﺍﻝﻌﻤل ﺍﻝﺒﺤﺜﻲ ﺇﻝﻰ ﺃﻥ‬
‫ﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺇﻝﻰ ﺃﻥ ﺃﺴﺭﺓ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﻴﺘﻭﺭﺓ ﺍﻝﺜﺩﻱ‪ ،‬ﺘﺩﺭﻙ ’ﻝﻰ ﺃﻨﻬﺎ‬ ‫ﺍﻝﻁﻔل ﺍﻝﺠﺎﻨﺢ ﻴﺩﺭﻙ ﺍﻀﻁﺭﺍﺏ ﺍﺴﺭﺘﻪ ﺍﻜﺜﺭ ﻤﻥ ﺍﻝﻁﻔل ﻏﻴﺭ ﺍﻝﺠﺎﻨﺢ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﺼﺭﺍﻋﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺒﺩﺃ ﺍﻝﺼﺭﺍﻉ ﺒﻴﻥ ﺍﻝﺯﻭﺠﻴﻥ‪ ،‬ﺜﻡ ﻴﺘﺤﻭل ﺇﻝﻰ ﺼﺭﺍﻉ ﺃﺴﺭﻱ‪،‬‬ ‫ﻗﺩ ﻴﺩﻓﻌﻬﻡ ﺃﺤﻴﺎﻨﺎ ﻏﻠﻰ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺘﺸﻜﻴل ﺸﺨﺼﻴﺔ ﻤﻀﻁﺭﺒﺔ ﻭﻫﺸﺔ ﻨﻔﺴﻴﺎ‬
‫ﻤﻤﺎ ﻴﺅﺜﺭ ﻓﻲ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺸﻲﺀ ﺍﻝﺫﻱ ﻴﺘﺭﻙ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻴﻤﻴل‬ ‫ﻭﻋﻼﺌﻘﻴﺎ‪...‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ ) ﺤﻴﺎﺓ ﻴﺤﻴﺎﻭﻱ‪ ،‬ﺴﻤﻴﺭﺓ ﺃﻤﺭﺍﺭ‪(2010 ،‬‬
‫ﻏﻠﻰ ﺍﻻﻨﻐﻼﻕ‪.....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﺇﺠﻤﺭﺍﻥ ﺭﺸﻴﺩﺓ‪(2013 ،‬‬ ‫ﻓﻲ‬ ‫ﺒﻴﻨﻤﺎ ﺘﻭﺼﻠﺕ ﺍﻝﻁﺎﻝﺒﺘﻴﻥ " ﺯﻤﻭﺭﻱ ﺃﻤﻴﻨﺔ‪ ،‬ﺤﻤﻴﻨﺎﺕ ﺸﻬﻴﺭﺓ‬
‫ﻓﻲ ﺤﻴﻥ ﺒﻴﻨﺕ ﺍﻝﻁﺎﻝﺒﺔ "ﻗﺎﺴﻤﻲ ﻜﺎﻴﺴﺔ" ﻓﻲ ﻤﻭﻀﻭﻉ ﺒﻌﻨﻭﺍﻥ " ﺘﻘﺩﻴﺭ‬ ‫ﻤﻭﻀﻭﻉ " ﺇﺩﺭﺍﻙ ﺍﻝﻨﺴﻕ ﺍﻝﺴﺭﻱ ﻝﺩﻯ ﺫﻭﻱ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﻨﻴﻑ ﻤﻥ ﺍﻝﻤﻌﺎﻗﻴﻥ‬
‫ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﺴﺘﺄﺼﻠﺔ ﺍﻝﺭﺤﻡ ﺠﺭﺍﺀ ﺩﺍﺀ ﺍﻝﺴﺭﻁﺎﻥ ﻭﻜﻴﻔﻴﺔ ﺇﺩﺭﺍﻜﻬﺎ‬ ‫ﺤﺭﻜﻴﺎ‪ .‬ﺇﻝﻰ ﺃﻥ ﻝﻴﺱ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻤﻥ ﻝﺩﻴﻪ ﺴﻠﻭﻙ ﻋﻨﻴﻑ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ‬
‫ﻝﻨﺴﻕ ﺍﺴﺭﺘﻬﺎ‪ .‬ﺃﻥ ﺍﻹﺨﺘﺒﺎﺭ ﺒﻴﻥ ﺃﻥ ﺍﻝﻨﺴﺎﺀ ﺍﻝﻤﺴﺘﺄﺼﻼﺕ ﻝﺜﺩﻴﻬﻥ ﻝﺩﻴﻬﻥ ﺘﻘﺩﻴﺭ‬ ‫ﺇﺩﺭﺍﻙ ﻨﺴﻕ ﺃﺴﺭﺘﻪ ﻤﻀﻁﺭﺒﺎ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﺯﻤﻭﺭﻱ ﺃﻤﻴﻨﺔ‪،‬‬
‫ﺫﺍﺕ ﻤﻨﺨﻔﺽ‪ ،‬ﻭﻴﺩﺭﻜﻥ ﺃﻥ ﻨﺴﻕ ﺃﺴﺭﺘﻬﻥ ﺼﺭﺍﻋﻲ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ‬ ‫ﺤﻤﻴﻨﺎﺕ ﺸﻬﻴﺭﺓ‪(2010 ،‬‬
‫)ﺤﺎﺴﻤﻲ ﻜﺎﻴﺴﺔ‪(2013 ،‬‬ ‫ﺘﻭﺼﻠﺕ ﺍﻝﻁﺎﻝﺒﺘﻴﻥ "ﺒﻭﻜﺭﻭﺵ ﺴﻌﺎﺩ ‪ ،‬ﺒﻭﻫﺭﺍﻭﺓ ﺘﺴﻌﺩﻴﺘﺈﺩﺭﺍﻙ ﺍﻝﻤﻌﺎﻤﻠﺔ‬
‫ﻜﻤﺎ ﺒﻴﻨﺕ ﺍﻝﻁﺎﻝﺒﺘﺎﻥ "ﺸﺭﻑ ﺭﻓﻴﻘﺔ‪ ،‬ﻁﺎﻫﺭﻱ ﻨﺎﺩﻴﺔ ﻓﻲ ﺇﺸﻜﺎﻝﻴﺔ ﺒﻌﻨﻭﺍﻥ "‬ ‫ﺍﻝﻭﺍﻝﺩﻴﺔ ﻭﺇﻤﻜﺎﻨﻴﺔ ﻅﻬﻭﺭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﻨﻴﻑ ﻝﺩﻯ ﺍﻝﺤﺩﺙ ﺍﻝﺠﺎﻨﺢ ﺍﻝﺒﺎﻝﻎ ﻤﻥ ﺍﻝﻌﻤﺭ‬
‫ﺍﻝﻤﺤﺎﻭﻝﺔ ﺍﻻﻨﺘﺤﺎﺭﻴﺔ ﻋﻨﺩ ﺍﻝﻤﺭﺍﻫﻕ ﻭﻋﻼﻗﺘﻪ ﺒﺸﻜل ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ‪ ،‬ﻏﻴﺎﺏ‬ ‫‪ . 16-14‬ﺇﻥ ﺍﻝﻁﻔل ﺍﻝﺠﺎﻨﺢ ﻴﺩﺭﻙ ﺃﻜﺜﺭ ﺍﻷﺏ ﻓﻲ ﻤﻌﺎﻤﻼﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻤﻨﻅﻤﺔ ﻝﻠﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻭﻋﺩﻡ ﺜﺒﺎﺘﻬﺎ ﺒﺼﻭﺭﺓ ﻤﻼﺌﻤﺔ‪ ،‬ﻤﻊ ﺍﺭﺘﻔﺎﻉ‬ ‫ﺃﻜﺜﺭﻗﺴﻭﺓ ﻤﻥ ﺍﻷﻡ‪ ،‬ﻭﺃﻥ ﺼﺭﺍﻋﻴﺔ ﺍﻝﻨﺴﻕ ﻴﺘﺴﺒﺏ ﻓﻴﻬﺎ ﺍﻷﺏ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﻓﻲ ﺩﺭﺠﺔ ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻷﺴﺭﻴﺔ‪ ،‬ﻭﺍﻝﻤﻴل ﺇﻝﻰ ﺤل ﻫﺫﻩ ﺍﻝﺼﺭﺍﻋﺎﺕ ﺒﺸﻜل‬ ‫ﺍﻷﻡ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﺒﻭﻜﺭﻭﺵ ﺴﻌﺎﺩ‪ ،‬ﺒﻭﻫﺭﺍﻭﺓ ﺘﺴﻌﺩﻴﺕ‪(2011 ،‬‬
‫ﻨﺴﺒﻲ‪...‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﺸﺭﻑ ﺭﻓﻴﻘﺔ‪ ،‬ﻁﺎﻫﺭﻱ ﻨﺎﺩﻴﺔ‪(2012 ،‬‬ ‫ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﻗﻤﺎﻁﻲ ﺤﻭﺭﻴﺔ ‪ ،‬ﻗﻤﺎﺩﻱ ﺤﻨﺎﻥ‪ ،‬ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺩ‪ /‬ﻨﺎﻴﺕ ﻋﺒﺩ‬
‫ﺫﻫﺒﺕ ﺍﻝﻁﺎﻝﺒﺘﺎﻥ "ﺒﻴﺭﻜﻭﺵ ﻨﻌﻴﻤﺔ‪ ،‬ﺤﻭﺍﻝﻲ ﻜﻬﻴﻨﺔ‪ .‬ﻓﻲ ﺇﺸﻜﺎﻝﻴﺔ ﺒﻌﻨﻭﺍﻥ ‪:‬‬ ‫ﺍﻝﺴﻼﻡ ﻜﺭﻴﻤﺔ ﻓﻲ ﻤﻭﻀﻭﻉ" ﺍﻝﺼﺭﺍﻉ ﺍﻷﺴﺭﻱ ﻭﻋﻼﻗﺘﻪ ﺒﺠﻨﻭﺡ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺭﻜﻴﺔ ﻝﺩﻯ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺭﺍﻫﻘﺎﺕ ﻭﻜﻴﻔﻴﺔ ﺇﺩﺭﺍﻙ ﻨﺴﻘﻬﻥ ﺍﻷﺴﺭﻱ‪ ،‬ﺃﻥ‬ ‫ﻁﺒﻴﻌﺔ ﺃﺴﺭﺓ ﺍﻝﺤﺩﺙ‬ ‫ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﺒﺎﻝﻐﻴﻥ ﻤﻥ ﺍﻝﻌﻤﺭ ‪ ."18-14‬ﺃﻥ‬
‫ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻝﺩﻴﻬﻥ ﻏﻴﺭ ﻤﺩﺭﻙ ﻋﻠﻰ ﺍﻨﻪ ﻤﻀﻁﺭﺏ ﺒﺎﻝﻀﺭﻭﺭﺓ‪ ،‬ﺇﻻ ﺃﻨﻬﻡ‬ ‫ﺍﻝﺠﺎﻨﺢ ﻋﻤﻭﻤﺎ ﺼﺭﺍﻋﻴﺔ ‪ ،‬ﻭﺃﻥ ﺍﻝﺤﻠﻭل ﻝﻠﻤﺸﻜﻼﺕ ﻴﺩﺭﻜﻬﺎ ﺍﻝﺠﺎﻨﺢ ﻋﻠﻰ ﺍﻨﻬﺎ "‬
‫ﺃﻜﺜﺭ ﻤﻴﻼ ﺇﻝﻰ ﺍﻻﻨﺼﻬﺎﺭ ﻓﻲ ﺸﺨﺹ ﺃﺤﺩ ﺍﻝﻭﺍﻝﺩﻴﻥ‪....‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ‬ ‫ﺤﻠﻭﻻ ﺴﻠﺒﻴﺔ‪...‬ﺍﻝﺦ‪ .‬ﺒﺘﺼﺭﻑ ﻋﻥ )ﻗﻤﺎﻁﻲ ﺤﻭﺭﻴﺔ‪ ،‬ﻗﻤﺎﺩﻱ ﺤﻨﺎﻥ‪(2010 ،‬‬
‫)ﺒﺭﻜﻭﺱ ﻨﻌﻴﻤﺔ‪ ،‬ﺤﻭﺍﻝﻲ ﻜﻬﻴﻨﺔ‪.(2012 ،‬‬
‫‪39‬‬ ‫‬
‫‬
‫)‪،(2013‬‬ ‫ر‪0 Y‬ة‬ ‫إ]=ان‬ ‫‪; #‬اب‪،‬‬ ‫‪=_ 1 -10‬‬ ‫ﺃﻋﻤﺎل ﺒﺤﺜﻴﺔ ﺍﺠﺭﻴﺕ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ )‪.(2015-2014‬‬
‫ا>رة ا‪0 0(c‬ى ا‪=$‬أة ا‪.G$‬رة ا‪0a‬ي‬
‫وآ أدراك ‪ V(1‬ا‪ ، e=%‬درا‪ %‬د ـ ‪06‬‬ ‫ﺒﻴﻨﺕ ﺍﻝﻁﺎﻝﺒﺘﺎﻥ "ﺤﺠﺎل ﻤﻠﻴﻜﺔ‪ ،‬ﺤﺎﺝ ﺴﻌﻴﺩ ﻓﺎﻁﻤﺔ"‪ ،‬ﻓﻲ ﻤﻭﻀﻭﻉ ﺒﻌﻨﻭﺍﻥ‬
‫ا م‬ ‫آ ‬ ‫ ( ‪،g1‬‬ ‫‪=h‬ج‬ ‫‪0#‬آ=ة‬ ‫‪3 E‬ت‪،‬‬
‫ا‪ 1 (13‬وا‪ i i(W ، .*3‬ا)‪ # * ،g‬‬ ‫" ﺇﺩﺭﺍﻙ ﺩﻴﻨﺎﻤﻴﺔ ﺍﻝﻨﺴﻕ ﺍﻷﺴﺭﻱ ﻝﻠﻁﻔل ﻏﻴﺭ ﺍﻝﺸﺭﻋﻲ ﺍﻝﻤﺘﻜﻔل ﺒﻪ ﻓﻲ‬
‫‪#‬د ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫ﺍﻝﻤﺅﺴﺴﺔ ﺍﻹﻴﻭﺍﺌﻴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻁﻔل ﺍﻝﺸﺭﻋﻲ"‪ ،‬ﺃﻥ ﺍﻝﺼﺭﺍﻉ ﺍﻷﺴﺭﻱ ﻴﺩﺭﻙ ﻤﻥ‬
‫‪; # =_ 1 -11‬اب‪ E ،‬ة ‪ l‬وي‪Jk ،‬ة أ‪=#‬ار‬
‫)‪0# ،(2010‬ى إدراك ا‪=m‬اب ا)(‪ V‬ا‪=%S‬ي ‪0‬ى‬ ‫ﻗﺒل ﺍﻷﻁﻔﺎل ﻏﻴﺭ ﺍﻝﺸﺭﻋﻴﻴﻥ ﺍﻜﺜﺭ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻝﺸﺭﻋﻴﻴﻥ‪ ،‬ﻭﻜﻤﺎ ﺘﺯﺩﺍﺩ‬
‫ا‪ D‬ا‪ o1 c‬و‪ JB‬ا‪ # o1 c‬ا‪=$‬اه&‪ n‬ا‪n- G‬‬ ‫ﺍﺭﺘﻔﺎﻉ ﺍﻝﻤﻌﺎﻤﻠﺔ ﺍﻝﺴﻴﺌﺔ ﻝﺩﻯ ﻫﺅﻻﺀ ﺃﻜﺜﺭ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻝﺸﺭﻋﻴﻴﻥ‪ ،‬ﻭﺃﻥ ﻨﺴﻘﻬﻡ‬
‫‪ #‬ا = )‪ ،(14-11‬درا‪ %‬د ـ ‪3 E 10‬ت‪،‬‬
‫‪p#‬آ=ة ‪=h‬ج ( ‪ ،g1‬آ ا م ا‪ 1 (1q‬‬ ‫ﺍﻷﺴﺭﻱ ﻴﺩﺭﻙ ﻋﻠﻰ ﺃﻨﻪ ﺃﻜﺜﺭ ﺍﻨﻐﻼﻗﺎ ﺨﻼﻑ ﻝﻸﻁﻔﺎل ﺍﻝﺸﺭﻋﻴﻴﻥ‪....‬ﺍﻝﺦ ‪.‬‬
‫وا‪ i i(W ، .*3‬ا)‪# # * ،g‬د‬
‫‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫ﺒﺘﺼﺭﻑ ﻋﻥ )ﺤﺠﺎل ﻤﻠﻴﻜﺔ‪ ،‬ﺤﺎﺝ ﺴﻌﻴﺩ ﻓﺎﻁﻤﺔ‪(2014 ،‬‬
‫)‪0‬ة‬ ‫‬ ‫‪; # =_ 1 -‬اب‪,W ،‬ل ‪, ،) r‬م‬
‫أ‪=%‬‬ ‫)‪ ،(2008‬د ) ‪ #‬ا‪.‬ا_‪ D‬ا‪=%S‬ي ‪0‬ى‬ ‫ا ا ـــــــــــــ‬
‫‪10‬‬ ‫ا‪ ns c‬وأ‪ JB =%‬ا‪ ،ns c‬درا‪ %‬د ـ‬ ‫‪G* -1‬ر ‪ 0G‬ا)ر‪ D X% ،‬إدر ‪،(1979) g‬‬
‫م‬ ‫ا‬ ‫آ ‬ ‫ ( ‪،g1‬‬ ‫‪=h‬ج‬ ‫‪p#‬آ=ة‬ ‫‪3 E‬ت‪،‬‬ ‫ا‪# W DX)$‬س ‪ ،'= '(1=v‬دار اداب‪ ،‬دار‬
‫‪ #‬‬ ‫ا‪ 1 (1q‬وا‪ i i(W ، .*3‬ا)‪* ،g‬‬ ‫ا ‪J ،n , i‬وت‪,‬‬
‫‪#‬د ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫وا ‪,‬ج‬ ‫ا‪=%S‬ة‬ ‫)‪،(2004‬‬ ‫‪#w#‬‬ ‫‪ -2‬دا‬
‫‪; # =_ 1-13‬اب‪ tE ،‬ل ‪ E ، #‬ج ‪ 0 %‬‬ ‫ا‪=%S‬ي‪ ،‬دار ا(‪ M‬ب )‪ =I‬وا‪.‬ز ‪ ،‬ا& ه=ة‪،‬‬
‫‪ ،(2014) u v‬إدراك ا)(‪ V‬ا‪=%S‬ي ‪JB D‬‬ ‫‪=>#‬‬
‫ا‪ '=I‬ا‪0 x D.$‬ى ا‪ (%w$‬ا‪ q‬ا‪ j‬‬ ‫‪ G -3‬س د ‪ .# ،(2003)'#‬ه ت ا)‪g‬‬
‫‪ &#‬ر‪ D 1‬ا‪ ،'=I‬درا‪ %‬د ـ ‪06‬‬ ‫و‪m‬ا‪J ، X*, 9‬ت‪ )G ،‬ن‪.‬‬
‫ا م‬ ‫آ ‬ ‫ ( ‪،g1‬‬ ‫‪=h‬ج‬ ‫‪p#‬آ=ة‬ ‫‪,E‬ت‪،‬‬ ‫‪, -4‬ء ا‪ 0‬آ )‪ ،(2006‬ا‪q‬ر‪ Y‬د ا‪=%S‬ي ‪،‬‬
‫ا‪ 1 (1q‬وا‪ i i(W ، .*3‬ا)‪ # * ،g‬‬ ‫وا‪.‬ز ‪،‬‬ ‫)‪=I‬‬ ‫ا‪، # c‬‬ ‫ا‪v= $‬‬ ‫دار‬
‫‪#‬د ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫ا& ه=ة‪.=># ،‬‬
‫‪ 0G P 1-14‬ا(‪,‬م آ=‪E 'u W ،r‬ر ‪،‬‬ ‫‪; # =_ 1 -5‬اب‪ 'k E ،‬آ ( )‪= 0&| ،(2013‬‬
‫‪ W‬دي ‪ )E‬ن )‪ ،(2011‬ا>=اع ا‪=%S‬ي و‪x.W,‬‬ ‫*=اء‬ ‫ا=‪iE‬‬ ‫ا‪_.($‬‬ ‫ا‪=$‬أة‬ ‫‪0‬ى‬ ‫ا‪p‬ات‬
‫‪)z‬ح ا‪0ES‬اث‪ ،‬درا‪ %‬د ـ ‪3 E 06‬ت‪،‬‬ ‫ا(=‪ u‬ن‪ ،‬وآ إدراآ‪ V() X‬أ‪p# ، e=%‬آ=ة‬
‫‪p#‬آ=ة ‪=h‬ج ( ‪ ،g1‬آ ا م ا‪ 1 (1q‬‬ ‫ا‪ 1 (13‬‬ ‫ا م‬ ‫آ ‬ ‫ ( ‪،g1‬‬ ‫‪=h‬ج‬
‫وا‪ i i(W ، .*3‬ا)‪# # * ،g‬د‬ ‫وا‪ i i(W ، .*3‬ا)‪# # * ،g‬د‬
‫‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫‪= #‬ي‪ ،‬ا‪;c‬ا‪=j‬‬
‫‪ 1-15‬د ‪=Y‬ادي‪; # =_ 1 ،‬اب )‪ ،(2014‬ا‪:r‬ر‬ ‫‪; # =_ 1 -6‬اب‪ ) ،‬ن ‪JXY‬ة‪ ،‬ز‪#‬ري أ‪)) #‬‬
‫ا‪ 3!2‬وا‪ s. 39O‬إ‪d‬ة ا^'اه>‪ J‬ا^‪J‬‬ ‫‪0‬ى ذوي ا(ك‬ ‫‪ ،(2011‬ادراك ا)(‪ V‬ا‪=%3‬ي‬
‫"'آ‪ e 3‬ا‪'DM‬ة ا‪8t‬ا‪ { ،'A‬درا‪ %‬ت ‪، (1‬‬ ‫ا ) ‪ # N‬ا‪=E nW $‬آ ‪ ،‬درا‪ %‬د ـ ‪5‬‬
‫~} | = ا‪ $‬ر‪ %‬ت ا)( ‬ ‫ا ‪0‬د ‪،13‬‬ ‫ا م‬ ‫آ ‬ ‫ ( ‪،g1‬‬ ‫‪=h‬ج‬ ‫‪3 E‬ت‪p#،‬آ=ة‬
‫ور‪،W‬‬ ‫‪ =#‬ح‪،‬‬ ‫‪0_ W‬ي‬ ‫* ‪ #‬‬ ‫وا ‪،‬‬ ‫ا‪ 1 (13‬وا‪ i i(W ، .*3‬ا)‪ # * ،g‬‬
‫ا‪;c‬ا‪(110 -103).=j‬‬ ‫‪#‬ذ ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬
‫‪; # =_ 1 -16‬اب )‪ u ،(2009‬و‪'E ,-‬و‪3H‬‬ ‫‪; # =_ 1 -7‬اب‪0E ،‬ة )‪0‬ة‪=E ،‬آك ‪) X%‬‬
‫‪'DM f!4‬ة ا‪ S‬ا‪ Q v4t‬إدراآ‪32 j‬‬ ‫‪ ،(2013‬ادراك ا)(‪ V‬ا‪=%S‬ي ‪0‬ى ا‪ >$‬ب =ض‬
‫ا‪9‬ا‪ g‬ا!‪ ،y A‬درا‪3wx3D D‬د‪،‬‬ ‫& (‪ x‬ا?‪ G.‬ر ا‪q‬دراك ا‪=%S‬ي‪،‬‬ ‫داون ‪ ،‬آ‬
‫{ درا‪ %‬ت ‪ ، (1‬ا ‪0‬د ‪= | }~ ،03‬‬ ‫درا‪ %‬د ـ ‪3 E 05‬ت‪p# ،‬آ=ة ‪=h‬ج ( ‪،g1‬‬
‫ا‪ $‬ر‪ %‬ت ا)( وا ‪0_ W # * ،‬ي‬ ‫آ ا م ا‪ 1 (13‬وا‪i i(W ، .*3‬‬
‫‪ =#‬ح‪ ،‬ور‪ ،W‬ا‪;c‬ا‪(63 -28).=j‬‬ ‫ا)‪# # * ،g‬ذ ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬
‫‪; # =_ 1 -17‬اب )‪ ،(2007‬ا‪ # $‬اا‪ 0‬‬ ‫‪; # =_ 1 -8‬اب‪= ،‬آس ‪E ، 1‬ا آ‪) X‬‬
‫‪X‬م ا‪p‬ات‪ ،‬درا‪%‬‬ ‫‪0M‬ث ا‪ o1 c‬و‪X.W,‬‬ ‫ا‪ .‬ت‬ ‫‪0‬ى‬ ‫ا=آ ‬ ‫ا‪W q‬‬ ‫)‪،(2012‬‬
‫ا م‬ ‫آ ‬ ‫دآ‪.‬را‪،‬‬ ‫أ‪=u‬و‪E‬‬ ‫‪ &#‬ر‪،1‬‬ ‫ا‪=$‬اه& ت‪ ،‬وآ إدراك ‪ X&(1‬ا‪=%S‬ي‪ ،‬درا‪%‬‬
‫ا‪ 1 (13‬وا‪ i i(W ، .*3‬ا)‪ g‬وا ‬ ‫ د ـ ‪3 E 05‬ت‪p# ،‬آ=ة ‪=h‬ج ( ‪ ،g1‬آ ‬
‫وا‪S‬ر‪ # * ، 1u‬ا‪;c‬ا‪.=j‬‬ ‫ا م ا‪ 1 (13‬وا‪ i i(W ، .*3‬ا)‪،g‬‬
‫‪; # =_ 1 -18‬اب‪ B 1 ،‬ز )‪ ،(2012‬ا)(‪V‬‬ ‫* ‪# #‬د ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬
‫ا‪=%S‬ي و‪X x.W,‬ر ا و ا‪ M.13‬ر ‪0‬ى‬ ‫‪; # =_ 1 -9‬اب‪ ،‬أ‪=Y‬ف ر‪ u ،& v‬ه=ي ‪ 1‬د ‬
‫‪10‬‬ ‫ـ‬ ‫‪ &#‬ر‪1‬‬ ‫درا‪%‬‬ ‫ا‪=$‬اه‪،(17-14)V‬‬ ‫)‪ ،(2012‬ا و ا‪ M.13‬ر ‪0‬ى ا‪=$‬اه‪ V‬و‪x.W,‬‬
‫ا م‬ ‫آ ‬ ‫‪،J.(* #‬‬ ‫‪=h‬ج‬ ‫‪3 E‬ت‪p#،‬آ=ة‬ ‫‪ DI‬ا)(‪ V‬ا‪=%S‬ي‪ ،‬درا‪ %‬د ـ ‪3 E 05‬ت‪،‬‬
‫ا‪ 1 (1q‬وا‪ i i(W ، .*3‬ا)‪ # * ،g‬‬ ‫‪p#‬آ=ة ‪=h‬ج ( ‪ ،g1‬آ ا م ا‪ 1 (1q‬‬
‫‪#‬د ‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬ ‫وا‪ i i(W ، .*3‬ا)‪# # * ،g‬د‬
‫‪ * %‬‬ ‫‪; # =_ 1-19‬اب )‪ D?0#،(2005‬إ‬ ‫‪= #‬ي‪ ،‬ا‪;c‬ا‪.=j‬‬
‫ا‪)c‬ح‪ ،‬ا‪ ،.‬ا& ه=ة‪.=># ،‬‬
‫‪40‬‬ ‫‬
‫‬
‫ »ﺍﻟﻌــﻼﺝ ﺍﻟﻨﻔﺴــﻲ ﺍﻷﺳــﺮﻱ ﺑﻤﺠﺘﻤــﻊ ﻋﺮﺑــﻲ ﻳﺸﻬـــﺪ ﺗﺤـــﻮﻻﺕ ﻛﺒــﺮﻱ‬:‫ﺍﻟﻤﻠـــﻒ‬
20- Craie and justice , an annual review 20- Albernhe.K&Albernhe.T (2000) les
of research vol 7 , pp 29-50 thérapies familiales systémiques, Masson,
21- Mucchielli.L (2000) Familles et Paris.
délinquances, In Bilan pluridisciplinaire 21- AllexMucchielli,(2003), Théorie
des recherches francophones et sustemique des communication, pricipes et
Anglophones, CESDP, CNRS, 14emeédu, Paris. applications,, vuef,ML, Pris
22- Philippe Caille(2003),Famille en 22- Carin,A (2000),les thérapies
crise, ML, Edition Médcine de hygiéne ? familiales systémiques, Masson, Paris
Paris, France. 23- Elkaim,M(1995), Panorama des
23- Lernaire,J .G (1998) Famille, thérapies familliales, Ed Seuil,Paris
amour,Flic, Paidos, Paris. 24- Bertalanffy,R(1993), General Systems
24- Wayn M, Solitte,Alexandre Julien theory, New york, Dunod Paris, France.
III , susan. E. Henry, Mary O. Solite 25- Loeber.R, StouthamerLoeber M (1986)
(1999) Manuelle Family factors as conducts and predictors
FamilyAppercetionTest ,ecpa, Les Editions of juvenilecondact problems and and
du centre de psychologie Appliquée, Paris delinquency, In Tour M, Mourris N; Ed

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Arabpsynet e.Journal: N°47 Autumn 2015 2015‫ـــــــــــــــــــــ‬47‫אـ ــــد‬:‫א ــــــא ـــــــ ـــــــــ مאـــــــ‬
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‫)|=] ‪; #‬اب و@?=ون ‪((2010‬‬ ‫ﻣﻼﺣـــــﻖ ﺭﻗــــــــﻢ ‪02‬‬

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‫ﺷﺘــــﺎﺀ ‪ :2016‬ﻓﺼـﻞ ﺍﻻﺑﺤـﺎﺙ ﻭ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﻓـﻲ ﺍﻟﻄـﺐ ﺍﻟﻨﻔﺴﺎﻧـﻲ ﻭ ﻋﻠـﻮﻡ ﺍﻟﻨﻔـﺲ‬
‫ﻧﺤﻮ ﺍﺛﺮﺍﺀ ﻗﺎﻋﺪﺓ ﺑﻴﺎﻧﺎﺕ ﺍﻻﺑﺤﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻄﻨﻔﺴﻴــــــﺔ ﻭﺍﻟﻌﻠﻤﻨﻔﺴﻴــــــﺔ‬
‫ا‪ 0&.‬ان ا‪0‬اد " ‪0 W‬ة ‪ 1‬ت " ‪ G - # Y‬ا‪ 3‬ث ا = ا‪ ()G‬و ا )( ‪ #‬زال ‪E‬‬
‫ ‪ 0‬ا‪ )$‬ل‪...‬‬
‫و)‪ X‬اة ا‪3‬و ‪J(#‬ة ا‪...D # N3‬‬
‫‪... .(1 3 10E‬‬
‫‪...‬و‪ D>1 i #‬أ ‪i 0‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﺿﺎﻓﺔ ﻣﻠﺨﺼﺎﺕ ﻻﺑﺤﺎﺙ ﻭ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟـﻰ ﻗﺎﻋـﺪﺓ ﺍﻟﺒﻴﺎﻧـﺎﺕ‬
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Apn J47 Nasser

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Copyright:

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Apn J47 Nasser

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Copyright:

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‫ﺍﻟﻤﻠـــﻒ‪» :‬ﺍﻟﻌــﻼﺝ ﺍﻟﻨﻔﺴــﻲ ﺍﻷﺳــﺮﻱ ﺑﻤﺠﺘﻤــﻊ ﻋﺮﺑــﻲ ﻳﺸﻬـــﺪ ﺗﺤـــﻮﻻﺕ ﻛﺒــﺮﻱ‬

‫ﻧﺎﺻــﺮ ﻣﻴـــﺰﺍﺏ‪:‬ﺃﺳﺘـــﺎﺫ ﺗﻌﻠﻴــﻢ ﻋﺎﻟـــﻲ‪،‬ﺟﺎﻣﻌـــﺔ ﻣﻮﻟـــﻮﺩ ﻣﻌﻤــﺮﻱ ﺗﻴــﺰﻱ ﻭﺯﻭ‪.‬‬

‫‪0.366‬‬ ‫‪0.856‬‬ ‫**‪0.516‬‬

‫)|=] ‪; #‬اب و@?=ون ‪((2010‬‬ ‫ﻣﻼﺣـــــﻖ ﺭﻗــــــــﻢ ‪02‬‬

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