JSSWH - Volume 53 - Issue 2 - Pages 295-334

٢٠٢١ ‫ ﻳﻨﺎﻳﺮ‬١ ‫اﻟﻤﺠﻠﺪ‬٥٣ ‫ﻣﺠﻠﺔ دراﺳﺎت ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ اﻟﻌﺪد‬
jsswh.eg@gmail.com :‫ﺑﺮﻳﺪ إﻟﻴﻜﺘﺮوﻧﻲ‬ https://jsswh.journals.ekb.eg :‫اﻟﻤﻮﻗﻊ اﻻﻟﻴﻜﺘﺮوﻧﻲ‬


 
Practicing the rational-emotive model in group work to
modify irrational thoughts and reduce the risk of relapse
in schizophrenics
 
‫ﺍﻟﻤﺩﺭﺱ ﺒﻘﺴﻡ ﺍﻟﻌﻤل ﻤﻊ ﺍﻟﺠﻤﺎﻋﺎﺕ‬
‫ﻜﻠﻴﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺠﻤﻌﺔ ﺃﺴﻴﻭﻁ‬
٢٩٥
‫ﻣﺠﻠﺔ دراﺳﺎت ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ اﻟﻌﺪد ‪٥٣‬اﻟﻤﺠﻠﺪ ‪ ١‬ﻳﻨﺎﻳﺮ ‪٢٠٢١‬‬
‫ﺑﺮﻳﺪ إﻟﻴﻜﺘﺮوﻧﻲ‪jsswh.eg@gmail.com :‬‬ ‫اﻟﻤﻮﻗﻊ اﻻﻟﻴﻜﺘﺮوﻧﻲ‪https://jsswh.journals.ekb.eg :‬‬
‫‪٢٩٦‬‬
:‫ﺍﻟﻤﻠﺨﺹ‬
‫ﺼﻨﻑ‬‫ ﻭﻴ‬،‫ ﻭﺭﺒﻤﺎ ﻜﺎﻥ ﺃﻜﺜﺭﻫﺎ ﺸﻴﻭﻋﺎﹰ‬،‫ﻌﺩ ﺍﻟﻔﺼﺎﻡ ﻤﻥ ﺃﻜﺜﺭ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻌﻘﻠﻴﺔ ﺨﻁﻭﺭﺓ‬‫ﻴ‬
‫ﻔﺘﺕ( ﺠﻭﺍﻨﺏ‬‫ﻘﺴﻡ ﻭﻴ‬‫ﻤﻲ ﻓﺼﺎﻡ ﻷﻨﻪ ﻴﻔﺼﻡ )ﻴ‬‫ ﻭﻗﺩ ﺴ‬،‫ﻀﻤﻥ ﻓﺌﺔ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﻌﺭﻭﻓﺔ ﺒﺎﻟﺫﻫﺎﻥ‬
‫ ﻭﺘﺤﺩﺩ ﻫﺩﻑ‬،‫ ﻭﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻟﻪ ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ ﻤﻌﻴﻨﻪ ﺘﹸﻤﻴﺯﻩ ﻋﻥ ﻏﻴﺭﻩ‬،‫ﺍﻟﻔﺭﺩ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﺨﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻌﺩﻴل‬
‫ ﻭﻹﺜﺒﺎﺕ ﺼﺤﺔ‬،‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
(٨) ‫ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻡ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﺠﻤﺎﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ‬
‫ ﻭﺘﹸﻌﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺸﺒﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬،(‫ﻤﺭﻀﻰ ﻤﻥ ﻨﻭﻉ ﻓﺼﺎﻡ )ﺍﻟﺒﺎﺭﺍﻨﻭﻴﺎ‬
‫ ﺒﻴﻥ‬٠,٠١ ‫ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ‬:‫ﻭﺘﻭﺼﻠﺕ ﺇﻟﻰ‬
‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ ﻟﻠﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﻌﺩﻴل‬
‫ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ‬،‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻟﺼﺎﻟﺢ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬
‫ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬٠,٠١ ‫ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﻤﻌﻨﻭﻴﺔ‬
‫ﻟﻠﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻟﺼﺎﻟﺢ‬
.‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬
‫ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ‬،‫ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬،‫ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‬:‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻻﻓﺘﺘﺎﺤﻴﺔ‬
.‫ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬،‫ﺍﻻﻨﺘﻜﺎﺴﺔ‬
Abstract:
Schizophrenia is one of the most dangerous mental illness, and
perhaps the most common of them, and it is classified within the
category of diseases known as psychosis, it has been named
schizophrenic because it splits(divides and breaks apart) the various of
an individual, and the schizophrenic patient has certain personality
traits that distinguish him from others, and the aim of the study is
determined to test the effectiveness of practicing the rational- emotional
model in social group work to modify irrational thoughts and reduce
the risk of relapse in schizophrenia patients.
To prove the validity of the study hypotheses, the rational-
emotional model was practiced with an experimental group consisting
of (8) paranoid schizophrenia patients, This study is one of the semi-
experimental studies, the results of the study Found that: there are
statistically significant difference at the level of significance (0.01)
between the mean level of pre and post measurement for the
experimental group with regard to modifying irrational thoughts in
favor of post measurement , there are statistically significant difference
at the level of significance (0.01) between the mean level of pre and
٢٩٧
‫‪post measurement for the experimental group with regard to reducing‬‬

‫‪the risk relapse potential in schizophrenic patients in favor of post‬‬
‫‪measurement.‬‬
‫‪Keywords: the rational- emotional model, irrational thoughts, risk‬‬
‫‪relapse potential, schizophrenic patients‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻤﺩﺨل ﻟﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻴ‪‬ﻌﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﺭﻀﻰ ﺫﻭﻱ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺘﻜﺎﻤل ﺍﻟﺠﻬﻭﺩ ﺍﻟﻤﻬﻨﻴﺔ‬
‫ﺍﻟﻁﺒﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻋﻼﺝ ﺃﻤﺭﺍﻀﻬﻡ ﺒل ﻭﺍﻟﻭﻗﺎﻴﺔ ﻤﻨﻬﺎ ﺍﺴﺘﺜﻤﺎﺭﺍﹰ ﻟﻤﻭﺍﺭﺩ ﺍﻟﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﺨﺎﺼﺔ ﻓﻲ ﻅل ﺍﻟﺘﺯﺍﻴﺩ ﺍﻟﻤﺴﺘﻤﺭ ﻓﻲ ﺃﻋﺩﺍﺩﻫﻡ ﻭﺍﻵﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻷﻤﺭﺍﻀﻬﻡ ﻋﻠﻴﻬﻡ ﺃﻨﻔﺴﻬﻡ ﻭﻋﻠﻰ‬
‫ﺃﺴﺭﻫﻡ ﻭﻋﻠﻰ ﻤﺠﺘﻤﻌﺎﺘﻬﻡ )ﻋﺒﺩ ﺍﻟﻌﺎل‪ ،٢٠١٥ ،‬ﺹ ‪.(٢٧٣‬‬
‫ﻭﻴ‪‬ﻌﺩ ﺍﻟﻔﺼﺎﻡ )ﺍﻟﺸﻴﺯﻭﻓﻴﺭﻨﻴﺎ( ﻭﺍﺤﺩﺍﹰ ﻤﻥ ﺃﻜﺜﺭ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺨﻁﻭﺭﺓ‪ ،‬ﻭﺭﺒﻤﺎ‬
‫ﻜﺎﻥ ﺃﻜﺜﺭﻫﺎ ﺸﻴﻭﻋﺎﹰ‪ ،‬ﻓﺤﻭﺍﻟﻲ ‪ %٥٠‬ﻤﻥ ﺍﻟﻤﻭﺠﻭﺩﻴﻥ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻫﻡ ﻤﻥ ﺍﻟﻤﺼﺎﺒﻴﻥ‬
‫ﺒﺎﻟﻔﺼﺎﻡ )ﺼﺎﻟﺢ‪ ،٢٠١٤ ،‬ﺹ‪ ،(٢٢٣‬ﻭﻴ‪‬ﺼﻨﻑ ﻀﻤﻥ ﻓﺌﺔ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻤﻌﺭﻭﻓﺔ ﺒﺎﻟﺫﻫﺎﻥ‪ ،‬ﻭﻗﺩ‬
‫ﺴ‪‬ﻤﻲ ﻓﺼﺎﻡ ﻷﻨﻪ ﻴﻔﺼﻡ )ﻴ‪‬ﻘﺴﻡ ﻭﻴ‪‬ﻔﺘﺕ( ﺠﻭﺍﻨﺏ ﺍﻟﻔﺭﺩ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺃﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﺎﺴﻕ ﺍﻟﻬﺭﻤﻭﻨﻲ‬
‫ﺒﻴﻥ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺸﺨﺼﻴﺔ ﻟﻡ ﺘﻌﺩ ﻜﻤﺎ ﻜﺎﻨﺕ ﻤﻥ ﻗﺒل‪ ،‬ﻭﻟﺫﻟﻙ ﻓﺈﻥ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻟﻪ‬
‫ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ ﻤﻌﻴﻨﻪ ﺘﹸﻤﻴﺯﻩ ﻋﻥ ﻏﻴﺭﻩ ﺃﻫﻤﻬﺎ‪ :‬ﺍﻟﺒﻼﺩﺓ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﻋﺩﻡ ﺍﻻﻜﺘﺭﺍﺙ ﺒﺄﻱ ﺸﺊ‪،‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻻ ﺘﻜﻭﻥ ﻤﻨﺎﺴﺒﺔ ﺃﺒﺩﺍﹰ ﻟﻠﻤﻭﻗﻑ )ﻏﺎﻨﻡ‪ ،٢٠١٧ ،‬ﺹ ‪ ،(٣٠‬ﻫﻭ ﻜﺫﻟﻙ ﺸﺨﺹ‬
‫ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﻓﻲ ﺠﻭﺍﻨﺏ ﻋﺩﻴﺩﺓ ﻤﻥ ﺤﻴﺎﺘﻪ ﻤﺜل ﺍﻟﻌﻨﺎﻴﺔ ﺒﺎﻟﺫﺍﺕ ﻭﺤﻴﺎﺘﻪ ﺍﻟﻭﻅﻴﻔﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ )ﺸﺎﻓﻌﻲ‪ ،٢٠١٧ ،‬ﺹ ‪ ،(٢٢٢‬ﻭﻴ‪‬ﻌﺎﻨﻲ ﺍﻟﺸﺨﺹ ﺍﻟﻔﺼﺎﻤﻲ ﻤﻥ ﺘﺩﻫﻭﺭ ﻓﻲ‬
‫ﺠﻭﺍﻨﺏ ﻋﺩﻴﺩﺓ ﻤﻥ ﺤﻴﺎﺘﻪ ﻓﻴﻨﻘﻁﻊ ﻋﻥ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻭ ﺍﻟﻌﻤل ﻭﺘﺴﻭﺀ ﻋﻼﻗﺎﺘﻪ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭﻻ ﻴﻬﺘﻡ‬
‫ﺒﻨﻅﺎﻓﺘﻪ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻴﺘﺤﻭل ﺇﻟﻰ ﺸﺨﺹ ﺍﻨﻁﻭﺍﺌﻲ‪ ،‬ﻭﻟﺩﻴﻪ ﻻ ﻤﺒﺎﻻﺓ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﻬﻤﺔ ﻓﻲ‬
‫ﺤﻴﺎﺘﻪ )ﺃﺒﻭ ﺍﻟﻌﺯﺍﺌﻡ‪ ،٢٠٠٨ ،‬ﺹ ‪ ،(٣٣‬ﻭﻫﻭ ﺃﻴﻀﺎﹰ ﻴﻌﺎﻨﻲ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻨﻬﺎ‬
‫ﺍﻟﺸﻌﻭﺭ ﺒﺎﻻﻜﺘﺌﺎﺏ ﻭﺍﻟﻘﻠﻕ ﺍﻟﺸﺩﻴﺩ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ )‪.(Azais et. al 1999, p 253‬‬
‫ﻭﻴﻜﺸﻑ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﺘﻨﻭﻋﺔ ﻤﻥ ﺍﻷﻋﺭﺍﺽ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﺩﻴﻬﻡ‬
‫ﻭﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﺒﻌﺽ ﺃﻨﻭﺍﻉ ﺍﻟﻬﻼﻭﺱ ﻭﺍﻟﻀﻼﻻﺕ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺘﻔﻜﻴﺭ‪ ،‬ﻭﻤﺤﺘﻭﻯ ﺍﻟﻀﻼﻻﺕ‬
‫ﻗﺩ ﻴﺸﻤل ﻤﺠﻤﻭﻋﺔ ﻤﺘﻨﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﻀﻭﻋﺎﺕ ﻤﺜل ﺍﻟﻀﻼﻻﺕ ﺍﻹﻀﻁﻬﺎﺩﻴﺔ ﻭﺍﻟﻀﻼﻻﺕ‬
‫)ﺍﻟﻤﺭﺠﻌﻴﺔ ﻭﺍﻟﺠﺴﺩﻴﺔ ﻭﺍﻟﺩﻴﻨﻴﺔ( ﻭﻀﻼﻻﺕ ﺍﻟﻌﻅﻤﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﻬﻼﻭﺱ ﻓﻬﻲ ﺨﺒﺭﺍﺕ ﺸﺒﻴﻬﻪ‬
‫ﺒﺎﻹﺩﺭﺍﻙ‪ ،‬ﻭﺘﺤﺩﺙ ﺒﺩﻭﻥ ﻤﺜﻴﺭ ﺨﺎﺭﺠﻲ‪ ،‬ﻭﺘﻜﻭﻥ ﻗﻭﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻹﺩﺭﺍﻙ ﺍﻟﻁﺒﻴﻌﻲ‬
‫ﻟﻠﻤﺭﻴﺽ‪ ،‬ﻭﺘﺸﻜل ﺍﻟﻬﻼﻭﺱ ﺍﻟﺴﻤﻌﻴﺔ ﺃﻜﺜﺭ ﺍﻷﻨﻭﺍﻉ ﺸﻴﻭﻋﺎﹰ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﺃﻤﺎ‬
‫ﺍﻀﻁﺭﺍﺏ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻷﺴﺎﺴﻲ ﻴ‪‬ﺴﺘﺩل ﻋﻠﻴﻪ ﻤﻥ ﻜﻼﻡ ﺍﻟﻔﺭﺩ‪ ،‬ﻭﻴﺸﻤل ﺍﻨﺤﺭﺍﻑ ﺍﻹﺠﺎﺒﺎﺕ ﻭﻋﺩﻡ ﻓﻬﻡ‬
‫ﺍﻟﻜﻼﻡ ﻭﻓﻘﺩ ﺍﻟﻜﻼﻡ )ﺍﻟﺤﺒﺴﺔ( )‪،(American Psychiatric Association, 2013, p 87‬‬
‫‪٢٩٨‬‬
‫ﻭﻏﺎﻟﺒﺎﹰ ﻤﺎ ﺘﻜﻭﻥ ﺘﻠﻙ ﺍﻷﻋﺭﺍﺽ ﻤﺼﺤﻭﺒﺔ ﺒﺄﻋﺭﺍﺽ ﺴﻠﺒﻴﺔ ﻤﺜل‪ :‬ﻋﺴﺭ ﺍﻟﻨﻁﻕ ﺃﻭ ﺍﻟﺤﺒﺴﺔ‪،‬‬
‫ﺘﺴﻁﺢ ﺍﻟﻭﺠﺩﺍﻥ‪ ،‬ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ‪ ،‬ﻭﺍﻟﻌﺯﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ) ‪(Kingdon, Turkington,‬‬
‫)‪ ،2005, p3‬ﻭﺘﺘﺠﺴﺩ ﺃﻏﻠﺏ ﺃﻋﺭﺍﺽ ﻤﺭﺽ ﺍﻟﻔﺼﺎﻡ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﻔﻜﻴﺭ‪ ،‬ﺤﻴﺙ ﻴﻀﻁﺭﺏ‬
‫ﺘﺭﺍﺒﻁ ﺍﻟﺘﻔﻜﻴﺭ ﺒﺼﻭﺭﺓ ﻤﻨﻁﻘﻴﺔ ﺭﻏﻡ ﺍﺭﺘﺒﺎﻁ ﺍﻷﻓﻜﺎﺭ ﻓﻲ ﺫﻫﻥ ﺍﻟﻤﺭﻴﺽ‪ ،‬ﻜﻤﺎ ﺘﻀﻁﺭﺏ ﻋﻼﻗﺔ‬
‫ﺍﻟﻤﺭﻴﺽ ﺒﺎﻟﻌﺎﻟﻡ ﺍﻟﺨﺎﺭﺠﻲ ﻭﻴﻨﻌﺯل ﻋﺎﻁﻔﻴﺎﹰ ﻋﻨﻪ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻪ ﻴﺨﻠﻕ ﻋﺎﻟﻤﺎﹰ ﻤﻠﻴﺌﺎﹰ ﺒﺎﻟﺨﻴﺎﻻﺕ ﺍﻟﺘﻲ‬
‫ﺘﻌﻭﻀﻪ ﻋﻥ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻭﺍﻗﻌﻲ‪ ،‬ﻜﻤﺎ ﻴﻅﻬﺭ ﺍﻀﻁﺭﺍﺏ ﺍﻟﻤﺭﻴﺽ ﺍﻨﻔﻌﺎﻟﻴﺎﹰ ﻓﻲ ﺸﻜل ﺍﻟﺘﻌﺒﻴﺭ ﺍﻻﻨﻔﻌﺎﻟﻲ‬
‫ﻏﻴﺭ ﺍﻟﺼﺤﻴﺢ ﺃﻭ ﺍﻟﺘﺒﻠﺩ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺃﻭ ﻴﻜﻭﻥ ﻓﻲ ﺼﻭﺭﺓ ﺜﻨﺎﺌﻴﺔ ﺍﻨﻔﻌﺎﻟﻴﺔ ﺇﺯﺍﺀ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻷﺸﻴﺎﺀ‪،‬‬
‫ﻜﻤﺎ ﺘﻀﻁﺭﺏ ﻭﻅﻴﻔﺔ ﺍﻟﻠﻐﺔ ﻟﺩﻴﻪ ﻓﻴﻜﺜﺭ ﻤﻥ ﺍﺴﺘﻌﻤﺎل ﺍﻟﺭﻤﻭﺯ ﺒﺩﻻﹰ ﻤﻥ ﺍﻷﻟﻔﺎﻅ ﺍﻟﻌﺎﺩﻴﺔ )ﻫﻴﺌﺔ‬
‫ﺍﻟﺘﺤﺭﻴﺭ‪ ،٢٠١٧ ،‬ﺹ ‪ ،(٢٥١‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺕ ﻋﻠﻴﻪ ﺩﺭﺍﺴﺔ ﺘﻬﺎﻤﻲ‪ ،‬ﻭﻴﻭﻨﺱ)‪ (٢٠٠٧‬ﻭﺍﻟﺘﻲ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﺜﻼﺙ ﺴﻤﺎﺕ ﻟﻠﻨﻤﻁ ﺍﻟﻔﺼﺎﻤﻲ ﻭﻫﻲ ﻀﻌﻑ ﺍﻻﺤﺴﺎﺱ ﺒﺎﻟﻠﺫﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺴﺤﺭﻱ‪ ،‬ﺍﻻﺨﺘﻼﻻﺕ ﺍﻹﺩﺭﺍﻜﻴﺔ‪.‬‬
‫ﻭﻏﺎﻟﺒﺎﹰ ﻤﺎ ﻴﺒﺩﺃ ﺍﻟﻔﺼﺎﻡ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺃﻭ ﺒﺩﺍﻴﺔ ﺍﻟﺒﻠﻭﻍ ﺒﺄﻋﺭﺍﺽ ﺨﻔﻴﻔﺔ ﺘﺘﺼﺎﻋﺩ‬
‫ﻓﻲ ﺸﺩﺘﻬﺎ ﻭﺘﺘﻤﺜل ﻓﻲ ﻗﻠﺔ ﺍﻟﺘﺭﻜﻴﺯ ﻭﺍﻻﻨﻁﻭﺍﺀ ﻭﺍﻟﻤﻴل ﺇﻟﻰ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻻﻨﺴﺤﺎﺏ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﻴﻨﺘﺸﺭ ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﻜﺘﻅﺔ ﺒﺎﻟﺴﻜﺎﻥ‪ ،‬ﺤﻴﺙ ﺍﻟﻔﻘﺭ ﻭﺍﻟﺠﺭﻴﻤﺔ ﻭﺍﻟﺒﻁﺎﻟﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻨﺴﺒﺔ ‪ %٤٠‬ﻤﻥ ﺍﻟﺤﺎﻻﺕ ﺘﻅﻬﺭ ﻓﻲ ﺍﻟﻁﺒﻘﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺫﺍﺕ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻷﺩﻨﻰ‬
‫ﻜﺎﻟﻌﻤﺎل ﻏﻴﺭ ﺍﻟﻤﻬﺭﺓ‪ ،‬ﻭﻴﺯﺩﺍﺩ ﺍﻨﺘﺸﺎﺭﻩ ﺒﻴﻥ ﺍﻟﻌﺯﺍﺏ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺘﺯﻭﺠﻴﻥ )ﻋﻜﺎﺸﺔ‪،١٩٩٨ ،‬‬
‫ﺹ ‪(٢٤٩‬‬
‫ﻭﺘﺘﻌﺩﺩ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺅﺩﻯ ﺇﻟﻰ ﺍﻻﺼﺎﺒﺔ ﺒﻤﺭﺽ ﺍﻟﻔﺼﺎﻡ ﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺠﻊ ﺇﻟﻰ‬
‫ﺍﻟﻭﺭﺍﺜﺔ ﻭﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺠﻊ ﺇﻟﻰ ﺍﻟﻌﻭﺍﻤل )ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻟﻜﻴﻤﻴﺎﺌﻴﺔ ﺍﻟﺤﻴﻭﻴﺔ‪ ،‬ﺍﻟﺜﻘﺎﻓﻴﺔ(‪،‬‬
‫ﻭﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺠﻊ ﺇﻟﻰ ﻓﻘﺩﺍﻥ ﺍﻟﺤﻭﺍﺱ ﺃﻭ ﻀﻌﻔﻬﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺤﻀﺎﺭﻴﺔ ﺍﻟﺸﺩﻴﺩﺓ ﺍﻟﺘﻲ‬
‫ﺘﺼﺎﺤﺏ ﺍﻟﻬﺯﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻟﻜﻭﺍﺭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻬﺠﺭﺓ ﺩﻭﻥ ﺍﻻﺴﺘﻌﺩﺍﺩ ﺍﻟﻨﻔﺴﻲ‬
‫ﻟﻤﻭﺍﺠﻬﺘﻬﺎ‪ ،‬ﻭﺍﻟﺼﺩﻤﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﻨﻴﻔﺔ‪ ،‬ﻭﺍﻟﺤﺭﻤﺎﻥ ﻓﻲ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻤﺒﻜﺭﺓ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﻔﺭﺩ‬
‫ﺤﺴﺎﺴﺎﹰ ﻻ ﻴﺘﺤﻤل ﺍﻟﻀﻐﻁ ﺍﻟﻤﺘﺄﺨﺭ ﻋﻨﺩﻤﺎ ﻴﻜﺒﺭ )ﺍﺴﻤﺎﻋﻴل‪ ،٢٠١٦ ،‬ﺹ ﺹ ‪.(٤٣ ،٤٢‬‬
‫ﻭﺘﻭﺠﺩ ﺨﻤﺴﺔ ﺃﻨﻭﺍﻉ ﻤﻥ ﺍﻟﻔﺼﺎﻡ ﻭﻫﻲ )ﺍﻟﺒﺎﺭﺍﻨﻭﻴﻲ‪ ،‬ﺍﻟﻬﻴﺒﻔﺭﻴﻨﻲ‪ ،‬ﺍﻟﺘﺼﻠﺒﻲ‪ ،‬ﺍﻟﺒﺴﻴﻁ‪،‬‬
‫ﺍﻟﻭﺠﺩﺍﻨﻲ(‪ ،‬ﻭﺴﻭﻑ ﻴﻘﻭﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻁﺒﻴﻕ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻊ ﺍﻟﻨﻭﻉ ﺍﻷﻭل )ﺍﻟﺒﺎﺭﺍﻨﻭﻴﻲ(‬
‫ﺤﻴﺙ ﺃﻨﻬﻡ ﻴ‪‬ﺸﻜﻠﻭﻥ ﺍﻟﻘﺴﻡ ﺍﻷﻜﺒﺭ ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻟﻔﺼﺎﻤﻴﻴﻥ ﻜﻜل‪ ،‬ﻭﻴﺒﺩﺃ ﺍﻟﻤﺭﺽ ﻟﺩﻴﻬﻡ ﻓﻲ ﺴﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﺔ‪ ،‬ﺇﻻ ﺃﻨﻪ ﻗﺩ ﻴﺒﺩﺃ ﻓﻲ ﺴﻨﻭﺍﺕ ﻤﺘﺄﺨﺭﺓ ﻨﺴﺒﻴﺎﹰ ﻤﺜل ﺍﻟﻌﻘﺩﻴﻥ ﺍﻟﺭﺍﺒﻊ ﻭﺍﻟﺨﺎﻤﺱ ﻤﻥ ﺍﻟﻌﻤﺭ‪،‬‬
‫ﻭﻫﻡ ﺃﻜﺜﺭ ﺫﻜﺎﺀ‪ ‬ﻤﻥ ﺍﻷﻨﻭﺍﻉ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻴﺘﺼﻔﻭﻥ ﻤﻥ ﺒﺩﺍﻴﺔ ﺍﻟﻤﺭﺽ ﺒﺎﻟﻤﻴل ﻟﻠﺸﻙ ﻭﻟﺴﻭﺀ ﺘﻔﺴﻴﺭ‬
‫ﺍﻷﺸﻴﺎﺀ ﻭﺍﻷﺤﺩﺍﺙ ﻤﻥ ﺤﻭﻟﻬﻡ ﻋﻠﻰ ﻨﺤﻭ ﻴﺤﻁ ﻤﻥ ﻗﺩﺭﻫﻡ ﺃﻤﺎﻡ ﺃﻨﻔﺴﻬﻡ )ﺃﺭﻴﺘﻲ‪ ،١٩٩٨ ،‬ﺹ‬
‫‪.(٥٦‬‬
‫ﻭﺘﹸﻌﺩ ﻤﺸﻜﻠﺔ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻫﺩﺭﺍﹰ ﻟﻠﻁﺎﻗﺎﺕ ﻭﺍﻻﻤﻜﺎﻨﺎﺕ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺭﻴﻕ‬
‫ﺍﻟﻤﻌﺎﻟﺞ ﻭﻟﻠﻤﻨﺘﻜﺱ ﻭﻟﻠﺩﻭﻟﺔ ﺃﻴﻀﺎﹰ‪ ،‬ﻭﺘﻜﻭﻥ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻤﺭﺘﻔﻌﺔ ﺠﺩﺍﹰ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ‬
‫‪٢٩٩‬‬
‫ﺍﻟﻌﻼﺝ ﺒﺎﻷﺩﻭﻴﺔ ﻓﻘﻁ ﻭﻏﻴﺭ ﻤﻘﺘﺭﻥ ﺒﺎﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﻴﻌﺘﻤﺩ ﻨﺠﺎﺡ ﺍﻟﻌﻼﺝ ﻭﺍﻟﺘﻘﻠﻴل‬
‫ﻤﻥ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺠﻠﺴﺎﺕ ﺍﻟﻌﻼﺝ‪ ،‬ﻭﺃﺨﺫ ﺍﻟﻌﻼﺝ ﺒﺎﻨﺘﻅﺎﻡ‪،‬‬
‫ﻭﻜﺫﻟﻙ ﺘﺭﺘﺒﻁ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﻤﻌﺩﻻﺕ ﺍﻟﺸﻔﺎﺀ ﻤﻨﻬﺎ ﺒﺒﺩﺍﻴﺔ ﺍﻻﺼﺎﺒﺔ ﺒﺎﻻﻀﻁﺭﺍﺏ‪ ،‬ﻭﺫﻟﻙ ﻷﻥ ﻤﺴﺎﺭ‬
‫ﺍﻟﻤﺭﺽ ﻴﻜﻭﻥ ﺃﻗل ﺘﺩﻫﻭﺭﺍﹰ ﺇﺫﺍ ﻜﺎﻨﺕ ﺒﺩﺍﻴﺘﻪ ﻓﻲ ﺴﻥ ﻤﺘﺄﺨﺭﺓ‪ ،‬ﻭﺇﺫﺍ ﻋﻭﻟﺞ ﻓﻲ ﻤﺭﺤﻠﺔ ﻤﺒﻜﺭﺓ ﻤﻥ‬
‫ﺍﻻﻀﻁﺭﺍﺏ‪ ،‬ﺒﻴﻨﻤﺎ ﻴﻜﻭﻥ ﺍﻟﺘﺩﻫﻭﺭ ﺸﺩﻴﺩﺍﹰ ﺇﺫﺍ ﻜﺎﻨﺕ ﺒﺩﺍﻴﺘﻪ ﻓﻲ ﺴﻥ ﻤﺒﻜﺭﺓ‪ ،‬ﻭﻟﻡ ﻴ‪‬ﻌﺎﻟﺞ‬
‫ﺍﻻﻀﻁﺭﺍﺏ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺘﻀﻌﻑ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ) ﺸﺤﺎﺘﻪ‪ ،‬ﻋﺒﺩ‬
‫ﺍﻟﻤﻨﻌﻡ ﻭﺁﺨﺭﻭﻥ‪ ،(٢٠١٧ ،‬ﻭﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻻ ﻴﻨﺸﺄ ﻓﻘﻁ ﻤﻥ ﺍﻟﺨﺒﺭﺍﺕ‬
‫ﺃﻭ ﺍﻷﺤﺩﺍﺙ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻴﻬﻡ‪ ،‬ﻭﺇﻨﻤﺎ ﺘﻨﺸﺄ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﻴﺘﺒﻨﻭﻫﺎ ﺤﻭل ﻫﺫﻩ‬
‫ﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﺨﺒﺭﺍﺕ‪ ،‬ﻭﺘﻨﻘﺴﻡ ﺍﻷﻓﻜﺎﺭ ﺇﻟﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﺍﻟﺘﻲ ﺘﺄﺨﺫ ﺒﺸﻜل ﻋﺎﻡ ﺼﻭﺭﺓ‬
‫ﺭﻏﺒﺎﺕ ﻭﻤﻁﺎﻟﺏ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺘﻲ ﺘﺄﺨﺫ ﺼﻭﺭﺓ ﻤﻁﺎﻟﺏ ﻭﺃﻭﺍﻤﺭ ﻭﺤﺘﻤﻴﺎﺕ‬
‫ﻤﻁﻠﻘﺔ ) ‪.2012, p 24 , (Vernon‬‬
‫ﻭﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺩﻴﺔ ﺇﻟﻰ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ‬
‫ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺘﺸﺎﺒﻨﺠﺒﺎﻡ )‪ Chabungbam et. al (2007‬ﻭﺍﻟﺘﻲ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻌﻭﺍﻤل‬
‫ﺍﻟﺩﻴﻤﻭﺠﺭﺍﻓﻴﺔ ﻭﺍﻻﻜﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﺍﻟﺒﻁﺎﻟﺔ‪ ،‬ﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﺍﻷﻋﺭﺍﺽ ﺍﻟﺠﺎﻨﺒﻴﺔ ﻟﻸﺩﻭﻴﺔ ﻋﻠﻰ‬
‫ﺍﻷﻋﺭﺍﺽ ﺍﻻﻜﻠﻴﻨﻴﻜﻴﺔ‪ .‬ﻭﺩﺭﺍﺴﺔ ﻜﺎﺯﺍﺩﻱ ﻭﺁﺨﺭﻭﻥ )‪ Kazadi et. al (2008‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻤﻥ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺨﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﺭﺠﻊ ﺇﻟﻰ‬
‫ﺍﻟﺤﺎﻟﺔ ﺍﻟﻤﺯﺍﺠﻴﺔ ﺍﻟﻤﺼﺎﺤﺒﺔ ﻟﻼﻜﺘﺌﺎﺏ ﻭﺴﻭﺀ ﺍﻻﻟﺘﺯﺍﻡ ﻭﺍﻻﻓﺘﻘﺎﺭ ﺇﻟﻰ ﺍﻟﺒﺼﻴﺭﺓ‪ ،‬ﻭﺍﻵﺜﺎﺭ ﺍﻟﺠﺎﻨﺒﻴﺔ‬
‫ﻟﻸﺩﻭﻴﺔ‪ .‬ﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﻋﻭﺍﺩ )‪ (٢٠١٣‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ‬
‫ﺍﻨﺘﻜﺎﺴﺔ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻫﻲ ﻓﻘﺩ ﺼﻠﺘﻪ ﺒﺎﻟﺤﻴﺎﺓ ﻭﺍﻨﻌﺯﺍﻟﻪ‪ .‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﺭﺍﻫﻤﺎﺘﻲ‬
‫ﻭﺁﺨﺭﻭﻥ)‪ Rahmati et. al (2014‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻻﻨﺘﻜﺎﺴﺎﺕ ﺍﻟﻼﺤﻘﺔ ﻟﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻻﻨﺘﻜﺎﺴﺎﺕ ﺍﻷﻭﻟﻰ ﻭﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﺘﺅﺜﺭ ﻤﺩﺓ ﺍﻟﺘﻌﺎﻓﻲ ﻭﺍﻟﺠﻨﺱ ﻭﺍﻟﺤﺎﻟﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﺎﺭﻴﺦ ﺍﻟﻌﺎﺌﻠﺔ ﻋﻠﻰ ﺨﻁﺭ ﻭﻭﻗﺕ ﺍﻻﻨﺘﻜﺎﺴﺎﺕ‪ .‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﺸﻴﺒﺎﺴﺎﻜﻲ ﻭﺁﺨﺭﻭﻥ‬
‫)‪ ShibaSaki et.al (2015‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﻤﺜﻠﺕ ﻓﻲ ﺍﻟﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﺩﻴﻤﻭﺠﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﺤﺴﺎﻨﻴﻥ )‪ Hassinine (2015‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﻫﻡ‬
‫ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻫﻭ ﻋﺠﺯ ﺍﻟﻤﺭﻴﺽ ﻋﻥ ﺇﻴﺠﺎﺩ ﻭﻅﻴﻔﺔ ﺒﻌﺩ‬
‫ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻟﻤﺴﺘﺸﻔﻰ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺸﺤﺎﺘﻪ ﻭﺁﺨﺭﻭﻥ )‪ (٢٠١٧‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﺴﺒﺎﺏ‬
‫ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻤﺘﻨﻭﻋﺔ ﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺠﻊ ﺇﻟﻰ ﺍﻟﺘﺎﺭﻴﺦ ﺍﻷﺴﺭﻱ ﺃﻭ ﻓﻘﺩﺍﻥ ﺍﻟﺩﻋﻡ‬
‫ﺍﻹﻴﺠﺎﺒﻲ ﻟﻠﻤﺭﻴﺽ‪ ،‬ﺃﻭ ﻟﻌﺩﻡ ﺍﻻﻨﺘﻅﺎﻡ ﻓﻲ ﺍﻟﺠﻠﺴﺎﺕ ﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﺃﻭ ﻟﻌﺩﻡ ﺍﻻﻨﺘﻅﺎﻡ ﻓﻲ ﺘﻨﺎﻭل‬
‫ﺍﻟﺠﺭﻋﺎﺕ ﺍﻟﺩﻭﺍﺌﻴﺔ‪.‬‬
‫‪٣٠٠‬‬
‫ﻭﺘﹸﻌﺩ ﻤﻬﻨﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺇﺤﺩﻯ ﺍﻟﻤﻬﻥ ﺍﻟﺘﻲ ﺘﻬﺩﻑ ﺇﻟﻰ ﻤﺴﺎﻋﺩﻩ ﺍﻻﻓﺭﺍﺩ‬
‫ﻭﺍﻟﺠﻤﺎﻋﺎﺕ ﻭﺍﻟﻤﻨﻅﻤﺎﺕ ﻭﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻭﺍﺭﺩﻫﻡ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻓﺭﺼﻬﻡ ﻟﻠﺤﻴﺎﺓ‬
‫ﻭﻭﻗﺎﻴﺘﻬﻡ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ‪ ،‬ﻭﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﻭﺤل ﻤﺸﻜﻼﺘﻬﻡ‪ ،‬ﻭﻴﺘﻡ ﺫﻟﻙ ﻓﻲ ﻀﻭﺀ ﻤﻭﺍﺭﺩ ﻭﺜﻘﺎﻓﻪ‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﻭﻤﻥ ﺨﻼل ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﺎﻟﻤﺠﺘﻤﻊ )ﺃﺒﻭ ﺍﻟﻨﺼﺭ‪ ،٢٠٠٩ ،‬ﺹ‪ ،(١١‬ﻭﻤﻤﺎ‬
‫ﻴﺯﻴﺩ ﻤﻥ ﺃﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻟﻤﻬﻨﺔ ﻓﻲ ﻤﺠﺎل ﺍﻷﻤﺭﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﻀﺭﻭﺭﺓ ﺘﻔﻌﻴل ﻫﺫﺍ ﺍﻟﺩﻭﺭ‬
‫ﺃﻨﻪ ﻟﻡ ﺘﻌﺩ ﺍﻟﻨﻅﺭﺓ ﺇﻟﻰ ﺍﻷﻤﺭﺍﺽ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻨﻅﺭﺓ ﺠﺯﺌﻴﺔ ﻤﺤﺩﻭﺩﺓ ﺒل‬
‫ﺃﺼﺒﺤﺕ ﻨﻅﺭﺓ ﺸﺎﻤﻠﺔ‪ ،‬ﻓﺎﻟﻤﺭﺽ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺘﺅﺜﺭ ﻓﻴﻪ ﻋﻭﺍﻤل ﺼﺤﻴﺔ ﻭﻭﺭﺍﺜﻴﺔ ﻭﻨﻔﺴﻴﺔ ﺒﺠﺎﻨﺏ‬
‫ﺍﻟﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻤﺭﺽ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﻌﻘﻠﻲ ﺘﺅﺜﺭ ﻓﻴﻪ ﻋﻭﺍﻤل ﺍﺠﺘﻤﺎﻋﻴﺔ ﺠﺩﻴﺩﺓ )ﺠﺒل‪،‬‬
‫‪ ،٢٠٠٣‬ﺹ ‪ ،(٢٠‬وﻳﻠﻌﺐ اﻷﺧﺼﺎﺋﻴﻮن اﻻﺟﺘﻤﺎﻋﻴﻮن دوراً ﺣﻴﻮﻳﺎً ﻓﻲ ﺘﺤﺴﻴﻥ ﺨﺩﻤﺎﺕ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻤﻘﺩﻤﺔ ﻟﻠﻤﺭﻀﻰ ‪ ،‬ﺤﻴﺙ ﺃﻨﻬﻡ ﻴ‪‬ﻌﻁﻭﻥ ﻤﻨﻅﻭﺭﺍﹰ ﺍﺠﺘﻤﺎﻋﻴﺎﹰ ﻭﺤﻘﻭﻗﻴﺎﹰ ﻤﻤﻴﺯﺍﹰ ﻟﻌﻤﻠﻬﻡ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﻴ‪‬ﻁﻭﺭﻭﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻌﺘﻤﺩﺓ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ‪ ،‬ﻭﻴ‪‬ﺭﻜﺯﻭﻥ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓﻕ ﻭﺍﻟﺘﻌﺎﻓﻲ‪ ،‬ﻭﻴ‪‬ﻤﻜﻥ ﺃﻥ‬
‫ﻴ‪‬ﺩﻋﻤﻭﻥ ﺍﻟﻤﺭﻀﻰ ﻹﺠﺭﺍﺀ ﺘﻐﻴﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ ﻭﻤﻭﺠﻬﺔ ﻟﺫﻭﺍﺘﻬﻡ )‪،(Allen, 2014, p5‬‬
‫ﻭﻴﻘﻭﻤﻭﻥ ﺃﻴﻀﺎﹰ ﺒﺒﻌﺽ ﺍﻷﺩﻭﺍﺭ ﺍﻟﻨﻤﻭﺫﺠﻴﺔ ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﻤﺭﺍﻜﺯ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺘﺸﻤل‪ :‬ﺘﻭﻓﻴﺭ‬
‫ﺍﻟﺘﺜﻘﻴﻑ ﺍﻟﻭﻗﺎﺌﻲ‪ ،‬ﺇﺠﺭﺍﺀ ﺍﻟﺘﻘﻴﻴﻡ ﺍﻟﻭﻅﻴﻔﻲ‪ ،‬ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺫﺍﺘﻴﺔ ﻓﻲ ﺍﻟﻤﻨﺯل‪ ،‬ﺍﻟﺘﺜﻘﻴﻑ‬
‫ﺍﻟﺩﻭﺍﺌﻲ ﻭﺩﻋﻡ ﺍﻻﻟﺘﺯﺍﻡ ﺒﺎﻟﻌﻼﺝ‪ ،‬ﺍﻻﻁﻼﻉ ﺍﻟﺩﺍﺌﻡ ﻋﻠﻰ ﺍﻷﺤﺩﺍﺙ ﺍﻟﻤﺠﺘﻤﻌﻴﺔ ﻭﺒﺭﺍﻤﺞ ﺘﻭﺯﻴﻊ‬
‫ﺍﻟﻤﻭﺍﺭﺩ‪ ،‬ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺨﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺍﻟﺴﺭﻴﻊ ﻭﺍﻟﺩﻗﻴﻕ ﻓﻲ ﺃﻭﻗﺎﺕ ﺍﻷﺯﻤﺎﺕ‪ ،‬ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻨﻘﺩﻱ‬
‫ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻤﺭﻴﺽ ﻭﻓﻌﺎﻟﻴﺔ ﺍﻟﺘﺩﺨﻼﺕ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ‪ ،‬ﻭﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺘﺨﻁﻴﻁ‬
‫ﻭﺘﻨﻅﻴﻡ ﺍﻟﻌﻤل ﻭﺘﺩﻭﻴﻥ ﺍﻟﻤﻼﺤﻅﺎﺕ ﻭﺍﻟﻤﻠﻔﺎﺕ)‪ ،(Nadda et. al 2016, p 5‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺕ‬
‫ﻋﻠﻴﻪ ﺩﺭﺍﺴﺔ ﻤﻐﺎﺯﻱ )‪ (١٩٩٦‬ﻭﺍﻟﺘﻲ ﻫﺩﻓﺕ ﺇﻟﻰ ﻤﺤﺎﻭﻟﺔ ﺘﻘﻭﻴﻡ ﻤﺩﻯ ﻓﺎﻋﻠﻴﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﺨﺩﻤﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﻜﺎﻥ ﻤﻥ ﺃﻫﻡ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻥ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻫﻲ ﺃﻜﺜﺭ‬
‫ﺍﻟﻁﺭﻕ ﺍﺴﺘﺨﺩﺍﻤﺎﹰ ﻤﻌﻬﻡ ﻋﻥ ﻁﺭﻴﻕ ﺠﻤﺎﻋﺎﺕ ﺍﻟﻨﺸﺎﻁ ﻭﺠﻤﺎﻋﺎﺕ ﺍﻟﻌﻤل‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ‬
‫ﻤﺤﻤﺩ)‪ (٢٠١٠‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﺍﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻌﺎﻤﺔ‬
‫ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻻﺸﺒﺎﻉ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺘﺤﻘﻴﻕ‬
‫)ﺍﻟﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻷﺩﺍﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻟﺼﻼﺒﺔ ﺍﻟﻨﻔﺴﻴﺔ(‪ ،‬ﻭﻜﺫﻟﻙ دراﺳﺔ ‪Cesare, King‬‬
‫)‪ (2015‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻴﻘﻭﻤﻭﻥ ﺒﻤﺠﻤﻭﻋﺔ ﻭﺍﺴﻌﺔ ﻤﻥ‬
‫ﺍﻟﺘﺩﺨﻼﺕ ﻭﻫﻡ ﺃﻴﻀﺎﹰ ﻴﺩﻋﻤﻭﻥ ﺘﺩﺨﻼﺕ ﻨﻤﻁ ﺍﻟﺤﻴﺎﺓ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﻬﻨﻴﻴﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﻭﺼﻠﺕ‬
‫ﺃﻴﻀﺎﹰ ﺇﻟﻰ ﺃﻥ ﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻗﺩ ﻴﻭﺍﺠﻬﻭﻥ ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﻜل ﻤﻥ ﺍﻟﻭﻋﻲ ﺍﻟﺩﻗﻴﻕ‬
‫ﻟﻤﺸﻜﻼﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻭﻓﻲ ﻤﻌﺭﻓﺔ ﻤﻤﺎﺭﺴﺎﺕ ﺍﻟﻌﻼﺝ ﺍﻟﺤﺎﻟﻴﺔ‪ ،‬ﻭﺃﻨﻪ ﻻﺒﺩ ﺃﻥ ﻴﺘﻠﻘﻰ‬
‫ﺍﻷﺨﺼﺎﺌﻴﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻭﻥ ﺘﺜﻘﻴﻔﺎﹰ ﻤﻼﺌﻤﺎﹰ ﻓﻲ ﻤﺠﺎل ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻓﻲ ﺸﻬﺎﺩﺍﺘﻬﻡ ﺍﻟﺠﺎﻤﻌﻴﺔ‬
‫ﻟﻠﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﺭﺽ ﺍﻟﻌﻘﻠﻲ ﻭﻋﻼﺠﻪ‪ ،‬ﺒﺤﻴﺙ ﻴﺘﻠﻘﻰ ﺍﻷﺸﺨﺎﺹ ﺍﻟﺫﻴﻥ ﻴ‪‬ﻌﺎﻨﻭﻥ‬
‫ﻤﻥ ﻤﺭﺽ ﻋﻘﻠﻲ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻟﻤ‪‬ﺜﻠﻰ‪.‬‬
‫‪٣٠١‬‬
‫ﻭﺘﹸﻌﺩ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﺇﺤﺩﻯ ﻁﺭﻕ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﹸﻌﺭﻑ ﺒﺄﻨﻬﺎ ﻨﺸﺎﻁ‬
‫ﻤﺨﻁﻁ ﻟﻪ ﺃﻫﺩﺍﻑ‪ ،‬ﻭﺒﺭﻨﺎﻤﺞ ﻴ‪‬ﻌﺯﺯ ﺍﻵﺩﺍﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻷﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﻭﻴﻘﻠل ﺍﻟﻀﻴﻕ‪،‬‬
‫ﻭﻴﺴﺘﺨﺩﻡ ﺍﻷﺨﺼﺎﺌﻴﻭﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻭﻥ ﺍﻟﻤﻬﺭﺓ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻤﻥ ﺃﺠل ﺘﻘﺩﻴﻡ ﺍﻟﺭﻋﺎﻴﺔ ﻭﺍﻟﺭﻓﺎﻫﻴﺔ‬
‫ﻟﻸﺸﺨﺎﺹ ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺄﻱ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ﺃﻭ ﺍﻟﺤﺎﻻﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﺩﻤﺎﻥ‪،‬‬
‫ﺍﻟﻔﺼﺎﻡ‪ ،‬ﺍﻟﺨﺭﻑ‪ ،‬ﻤﺸﺎﻜل ﺍﻟﺼﺤﺔ ﺍﻟﻌﻘﻠﻴﺔ ﻟﻸﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﺍﻟﺘﺨﻠﻑ ﺍﻟﻌﻘﻠﻲ‪ ،‬ﺫﻫﺎﻥ ﻤﺎ ﺒﻌﺩ‬
‫ﺍﻟﻭﻻﺩﺓ‪ ،‬ﻭﺍﻟﺼﺭﻉ‪ ،‬ﻭﺘﻌﺘﻤﺩ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺫﻟﻙ ﻋﻠﻰ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻠﻁﺭﻴﻘﺔ‪،‬‬
‫ﺤﻴﺙ ﺘﹸﺴﺎﻋﺩ ﻫﺫﻩ ﺍﻟﻤﺒﺎﺩﺉ ﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻓﻲ ﺘﻭﺠﻴﻪ ﻫﺅﻻﺀ ﺍﻟﻤﺭﻀﻰ ﺇﻟﻰ ﺍﻟﺨﺒﺭﺍﺕ‬
‫ﺍﻟﺘﻘﺩﻤﻴﺔ‪ ،‬ﻭﻴ‪‬ﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭ ﻤﻭﺭﺩﺍﹰ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺨﺒﺭﺍﺘﻬﻡ ﻭﺁﺭﺍﺌﻬﻡ‬
‫ﺘﺴﺎﻋﺩ ﻓﻲ ﻓﻬﻡ ﺍﻟﻤﺭﺽ ﻭﺘﻘﺒﻠﻪ‪ ،‬ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺒﻨﻭﻥ ﻤﺠﻤﻭﻋﺔ ﺠﺩﻴﺩﺓ ﻤﻥ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻟﻠﺘﻌﺎﻤل ﻤﻊ‬
‫ﺍﻟﻤﻭﺍﻗﻑ )‪.( Muralidhar, Antony 2017‬‬
‫ﻭﺘﻘﻭﻡ ﺍﻟﻁﺭﻴﻘﺔ ﺒﺩﻭﺭﻫﺎ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻤﻥ ﺨﻼل ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﻴ‪‬ﻌﺩﻫﺎ‬
‫ﺃﺨﺼﺎﺌﻲ ﺍﻟﺠﻤﺎﻋﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺕ ﻋﻠﻴﻪ ﺩﺭﺍﺴﺔ ﺩﺭﺍﺴﺔ ) ‪Bradshaw‬‬
‫‪(1996‬ﺍﻟﺘﻲ ﺤﺎﻭﻟﺕ ﺍﺨﺘﺒﺎﺭ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﺠﻤﺎﻋﻲ ﺍﻟﻤﻨﻅﻡ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭ ﻤﻥ ﺨﻼل‬
‫ﻗﻴﺎﺱ ﺍﻟﺘﻐﻴﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺤﺩﺜﺕ ﻟﻠﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﺎﻟﺠﻤﺎﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻗﺒل ﻭﺒﻌﺩ‬
‫ﺍﺠﺭﺍﺀ ﺍﻟﺘﺠﺭﺒﺔ ﻻﺨﺘﺒﺎﺭ ﻓﻌﺎﻟﻴﺔ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺄﻗﻠﻡ ﺍﻟﺠﻤﺎﻋﻲ )‪ (CST‬ﻓﻲ ﺨﻔﺽ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﺘﻀﻤﻨﺕ ﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﺄﻗﻠﻡ ﺍﻟﺠﻤﺎﻋﻲ ﻋﻠﻰ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻭﻗﺕ ﻭﺇﺩﺍﺭﺓ‬
‫ﺍﻻﺴﺘﺜﺎﺭﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺇﻟﻰ‬
‫ﺃﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺘﻤﺎﺜﻠﻭﺍ ﻟﻠﺸﻔﺎﺀ ﻓﻲ ﻓﺘﺭﺓ ﺃﻗل‪ ،‬ﻤﻜﺜﻭﺍ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ ﺃﻗل‪ ،‬ﻭﺘﻡ‬
‫ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻌﻼﺝ ﻟﻬﻡ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻓﻲ ﻜل ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ‬
‫ﻭﺍﻟﻤﺘﺎﺒﻌﺔ ﺒﻌﺩ ﺴﺘﺔ ﺃﺸﻬﺭ‪ ،‬ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﻤﻐﺎﺯﻱ )‪ (٢٠٠٢‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬
‫ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﺒﻴﻥ ﺍﻜﺘﺴﺎﺒﻬﻡ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺤﻴﺎﺘﻴﺔ‪،‬‬
‫ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﻋﺒﺩ ﺍﻟﻔﺘﺎﺡ)‪ (٢٠١٠‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺇﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻭﺴﺎﺌل ﺍﻟﺘﻌﺒﻴﺭ ﻓﻲ ﺍﻟﻌﻤل ﻤﻊ ﺠﻤﺎﻋﺎﺕ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻟﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻓﻲ ﺍﻟﺘﻔﺎﻋل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻥ ﺨﻼل ﺘﻨﻤﻴﺔ ﻤﻬﺎﺭﺍﺘﻬﻡ ﻓﻲ )ﺭﻋﺎﻴﺔ ﺸﺌﻭﻥ ﺍﻟﻤﻨﺯل‪ ،‬ﺍﻟﻌﻨﺎﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ(‪.‬‬
‫ﻭﺘﺩﻟﻨﺎ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺍﻟﺒﺤﻭﺙ ﺍﻟﺴﺎﺒﻘﺔ‪ -‬ﺍﻟﺘﻲ ﺴﻭﻑ ﻨﻌﺭﻀﻬﺎ‪ -‬ﺃﻫﻤﻴﺔ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻤﻌﺭﻓﻲ‬
‫ﺍﻟﺫﻱ ﻴﺸﺘﻤل ﻋﻠﻰ ﺍﻟﻌﻼﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ‪ RET‬ﻭﺍﻟﻌﻼﺝ ﺍﻟﻭﺍﻗﻌﻲ ‪ ،RT‬ﻭﺍﻟﻌﻼﺝ ﺍﻟﻤﻌﺭﻓﻲ‬
‫ﺍﻟﺴﻠﻭﻜﻲ ﺍﻟﺴﻠﻭﻜﻲ ‪ CBT‬ﺒﺎﻋﺘﺒﺎﺭﻩ ﺃﻓﻀل ﺃﻨﻭﺍﻉ ﺍﻟﻌﻼﺠﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﻟﻬﺎ‬
‫ﻓﺎﻋﻠﻴﺔ ﻓﻲ ﻋﻼﺝ ﺒﻌﺽ ﺃﻨﻤﺎﻁ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺘﻲ ﻴﻌﺘﺒﺭ ﺍﻟﻔﺼﺎﻡ ﺃﻜﺜﺭﻫﺎ ﺍﻨﺘﺸﺎﺭﺍﹰ‪،‬‬
‫‪٣٠٢‬‬
‫ﻭﻜﺫﻟﻙ ﺇﻴﻤﺎﻨﺎﹰ ﻤﻥ ﺍﻟﺒﺎﺤﺙ ﺒﺄﻥ ﺃﺴﺒﺎﺏ ﻜل ﻤﺸﻜﻼﺕ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺇﻤﺎ ﻟﻌﺩﻡ ﻭﺠﻭﺩ ﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻟﺩﻴﻬﻡ ﺃﻭ ﻟﻭﺠﻭﺩ ﻤﻌﻠﻭﻤﺎﺕ ﻭﻟﻜﻨﻬﺎ ﺨﺎﻁﺌﺔ‪ ،‬ﻭﻟﺫﻟﻙ ﻓﺈﻥ ﺘﺯﻭﻴﺩ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﺎﻟﻤﻌﺎﺭﻑ‬
‫ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻫﻭ ﺍﻷﻓﻀل ﻟﺘﻐﻴﻴﺭ ﺃﻓﻜﺎﺭﻫﻡ ﺍﻟﺨﺎﻁﺌﺔ ﻭﺴﻠﻭﻜﻴﺎﺘﻬﻡ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﺇﺤﺩﺍﺙ ﺍﻟﺘﻐﻴﻴﺭ ﻓﻲ‬
‫ﺸﺨﺼﻴﺎﺘﻬﻡ ﻟﻸﻓﻀل ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻘﻠﻴل ﺍﻟﺨﺴﺎﺌﺭ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻨﺘﻜﺎﺴﺘﻬﻡ ﺒﻌﺩ ﺨﺭﻭﺠﻬﻡ ﻤﻥ‬
‫ﺍﻟﻤﺴﺘﺸﻔﻰ‪.‬‬
‫ﻭﺴﻭﻑ ﻨﺴﺘﻌﺭﺽ ﺒﻌﺽ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺃﻨﻭﺍﻉ ﺍﻟﻌﻼﺠﺎﺕ ﺍﻟﺘﻲ ﺘﺩﺨل ﻀﻤﻥ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻟﻤﻌﺭﻓﻲ ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺠﻴﻤﻠﻲ‬
‫ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺔ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻌﻼﺝ‬ ‫ﻭﺁﺨﺭﻭﻥ)‪Gumely et. al( 2003‬‬
‫ﺍﻟﻤﻌﺭﻓﻲ ﻓﻲ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻤﺎﺕ ﺍﻟﻤﺒﻜﺭﺓ ﻻﻨﺘﻜﺎﺴﺔ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﺃﻥ ﻟﻪ ﺩﻭﺭ ﻓﻲ‬
‫ﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻷﻋﺭﺍﺽ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻼﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﺘﺤﺴﻴﻥ ﺍﻷﺩﺍﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ .‬ﻭﺩﺭﺍﺴﺔ‬
‫ﻨﺎﺼﻑ)‪ (٢٠١٠‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺔ ﺍﻟﻌﻼﺝ ﺍﻟﻤﻌﺭﻓﻲ ﺍﻟﺴﻠﻭﻜﻲ ﻓﻲ ﺘﺨﻔﻴﻑ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ .‬ﻭﺩﺭﺍﺴﺔ ﻨﻭﻓل )‪ (٢٠١٦‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﻼﺝ ﺍﻟﻤﻌﺭﻓﻲ ﺍﻟﺴﻠﻭﻜﻲ ﻭﺍﻟﻌﻼﺝ ﺍﻟﺩﻭﺍﺌﻲ ﻋﻭﺍﻤل ﺃﺴﺎﺴﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﻤﺨﺎﻁﺭ‬
‫ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﻭﻴﺘﺒﻴﻥ ﻤﻥ ﺍﻟﻌﺭﺽ ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻤﻭﺍﺠﻬﺔ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻴﺘﻁﻠﺏ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﻨﻤﺎﺫﺝ‬
‫ﻋﻼﺠﻴﺔ ﺘﺘﻀﻤﻥ ﺃﺴﺎﻟﻴﺏ ﺘﺩﺨل ﺘﻌﻤل ﻋﻠﻰ ﺘﻌﺯﻴﺯ ﺍﻟﻜﻔﺎﺀﺓ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺘﻐﻴﻴﺭ ﻤﻨﻅﻭﻤﺔ ﺍﻷﻓﻜﺎﺭ‬
‫ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﺨﺎﻁﺌﺔ ﻭﺫﻟﻙ ﻟﻤﻨﻊ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﻤﺤﺎﻭﻟﺔ ﺘﺤﺴﻴﻥ ﻭﺨﻔﺽ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭﻫﺎ‪.‬‬
‫)ﺤﺎﻓﻅ‪ ،٢٠١٨ ،‬ﺹ‪ ،(٣٤٠‬ﻭﻤﻥ ﻫﺫﻩ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﺍﻟﺫﻱ ﻴﻬﺩﻑ ﺇﻟﻰ‬
‫ﺇﻜﺴﺎﺏ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﺍﻟﺒﺼﻴﺭﺓ ﻋﻠﻰ ﺜﻼﺙ ﻤﺭﺍﺤل ﻭﻫﻲ‪) :‬ﻤﻠﻴﻜﻪ‪ ،١٩٩٠ ،‬ﺹ ‪(١٨٥‬‬
‫ﺃﻭﻻﹰ‪ :‬ﻓﻬﻡ ﺍﺭﺘﺒﺎﻁ ﺴﻠﻭﻙ ﺍﻟﺸﺨﺹ ﺒﺄﺴﺒﺎﺏ ﺴﺎﺒﻘﻪ ﺘﻜﻤﻥ ﻓﻲ ﻤﻌﺘﻘﺩﺍﺘﻪ‪ ،‬ﺜﺎﻨﻴﺎﹰ‪ :‬ﻓﻬﻡ ﺍﻟﻤﺭﻴﺽ ﺃﻨﻪ‬
‫ﻜﺎﻥ ﻤﻀﻁﺭﺒﺎﹰ ﺍﻨﻔﻌﺎﻟﻴﺎﹰ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‪ ،‬ﻭﻫﻭ ﻤﻀﻁﺭﺏ ﺍﻵﻥ ﺃﻴﻀﺎﹰ ﻷﻨﻪ ﻻﺯﺍل ﻴﻔﺭﺽ ﻋﻠﻰ ﻨﻔﺴﻪ‬
‫ﻨﻔﺱ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ‪ ،‬ﺜﺎﻟﺜﺎﹰ‪ :‬ﺍﻋﺘﺭﺍﻑ ﺍﻟﻤﺭﻴﺽ ﺃﻥ ﺘﺼﺤﻴﺢ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﻭﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺘﺼﺤﻴﺤﻬﺎ ﻴﺘﻁﻠﺏ ﻋﻤﻼﹰ ﺼﻌﺒﺎﹰ ﻭﻤﺭﺍﻨﺎﹰ ﺠﺎﺩﺍﹰ ﻤﺴﺘﻤﺭﺍﹰ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺍﻟﻌﻼﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ‬
‫ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻔﺌﺎﺕ ﺃﺨﺭﻯ ﻏﻴﺭ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﻤﻨﻬﺎ ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‪:‬‬
‫ﺩﺭﺍﺴﺔ ﺍﻟﺒﻜﺭ)‪ (٢٠٠٢‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺔ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻻﺭﺸﺎﺩﻱ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ‬
‫ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻤﺭﺘﻔﻌﻲ ﺩﺭﺠﺔ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺸﻴﻤﻪ )‪(٢٠٠٢‬‬
‫ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺭﺸﺎﺩﻱ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﺤﺔ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﺎﺕ ﺒﺎﻟﺼﻑ ﺍﻷﻭل ﺍﻟﺜﺎﻨﻭﻱ ﻋﻥ ﻁﺭﻴﻕ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫‪٣٠٣‬‬
‫ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ ﺒﺄﻓﻜﺎﺭ ﻤﻨﻁﻘﻴﺔ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﺒﺴﻴﻭﻨﻲ )‪ (٢٠٠٦‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﺎﻋﻠﻴﺔ‬
‫ﺒﺭﻨﺎﻤﺞ ﻋﻘﻼﻨﻲ ﺍﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﻔﺽ ﺤﺩﺓ ﺍﻟﻘﻠﻕ ﻭﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ‬
‫ﺍﻟﻤﺭﺍﻫﻘﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺎﺕ‪ ،‬ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﺴﻜﺭﺍﻥ )‪ (٢٠١٠‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺔ ﺒﺭﻨﺎﻤﺞ‬
‫ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺘﺨﻔﻴﻑ ﺤﺩﺓ ﺍﻟﻘﻠﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻀﻌﺎﻑ ﺍﻟﺴﻤﻊ‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﻋﺯﺍﻡ )‪ (٢٠١٢‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ‬
‫ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻌﻼﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻗﺩ ﺃﺤﺩﺙ ﺘﻌﺩﻴﻼﹰ ﺍﻴﺠﺎﺒﻴﺎﹰ ﻓﻲ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺍﻟﻤﻜﻔﻭﻓﻴﻥ ﺘﺤﻭ )ﺍﻟﺫﺍﺕ‪ ،‬ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻟﻁﻤﻭﺡ ﻭﺍﻟﻨﻅﺭﺓ ﻟﻠﺤﻴﺎﺓ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ(‪،‬‬
‫ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ )‪ (٢٠١٧‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﺎﻋﻠﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺍﺭﺸﺎﺩﻱ ﻋﻘﻼﻨﻲ ﺍﻨﻔﻌﺎﻟﻲ‬
‫ﻟﺘﻨﻤﻴﺔ ﺃﺴﺎﻟﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺃﺯﻤﺔ ﺍﻟﻬﻭﻴﺔ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻤﻥ ﺨﻼل ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻴﻬﻡ‪.‬‬
‫ﻭﻤﻥ ﺍﻟﻌﺭﺽ ﺍﻟﺴﺎﺒﻕ ﻟﻺﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻟﺫﻱ ﺍﺘﻀﺢ ﻓﻴﻪ ﺃﻥ ﻤﺭﻴﺽ‬
‫ﺍﻟﻔﺼﺎﻡ ﻟﺩﻴﻪ ﺒﻌﺽ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻜﺫﻟﻙ ﺒﻌﺽ ﺍﻷﻋﺭﺍﺽ ﺍﻟﺘﻲ ﺘﻅﻬﺭ ﻋﻠﻴﻪ ﻭﺍﻟﺘﻲ ﻤﻨﻬﺎ‬
‫ﺃﻥ ﻟﺩﻴﻪ ﺃﻓﻜﺎﺭ ﻏﻴﺭ ﻋﻘﻼﻨﻴﺔ ﻭﻏﻴﺭ ﻤﻨﻁﻘﻴﺔ ﻨﺘﻴﺠﺔ ﻤﺭﻀﻪ ﺘﻌﻭﻗﻪ ﻋﻥ ﺃﺩﺍﺀ ﺃﺩﻭﺍﺭﻩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﻗﺩ ﺘﹸﺴﺒﺏ ﻟﻪ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﺍﻟﻌﻭﺩﺓ ﻟﻠﻤﺭﺽ ﻤﺭﺓ ﺃﺨﺭﻯ ﺒﻌﺩ ﺍﻟﺨﺭﻭﺝ ﻤﻥ ﺍﻟﻤﺴﺘﺸﻔﻰ‪ ،‬ﻭﺃﻥ ﻫﻨﺎﻙ‬
‫ﻋﻭﺍﻤل ﻋﺩﻴﺩﺓ ﺘﺅﺩﻱ ﺇﻟﻰ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﺘﻨﺒﺜﻕ ﻤﻥ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﺘﻲ ﻗﺩ ﺍﹸﺴﺘﺨﺩﻤﺕ ﻟﺘﻌﺩﻴل ﻫﺫﻩ ﺍﻻﻓﻜﺎﺭ‪ ،‬ﻭﺃﻥ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻁﺭﻴﻘﺔ‬
‫ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻤﻥ ﺨﻼل ﻤﺩﺍﺨﻠﻬﺎ ﺍﻟﻤﻌﺎﺼﺭﺓ ﻭﻨﻤﺎﺫﺠﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻤﻨﻬﺎ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻌﻤل ﻋﻠﻰ ﺘﻌﺩﻴل ﻫﺫﻩ ﺍﻻﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻟﻬﻡ ﻭﺇﺒﺩﺍﻟﻬﺎ ﺒﺄﺨﺭﻯ ﻋﻘﻼﻨﻴﺔ‬
‫ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﻟﺫﻟﻙ ﻴﻤﻜﻥ ﺼﻴﺎﻏﻪ ﻤﺸﻜﻠﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﺘﺴﺎﺅل‬
‫ﺍﻟﺘﺎﻟﻲ‪ :‬ﻫل ﻴﻤﻜﻥ ﻟﻠﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﺃﻥ ﻴﻌﻤل ﻋﻠﻰ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ؟‬
‫ﺜﺎﻨﻴﺎﹰ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫‪ -١‬ﺘﺘﻀﺢ ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺩﻭﻟﺔ ﺒﺭﻋﺎﻴﺔ ﺫﻭﻱ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﻤﻨﻬﻡ ﻓﺌﺔ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﺤﻴﺙ ﺘﹸﺨﺼﺹ ﻟﻬﻡ ﺍﻟﻤﺴﺘﺸﻔﻴﺎﺕ ﻟﻌﻼﺠﻬﻡ ﻭﺘﺄﻫﻴﻠﻬﻡ ﻟﻠﻌﻭﺩﺓ ﻟﻠﻤﺠﺘﻤﻊ‬
‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻟﻘﺩﺭﺍﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻟﺩﻴﻬﻡ ﻟﺼﺎﻟﺢ ﻤﺠﺘﻤﻌﻬﻡ‪ ،‬ﻭﺍﻟﺩﻟﻴل ﻋﻠﻰ ﺫﻟﻙ ﻋﺩﺩ ﺍﻷﺴﺭ‪‬ﺓ‬
‫ﺒﻤﺴﺘﺸﻔﻴﺎﺕ ﺍﻷﻤﺭﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺤﻜﻭﻤﻴﺔ ﻤﻨﻬﺎ ﻭﺍﻟﺨﺎﺼﺔ ﻓﻲ ﻋﺎﻡ ‪ ٢٠١٧‬ﻗﺩ ﺒﻠﻐﺕ‬
‫‪ ٦٠٦٣‬ﺴﺭﻴﺭ )ﺍﻟﺠﺎﺯ ﺍﻟﻤﺭﻜﺯﻱ ﻟﻠﺘﻌﺒﺌﺔ ﺍﻟﻌﺎﻤﺔ ﻭﺍﻻﺤﺼﺎﺀ‪.(٢٠١٧ ،‬‬
‫‪٣٠٤‬‬
‫‪ -٢‬ﺘﻬﺘﻡ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﻤﻌﺭﻓﺔ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﺴﻠﺒﻲ ﻟﻸﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﺤﻴﺙ ﺇﻥ‬
‫ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻴﻤﻜﻥ ﺃﻥ ﺘﺠﻌﻠﻪ ﻻ ﻴﺴﺘﺠﻴﺏ ﻟﻠﻌﻼﺝ ﺍﻟﺩﻭﺍﺌﻲ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺘﺴﺒﺏ ﻓﻲ‬
‫ﺤﺩﻭ ﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻪ ﻭﻤﺎ ﻴ‪‬ﺴﺒﺒﻪ ﺫﻟﻙ ﻤﻥ ﺨﺴﺎﺌﺭ ﻟﻨﻔﺴﻪ ﻭﻷﺴﺭﺘﻪ ﻭﻟﻤﺠﺘﻤﻌﻪ‪.‬‬
‫‪ -٣‬ﺘﻬﺘﻡ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺤﺩ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﺃﻻ ﻭﻫﻭ‬
‫ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻫﻭ ﻤﻥ ﺍﻟﻨﻤﺎﺫﺝ ﻗﺼﻴﺭﺓ ﺍﻟﻤﺩﻯ ﻭﺍﻟﺫﻱ ﻴﺤﺘﻭﻱ ﻋﻠﻰ‬
‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻭﺍﻟﺘﻜﻨﻴﻜﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻟﻬﺎ ﺩﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﺘﻌﺩﻴل ﻫﺫﻩ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻴﻬﻡ‪.‬‬
‫‪ -٤‬ﻗﻠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ – ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻟﺒﺎﺤﺙ‪ -‬ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ‬
‫ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﻟﺫﻟﻙ ﻗﺩ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻀﺎﻓﺔ ﻋﻠﻤﻴﺔ ﻟﻤﻬﻨﺔ‬
‫ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺘﺨﺼﺹ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل‪.‬‬
‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﺴﻌﻰ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﺍﺨﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ .٢‬ﺍﺨﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺨﻔﺽ ﻤﺨﺎﻁﺭ‬
‫ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺭﺍﺒﻌﺎﹰ‪ :‬ﻤﻔﺎﻫﻴﻡ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬
‫‪ -٢‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬ ‫‪-١‬ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‬
‫‪ -٤‬ﺍﻟﻔﺼﺎﻡ‬ ‫‪ -٣‬ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‬
‫ﻭﻴﻤﻜﻥ ﻋﺭﺽ ﻫﺫﻩ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬
‫‪ -١‬ﻤﻔﻬﻭﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‪:‬‬
‫ﻴ‪‬ﻌﺭﻓﻪ ﻤﻌﺠﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﻭﺍﻟﻁﺏ ﺍﻟﻨﻔﺴﻲ ﺒﺄﻨﻪ‪ :‬ﻨﻤﻭﺫﺝ ﻨﻤﺎﻩ ﻭﻁﻭ‪‬ﺭﻩ ﺃﻟﺒﺭﺕ ﺇﻟﻴﺱ‬
‫‪ Albert Ellis‬ﻭﻫﻭ ﻗﺎﺌﻡ ﻋﻠﻰ ﻭﺠﻬﺔ ﺍﻟﻨﻅﺭ ﺍﻟﻘﺎﺌﻠﺔ ﺒﺄﻥ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬
‫ﺘﻨﺒﻊ ﻤﻥ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺨﺎﻁﺌﺔ ﺍﻟﻤﺸﻭﻫﺔ ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻻﻨﻬﺯﺍﻤﻴﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﺘﹸﻜﺭﺭ ﻨﻔﺴﻬﺎ ﻓﻲ‬
‫ﺼﻭﺭﺓ ﻗﻨﺎﻋﺎﺕ ﻤﺘﺩﺍﺨﻠﺔ )ﻜﻔﺎﻓﻲ‪ ،١٩٩٥ ،‬ﺹ ‪.(٣١٨‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﺃﻴﻀﺎﹰ ﻋﻠﻰ ﺃﻨﻪ "ﻨﻤﻭﺫﺝ ﻗﺎﺌﻡ ﻋﻠﻰ ﻨﻅﺭﻴﺔ ﺍﻹﺩﺭﺍﻙ ﺍﻟﺘﻲ ﻭﻀﻌﻬﺎ )ﻫﺎﺭﻭﻟﺩ‬
‫ﻭﻴﺭﻨﺭ( ﻭﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻔﻜﺭﻴﺔ ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻭﺍﻟﻘﺎﺌﻡ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻋﺎﻟﻡ ﺍﻟﻨﻔﺱ ﺇﻟﻴﺱ "‪"Ellis‬‬
‫ﺤﻴﺙ ﻴﺸﺠﻊ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺯ ﺒﻴﻥ ﻤﺎ ﻫﻭ ﺤﻘﻴﻘﺔ ﻤﻭﻀﻭﻋﻴﺔ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﻭﻤﺎ ﻫﻭ ﻏﻴﺭ ﺩﻗﻴﻕ ﻭﺴﻠﺒﻰ‬
‫ﺒﺎﻟﺘﻔﺴﻴﺭ ﺍﻟﺫﺍﺘﻲ ﺍﻟﺫﻯ ﻴ‪‬ﺸﻜل ﺴﻠﻭﻙ ﺍﻟﺸﺨﺹ ﻭﺤﻴﺎﺘﻪ" )ﺍﻟﺴﻜﺭﻱ‪ ،٢٠٠٠ ،‬ﺹ ‪. (٤٣٣‬‬
‫‪٣٠٥‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﺃﻴﻀﺎﹰ ﺒﺄﻨﻪ ﻨﻤﻭﺫﺝ ﻋﻼﺠﻲ ﻤﺒﺎﺸﺭ ﻤﻭﺠﻪ‪ ،‬ﻴﺴﺘﺨﺩﻡ ﻓﻨﻴﺎﺕ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭﻤﻌﺭﻓﻴﺔ‬
‫ﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﻔﺭﺩ ﻟﺘﺼﺤﻴﺢ ﻤﻌﺘﻘﺩﺍﺘﻪ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺘﻲ ﻴﺼﺎﺤﺒﻬﺎ ﺨﻠل ﺍﻨﻔﻌﺎﻟﻲ ﺴﻠﻭﻜﻲ‪ ،‬ﺇﻟﻰ‬
‫ﻤﻌﺘﻘﺩﺍﺕ ﻋﻘﻼﻨﻴﺔ ﻴﺼﺎﺤﺒﻬﺎ ﻀﺒﻁ ﺍﻨﻔﻌﺎﻟﻲ ﺴﻠﻭﻜﻲ )ﺃﺒﻭ ﺃﺴﻌﺩ‪ ،٢٠١٤ ،‬ﺹ ‪.(٣٠٠‬‬
‫ﻜﻤﺎ ﻴ‪‬ﻌﺭﻑ ﻋﻠﻰ ﺃﻨﻪ "ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺜﻼﺜﻲ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﻭﻫﻭ‬
‫ﺃﻥ ﺍﻟﻔﺭﺩ ﻴﺠﺏ ﺃﻥ ﻴﻔﻜﺭ ﻭﻴﺸﻌﺭ ﻭﻴﺴﻠﻙ ﻓﻲ ﺍﻻﺘﺠﺎﻩ ﺍﻟﻤﻌﺎﻜﺱ ﻟﻤﻌﺘﻘﺩﺍﺘﻪ ﻭﺃﻓﻜﺎﺭﻩ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﺤﺘﻰ ﻴﻤﻜﻥ ﺃﻥ ﻴ‪‬ﺤﺩﺙ ﺘﻐﻴﺭﺍﹰ ﺒﻨﺎﺌﻴﺎﹰ ﻓﻲ ﺤﻴﺎﺘﻪ )‪.(Ellis, 2002, p 61‬‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺇﺠﺭﺍﺌﻴﺎﹰ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﻨﻤﻭﺫﺝ ﻗﺼﻴﺭ ﺍﻟﻤﺩﻯ ﻴﺴﺘﺨﺩﻤﻪ ﺃﺨﺼﺎﺌﻲ ﺍﻟﺠﻤﺎﻋﺔ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﻬﺩﻑ ﺘﻌﺩﻴل‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻴﻬﻡ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻴﻬﻡ‪.‬‬
‫ﺏ‪ -‬ﻴﺤﺘﻭﻯ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻤﺜل ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ )ﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ‪،‬‬
‫ﺍﻻﺴﺘﻌﺭﺍﺽ ﺍﻟﻤﻌﺭﻓﻲ‪ ،‬ﺇﻋﺎﺩﺓ ﺒﻨﺎﺀ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ ،‬ﺍﻟﻀﺒﻁ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ(‬
‫ج‪ -‬ﻴﺤﺘﻭﻯ ﻋﻠﻰ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻬﻨﻴﺔ ﻤﺜل ﺍﻷﺴﺎﻟﻴﺏ )ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﺍﻟﺴﻠﻭﻜﻴﺔ(‪.‬‬
‫‪ -٢‬ﻤﻔﻬﻭﻡ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪:‬‬
‫ﻋ‪‬ﺭﻓﺕ ﻜﻠﻤﺔ ﻓﻜﺭﺓ ﻋﻠﻰ ﺃﻨﻬﺎ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺘﺼﻭﺭﺍﺕ ﺍﻟﺫﻫﻨﻴﺔ ﻓﻲ ﻋﻘﻭل ﺍﻟﻨﺎﺱ‬
‫ﻴﻌﺯﺯﻭﻥ ﺼﺤﺘﻬﺎ ﻓﻲ ﺼﻭﺭ ﻟﻔﻅﻴﺔ ﺃﻭ ﺴﻠﻭﻜﻴﺔ‪Long man Dictionary, 2000, P. .‬‬
‫‪(334).‬‬
‫ﻭﺘﹸﻌﺭﻑ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺒﺄﻨﻬﺎ‪ :‬ﺃﻓﻜﺎﺭ ﺨﻴﺎﻟﻴﺔ‪ ،‬ﺴﻠﺒﻴﺔ‪ ،‬ﻭﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ ﺘﺼﺤﺒﻬﺎ ﻋﻭﺍﻗﺏ‬
‫ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻤﻀﻁﺭﺒﺔ ﻭﻏﻴﺭ ﻤﺭﻏﻭﺒﺔ ﻤﺜل ﺍﻟﻘﻠﻕ‪ ،‬ﺍﻟﻐﻀﺏ‪ ،‬ﺍﻟﻌﺩﺍﺌﻴﺔ ﻭﺍﻻﻜﺘﺌﺎﺏ‬
‫)ﻋﺒﺩ ﺍﷲ‪ ،٢٠٠٨ ،‬ﺹ ‪. (٢٩‬‬
‫ﻭﺘﹸﻌﺭﻑ ﺃﻴﻀﺎﹰ ﺒﺄﻨﻬﺎ ﺃﻓﻜﺎﺭ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ ﻭﻏﻴﺭ ﻤﻨﻁﻘﻴﺔ‪ ،‬ﻨﺎﺘﺠﺔ ﻋﻥ ﺃﻓﻜﺎﺭ ﻭﺘﻭﻗﻌﺎﺕ ﻤﺒﻨﻴﺔ‬
‫ﻋﻠﻰ ﻤﺯﻴﺞ ﻤﻥ ﺍﻟﻅﻥ ﻭﺍﻟﺘﻬﻭﻴل ﻭﺍﻟﻤﺒﺎﻟﻐﺔ‪ ،‬ﻭﺘﻘﻭﺩ ﺇﻟﻰ ﺍﻟﻘﻠﻕ‪ ،‬ﻭﺘﺴﺒﺏ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﻨﻔﺴﻴﺔ‪،‬‬
‫ﻭﺘﺅﺜﺭ ﻋﻠﻰ ﻨﺎﺘﺞ ﺍﻟﺴﻠﻭﻙ )‪.(David, 2010, p 102‬‬
‫ﻭﻫﻲ ﺃﻴﻀﺎﹰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺘﻲ ﻴﺼﺤﺒﻬﺎ ﻓﻲ ﺍﻟﻐﺎﻟﺏ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻤﺭﻀﻴﺔ‬
‫)ﺍﺒﺭﺍﻫﻴﻡ‪ ،١٩٩٤ ،‬ﺹ ‪.(٢٩٥‬‬
‫ﻭﺒﻌﺩ ﻋﺭﺽ ﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﻭﻀﻊ ﻤﻔﻬﻭﻡ ﺇﺠﺭﺍﺌﻲ ﻟﻸﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻋﻠﻰ ﺃﻨﻬﺎ‪:‬‬
‫ﺃ‪ -‬ﻤﻌﺘﻘﺩﺍﺕ ﻭﺘﺼﻭﺭﺍﺕ ﺫﻫﻨﻴﺔ ﺨﺎﻁﺌﺔ ﻟﺩﻯ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺏ‪ -‬ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺇﺩﺭﺍﻜﻪ ﻭﻓﻬﻤﻪ ﻏﻴﺭ ﺍﻟﻤﻨﻁﻘﻲ ﻟﻸﺤﺩﺍﺙ ﺍﻟﺘﻲ ﺘﻤﺭ ﺒﻪ ﻓﻲ ﺤﻴﺎﺘﻪ‪.‬‬
‫ﺝ‪ -‬ﺘﺭﺘﺒﻁ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﺒﻌﻼﻗﺔ ﺍﻟﻤﺭﻴﺽ ﺒﺫﺍﺘﻪ ﻭﺒﺎﻵﺨﺭﻴﻥ ﻭﺒﺎﻟﻅﺭﻭﻑ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻪ‪.‬‬
‫د‪ -‬ﺇﺫﺍ ﻟﻡ ﻴﺘﻡ ﺘﻌﺩﻴل ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﺍﻟﻌﻭﺩﺓ ﺇﻟﻰ ﻤﺭﻀﻪ ﻤﺭﺓ ﺃﺨﺭﻯ‪.‬‬
‫‪٣٠٦‬‬
‫‪ -٣‬ﻤﻔﻬﻭﻡ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪:‬‬

‫ﺘﹸﻌﺭﻑ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻐﺔ ﺒﺄﻨﻬﺎ ﻤﻥ ﻨﻜﺱ ﺭﺃﺴﻪ ﻭﻨﹼﻜﺴﻪ‪ ،‬ﻭﻨﹼﻜﺴﺕ ﺍﻟﺸﺊ ﻗﻠﺒﺘﻪ ﻭﺠﻌﻠﺕ ﺃﻋﻼﻩ‬
‫ﺃﺴﻔﻠﻪ )ﺍﻟﻔﻴﻭﻤﻲ‪ ،٢٠١٠ ،‬ﺹ ‪. (٣٢١‬‬
‫ﻭﺘﹸﻌﺭﻑ ﺍﺼﻁﻼﺤﺎﹰ ﺒﺄﻨﻬﺎ ﻤﺠﺭﺩ ﺇﺨﻔﺎﻕ ﻓﻲ ﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺘﻐﻴﻴﺭ ﺍﻟﺴﻠﻭﻙ‪ ،‬ﻭﻟﻴﺱ ﻓﺸﻼﹰ‬
‫ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻟﺴﻠﻭﻙ )ﺍﻟﺘﺭﻜﻴﺏ‪ ،٢٠١٣ ،‬ﺹ ‪. (١١٦‬‬
‫ﻭﻤﻔﻬﻭﻡ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻫﻲ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ ﺍﻟﻤﺘﺩﺍﺨﻠﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ‬
‫ﺒﺎﻷﺸﺨﺎﺹ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﺘﻲ ﺘﺩﻓﻊ ﺤﺎﻻﺕ ﺍﻟﺘﻌﺎﻓﻲ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺇﻟﻰ‬
‫ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﺍﻟﻌﻭﺩﺓ ﻟﻠﻤﺭﺽ ﻤﺭﺓ ﺃﺨﺭﻯ )ﺤﺎﻓﻅ‪ ،٢٠١٨ ،‬ﺹ ‪.(٣٤١‬‬
‫ﻭﻫﻲ ﺃﻴﻀﺎﹰ‪ :‬ﻋﻤﻠﻴﺔ ﺤﻴﻭﻴﺔ ﻟﻜل ﻤﻥ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻭﻓﺭﻴﻕ ﺍﻟﻌﻤل ﻤﻌﻪ ﺒﺎﻟﻤﺴﺘﺸﻔﻰ‪،‬‬
‫ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻓﺭﺩﻱ ﺃﻭ ﺠﻤﺎﻋﻲ‬
‫ﻋﻠﻰ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﺭﻴﺽ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺒﺎﻟﻌﻼﻤﺎﺕ ﺍﻟﺘﺤﺫﻴﺭﻴﺔ ﻭﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ‬
‫ﻴﺘﻌﺭﺽ ﻟﻬﺎ ﻭﺃﻥ ﻴﺘﻌﻠﻡ ﻜﻴﻔﻴﺔ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ )ﺯﻭﺒﻊ ﻭﺁﺨﺭﻭﻥ‪ ،٢٠١٧ ،‬ﺹ ‪. (٨٦‬‬
‫ﻭﺒﻌﺩ ﻋﺭﺽ ﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﻭﻀﻊ ﻤﻔﻬﻭﻡ ﺇﺠﺭﺍﺌﻲ ﻟﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ‬
‫ﺃﻨﻬﺎ‪:‬‬
‫أ‪ -‬ﻤﺠﻭﻋﺔ ﻤﻥ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻀﺎﻏﻁﺔ ﻭﺍﻟﺘﻲ ﺘﺨﺹ ﺍﻻﺸﺨﺎﺹ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺍﻟﻀﻐﻭﻁ ﺍﻟﺘﻲ ﻗﺩ‬
‫ﻴﻭﺍﺠﻬﻬﺎ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺏ‪ -‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ )ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺙ( ﻤﻥ ﺨﻼل‬
‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﺍﻟﻌﻼﺠﻴﺔ( ﻟﻤﻌﺭﻓﺔ ﺃﺜﺭ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ‬
‫ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺯﻴﺎﺩﺓ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺘﻐﻴﻴﺭ ﺍﻟﺴﻠﻭﻙ‬
‫ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺝ‪ -‬ﻫﺩﻑ ﺍﻻﺨﺼﺎﺌﻲ ﻤﻥ ﺫﻟﻙ ﺘﻔﺎﺩﻱ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪-٤‬ﻤﻔﻬﻭﻡ ﺍﻟﻔﺼﺎﻡ‬
‫ﻭﺭﺩ ﻓﻲ ﺍﻟﻤﻌﺠﻡ ﺍﻟﻭﺴﻴﻁ ﺃﻥ ﻜﻠﻤﺔ ﺍﻟﻔﺼﺎﻡ ﻤﺸﺘﻘﺔ ﻤﻥ ﻤﺎﺩﺓ )ﻓﺼﻡ( ﻓﻴﻘﺎل ﻓﺼﻡ ﺍﻟﺸﺊ‬
‫ﻓﺼﻤﺎﹰ ﺃﻱ ﺸﻘﻪ ﻭﺼﺩﻋﻪ ﺩﻭﻥ ﺒﻴﻨﻭﻨﺔ‪ ،‬ﻭﻓﺼﻡ ﺍﻟﻌﻘﺩﺓ‪ :‬ﺤﻠﻬﺎ‪ ،‬ﻭﻓﺼﻡ ﺍﻟﺸﺊ ﻗﻭﺴﻪ ﻭﺤﻨﺎﻩ‪،‬‬
‫ﻭﺍﻨﻔﺼﻤﺕ ﺍﻟﻌﺭﻭﺓ‪ :‬ﺍﻨﻘﻁﻌﺕ )ﻤﺠﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪ ،١٩٨٥ ،‬ﺹ ‪.(٢١٨‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﺍﻟﻔﺼﺎﻡ ﺍﺼﻁﻼﺤﺎﹰ ﻋﻠﻰ ﺃﻨﻪ ﻤﺭﺽ ﻋﻘﻠﻲ ﻴ‪‬ﺼﻨﻑ ﻀﻤﻥ ﻓﺌﺔ ﺍﻷﻤﺭﺍﺽ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻤﻌﺭﻭﻓﺔ ﺒﺎﻟﺫﻫﺎﻥ‪ ،‬ﻭﻴ‪‬ﻌﺘﺒﺭ ﺃﻜﺜﺭ ﺍﻷﻤﺭﺍﺽ ﺍﻟﺫﻫﺎﻨﻴﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ )ﻁﻪ‪ ،٢٠٠٥ ،‬ﺹ ‪.(٦٣٤‬‬
‫ﻭﻴﻌﺭﻑ ﺃﻴﻀﺎﹰ ﺒﺄﻨﻪ ﺍﻀﻁﺭﺍﺏ ﻨﻔﺴﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﺤﺩﻭﺙ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻻﺩﺭﺍﻙ ﻭﺍﻟﺘﻔﻜﻴﺭ‬
‫ﻭﺍﻟﻭﺠﺩﺍﻥ ﻭﺍﻟﺴﻠﻭﻙ ﻭﺍﻟﻠﻐﺔ ﻭﺍﻻﻨﻔﻌﺎﻻﺕ )‪.( Iriondo et. al, 2013, p 54‬‬
‫‪٣٠٧‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﺃﻴﻀﺎﹰ ﺒﺄﻨﻪ ﻤﺭﺽ ﻋﻘﻠﻲ ﻴﺘﻤﻴﺯ ﺒﺎﻀﻁﺭﺍﺏ ﻓﻲ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﻭﺠﺩﺍﻥ ﻭﺍﻟﺴﻠﻭﻙ‬
‫ﻭﺃﺤﻴﺎﻨﺎﹰ ﺍﻻﺩﺭﺍﻙ‪ ،‬ﻭﻴﺅﺩﻱ ‪ -‬ﺇﻥ ﻟﻡ ﻴ‪‬ﻌﺎﻟﺞ ﻓﻲ ﺒﺎﺩﺉ ﺍﻷﻤﺭ‪ -‬ﺇﻟﻰ ﺘﺩﻫﻭﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺴﻠﻭﻜﻲ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻜﻤﺎ ﻴﻔﻘﺩ ﺍﻟﻔﺭﺩ ﺸﺨﺼﻴﺘﻪ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻴ‪‬ﺼﺒﺢ ﻓﻲ ﻤﻌﺯل ﻋﻥ ﺍﻟﻌﺎﻟﻡ ﺍﻟﺨﺎﺭﺠﻲ )ﺃﺒﻭ‬
‫ﺍﻟﻌﺯﺍﺌﻡ‪ ،٢٠٠٧ ،‬ﺹ ‪. (١٣٥‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﺃﻴﻀﺎﹰ ﻋﻠﻰ ﺃﻨﻪ ﺤﺎﻟﺔ ﻋﻘﻠﻴﺔ ﺫﻫﺎﻨﻴﺔ ﻏﻴﺭ ﺴﻭﻴﺔ ﺘﹸﺼﻴﺏ ﺍﻹﻨﺴﺎﻥ ﻭﺘﹸﺴﺒﺏ ﻟﻪ‬
‫ﺘﻐﻴﺭﺍﹰ ﻋﻤﻴﻘﺎﹰ ﻓﻲ ﺃﻨﻤﺎﻁ ﺘﻔﻜﻴﺭﻩ ﻭﺸﻌﻭﺭﻩ ﻭﺴﻠﻭﻜﻪ ﺘﺠﺎﻩ ﺍﻟﻌﺎﻟﻡ‪ ،‬ﺒﺤﻴﺙ ﺘﺨﺘﻠﻁ ﻟﺩﻴﻪ ﺍﻟﺤﻘﻴﻘﺔ ﺒﺎﻟﻭﻫﻡ‬
‫ﻭﺘﺅﺩﻱ ﺇﻟﻰ ﺘﺒﻨﻲ ﺃﺴﺎﻟﻴﺏ ﻭﺘﺼﺭﻓﺎﺕ ﻻ ﺘﺘﻔﻕ ﻤﻊ ﺍﻟﻭﺍﻗﻊ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﻤﺭﻴﺽ ﻏﻴﺭ ﻤﺴﺘﺒﺼﺭ‬
‫ﺒﻤﺭﻀﻪ‪ ،‬ﺃﻱ ﻻ ﻴﻌﺭﻑ ﺃﻨﻪ ﻤﺭﻴﺽ )ﺃﺒﻭ ﺍﻟﻨﺼﺭ‪ ،٢٠٠٥ ،‬ﺹ ‪. (٢١٤‬‬
‫ﻭﻴﺸﻴﺭ ﺃﻴﻀﺎﹶ ﺇﻟﻰ ﺃﻨﻪ ﻤﺭﺽ ﻋﻘﻠﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﻓﻘﺩﺍﻥ ﻭﺤﺩﺓ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺃﻥ‬
‫ﺍﻟﺘﻔﻜﻴﺭ ﻻ ﻴﺭﺘﺒﻁ ﺒﺎﻻﻨﻔﻌﺎل‪ ،‬ﻭﺍﻻﻨﻔﻌﺎل ﻻ ﻴﺭﺘﺒﻁ ﺒﺎﻟﻨﺸﺎﻁ ﺍﻟﺤﺭﻜﻲ ﻤﻊ ﺍﻻﻨﺴﺤﺎﺏ ﻤﻥ ﺍﻟﺤﻴﺎﺓ‬
‫ﺍﻟﻭﺍﻗﻌﻴﺔ ﺇﻟﻰ ﺤﻴﺎﺓ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻻﻨﻜﻤﺎﺵ ﻓﻲ ﻋﺎﻟﻡ ﺨﻴﺎﻟﻲ )ﻓﻬﻤﻲ‪ ،٢٠١٠ ،‬ﺹ ‪.(٩٥‬‬
‫ﻭﻴ‪‬ﻌﺭﻑ ﻓﺼﺎﻡ ﺍﻟﺒﺎﺭﺍﻨﻭﻴﺎ ﺒﺄﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻀﻁﺭﺍﺏ ﻋﻘﻠﻲ ﻴﺘﺼﻑ ﺒﻭﺠﻭﺩ ﺃﻭﻫﺎﻡ‬
‫ﻭﻀﻼﻻﺕ ﺘﺘﻌﻠﻕ ﺒﺎﻻﻀﻁﻬﺎﺩ ﻭﺍﻟﻌﻅﻤﺔ ﻭﺍﻟﻐﻴﺭﺓ‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻟﺴﻤﺔ ﺍﻟﻐﺎﻟﺒﺔ ﻟﺩﻯ ﺍﻟﻤﺭﻀﻰ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺘﻔﻜﻴﺭ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻤﻭﻥ ﺒﺈﺴﻘﺎﻁ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ )ﺍﻟﺸﺭﺒﻴﻨﻲ‪،‬‬
‫ﺼﺎﺩﻕ‪ ،٢٠٠٠ ،‬ﺹ‪.(١٣١ :‬‬
‫ﺨﺎﻤﺴﺎﹰ‪ :‬ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‬
‫ﺴﻭﻑ ﻴﺘﻡ ﺘﻨﺎﻭل ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -١‬ﺨﺼﺎﺌﺹ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‪( Payne, 2005, p 121):‬‬
‫ﺃ‪ -‬ﺃﺴﻠﻭﺏ ﻭﺍﻀﺢ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻴ‪‬ﺴﻬﻡ ﺒﺩﻭﺭ ﻓﻌﺎل ﻓﻲ ﺘﻐﻴﻴﺭ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪.‬‬ ‫ﺏ‪-‬‬
‫ج‪ -‬ﻴ‪‬ﺸﺠﻊ ﺍﻷﻓﺭﺍﺩ ﺒﺄﻥ ﻴﻜﻭﻨﻭﺍ ﻤﺴﺌﻭﻟﻴﻥ ﻋﻥ ﺃﻓﻌﺎﻟﻬﻡ ﻭﺘﻐﻴﻴﺭ ﺴﻠﻭﻜﻬﻡ ﻟﻸﻓﻀل‪.‬‬
‫د‪ -‬ﻴﺴﺘﺨﺩﻡ ﻓﻨﻴﺎﺕ ﺴﻬﻠﻪ ﺘﺘﻨﺎﺴﺏ ﻭﻋﻘل ﻭﻤﻨﻁﻕ ﺍﻟﻤﺭﻴﺽ‪.‬‬
‫ه‪ -‬ﺃﺴﻠﻭﺏ ﺘﻌﻠﻴﻤﻲ ﺍﻗﻨﺎﻋﻲ ﻴﻭﻀﺢ ﻟﻠﻤﺭﻴﺽ ﺃﻥ ﺃﻓﻜﺎﺭﻩ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻫﻲ ﺴﺒﺏ ﺇﺯﻋﺎﺠﻪ‬
‫ﻭﻴ‪‬ﻌﺭﻓﻪ ﺒﻜﻴﻔﻴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ ﻭﻜﻴﻔﻴﺔ ﺘﻐﻴﻴﺭﻫﺎ ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ ﺒﺄﺨﺭﻯ ﻋﻘﻼﻨﻴﺔ‪.‬‬
‫و‪ -‬ﻴﻨﺎﺴﺏ ﺍﻷﺫﻜﻴﺎﺀ ﻭﻤﺘﻭﺴﻁﻲ ﺍﻟﺫﻜﺎﺀ ﻭﺫﻭﻯ ﺍﻟﺩﺍﻓﻊ ﻨﺤﻭ ﺍﻟﺘﻐﻴﻴﺭ‪.‬‬
‫ﺯ‪-‬ﻴﺘﻡ ﻓﻴﻪ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻤﺭﻴﺽ ﻋﻠﻰ ﺃﻥ ﻴﻘﺘﺭﺏ ﺇﺩﺭﺍﻜﻪ ﻤﻥ ﺍﻟﺤﻘﻴﻘﺔ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺘﺤﺩﺙ‬
‫ﻤﻌﻪ ﺃﻭ ﺇﺭﺸﺎﺩﻩ ﺇﻟﻰ ﺘﺠﺎﺭﺏ ﻤﻥ ﺸﺄﻨﻬﺎ ﺘﺒﺩل ﺍﻟﻔﻜﺭﺓ ﺍﻟﺨﺎﻁﺌﺔ‪.‬‬
‫‪٣٠٨‬‬
‫‪-٢‬ﺃﺴﺱ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ )ﻋﻁﻴﻪ‪ ،٢٠١٣ ،‬ﺹ ‪:(١٤٩‬‬

‫أ‪ -‬ﺍﻟﻔﻜﺭ ﻭﺍﻻﻨﻔﻌﺎل ﻭﺍﻟﺴﻠﻭﻙ ﻴﺅﺜﺭ ﻜل ﻤﻨﻬﻡ ﻓﻲ ﺍﻷﻤﺭ‪.‬‬
‫ب‪ -‬ﺍﻻﻨﺴﺎﻥ ﻤﺎ ﺒﻴﻥ ﻋﻘﻼﻨﻲ ﻭﻏﻴﺭ ﻋﻘﻼﻨﻲ‪ ،‬ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﻘﻼﻨﻲ ﻴﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺼﺤﺔ ﻭﺍﻟﺴﻌﺎﺩﺓ‪.‬‬
‫ﺝ‪-‬ﺍﻻﻀﻁﺭﺍﺏ ﺍﻟﻨﻔﺴﻲ )ﺍﻻﻨﻔﻌﺎﻟﻲ( ﻴﻨﺘﺞ ﻋﻥ ﺍﻟﺘﻔﻜﻴﺭ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻲ‪.‬‬
‫ﺩ‪-‬ﻴﻨﺒﻊ ﺍﻟﺘﻔﻜﻴﺭ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻲ ﻤﻥ ﺍﻟﺘﻌﻠﻡ ﻏﻴﺭ ﺍﻟﻤﻨﻁﻘﻲ ﻤﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻭﺍﻟﺜﻘﺎﻓﺔ‪.‬‬
‫ﻩ‪-‬ﺍﻻﻨﺴﺎﻥ ﻴ‪‬ﻌﺒﺭ ﻋﻥ ﻓﻜﺭﻩ ﺭﻤﺯﻴﺎﹰ ﻭﻟﻐﻭﻴﺎﹰ‪ ،‬ﻭﻜل ﻤﻥ ﺍﻟﻔﻜﺭ ﻭﺍﻻﻨﻔﻌﺎل ﻴﺘﻀﻤﻨﺎﻥ ﺍﻟﻜﻼﻡ ﻤﻊ‬
‫ﺍﻟﺫﺍﺕ ﻓﻲ ﺸﻜل ﺠﻤل‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻔﻜﺭ ﻤﻀﻁﺭﺒﺎﹰ ﺼﺎﺤﺒﻪ ﺍﻨﻔﻌﺎل ﻤﻀﻁﺭﺏ‪.‬‬
‫ﻭ‪-‬ﺘﻔﻜﻴﺭ ﺍﻻﻨﺴﺎﻥ ﻫﻭ ﺍﻟﺫﻱ ﻴ‪‬ﻠﻭﻥ ﺍﻟﻤﺩﺭﻜﺎﺕ ﺒﺠﻌﻠﻬﺎ ﺤﺴﻨﺔ ﺃﻭ ﺭﺩﻴﺌﺔ‪ ،‬ﻨﺎﻓﻌﺔ ﺃﻭ ﻀﺎﺭﺓ‪.‬‬
‫ﺯ‪-‬ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻴﻤﻜﻥ ﺩﺤﻀﻬﺎ ﻭﺘﻌﺩﻴﻠﻬﺎ ﺇﻟﻰ ﻤﻭﺠﺒﺔ ﻭﺇﻋﺎﺩﺓ ﺘﻨﻅﻴﻤﻬﺎ ﻋﻘﻼﻨﻴﺎﹰ‪.‬‬
‫‪-٣‬ﺃﻫﺩﺍﻑ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﺠﻤﺎﻋﺔ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬
‫ﺃ‪-‬ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻭﺍﻟﺘﻲ ﺘﹸﺴﺒﺏ ﺭﺩ ﻓﻌل ﻏﻴﺭ ﻤﻨﺎﺴﺏ ﻟﺩﻯ ﻤﺭﻴﺽ‬
‫ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺏ‪-‬ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺭﻓﺽ ﻫﺫﻩ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﻭﺘﻔﻨﻴﺩﻫﺎ‪.‬‬
‫ﺝ‪-‬ﺘﺸﺠﻴﻊ ﻋﻀﻭ ﺍﻟﺠﻤﺎﻋﺔ ﻋﻠﻰ ﺘﻌﺩﻴل ﺃﻓﻜﺎﺭﻩ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻌﺩﻴل ﻓﻠﺴﻔﺘﻪ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﻭﺍﻟﺘﺤﻜﻡ‬
‫ﺒﻌﻘﻼﻨﻴﺔ ﻓﻲ ﻋﺎﻁﻔﺘﻪ ﻭﺍﻨﻔﻌﺎﻟﻪ )ﻋﺒﺩ ﺍﻟﻬﺎﺩﻱ‪ ،١٩٩٧ ،‬ﺹ ‪. (٢٧٤‬‬
‫ﺩ‪-‬ﺍﻟﺤﺩ ﻤﻥ ﺍﻟﻨﻅﺭﺓ ﺍﻟﺩﻭﻨﻴﺔ ﻟﻨﻔﺴﻪ ﻭﺍﻜﺴﺎﺒﻪ ﻨﻅﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺫﺍﺕ ﻭﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻩ‪-‬ﺘﻌﻠﻴﻡ ﻋﻀﻭ ﺍﻟﺠﻤﺎﻋﺔ ﻁﺭﻴﻘﺔ ﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﺫﺍﺘﻴﺔ ﻭﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺘﻲ ﻟﻀﻤﺎﻥ ﺍﺴﺘﻤﺭﺍﺭ ﺍﻟﺘﺤﺴﻥ‪.‬‬
‫ﻭ‪-‬ﻤﺴﺎﻋﺩﺓ ﻋﻀﻭ ﺍﻟﺠﻤﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﺒﻨﺸﺎﻁ ﻭﻓﻌﺎﻟﻴﺔ ﻓﻲ ﺍﻷﻨﺸﻁﺔ‪.‬‬
‫ﺯ‪-‬ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻘﻴﻴﻡ ﻨﻤﻁ ﺘﻔﻜﻴﺭﻩ ﻭﺫﻟﻙ ﻟﺘﻌﺩﻴل ﺍﻟﻤﺩﺭﻜﺎﺕ ﺍﻟﺨﺎﻁﺌﺔ ﻋﻥ ﺍﻟﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ‬
‫ﻭﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺤﻴﻁﺔ‪.‬‬
‫ﺡ‪-‬ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻐﻴﻴﺭ ﻁﺭﻴﻘﺔ ﺍﻟﺘﻔﻜﻴﺭ ﺃﻭ ﺍﻹﺩﺭﺍﻙ‪.‬‬
‫ﻁ‪-‬ﺘﺼﺤﻴﺢ ﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺭﻴﺽ ﻭﺼﻴﺎﻏﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻟﻤﻼﺌﻡ ﺍﻟﺫﻯ ﻴﻜﻔل ﺤ‪‬ﺴﻥ ﺘﻔﺎﻋﻠﻪ ﻤﻊ‬
‫ﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻪ )‪.(Bernard, Michael E, 2013, p 115‬‬
‫‪ -٤‬ﺃﺩﻭﺍﺭ ﺃﺨﺼﺎﺌﻲ ﺍﻟﺠﻤﺎﻋﺔ ﺨﻼل ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻤﻊ ﺠﻤﺎﻋﺔ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ )ﺃﺒﻭ ﺯﻴﺩ‪،‬‬
‫‪ ،٢٠٠٣‬ﺹ ‪:(٢٠٢‬‬
‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺘﺴﺒﺏ ﻤﺸﺎﻜل ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‬ ‫أ‪-‬‬
‫ﻭﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻷﺨﺼﺎﺌﻲ ﺒﻌﺩﻫﺎ ﺘﻔﻨﻴﺩ ﻫﺫﻩ ﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﺨﺎﻁﺌﺔ ﻭﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ‪.‬‬
‫ب‪ -‬ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﺃﺨﺼﺎﺌﻲ ﺍﻟﺠﻤﺎﻋﺔ ﻤﺤﺎﻭﺭ ﺠﻴﺩ ﺤﻴﺙ ﻴﻭﻀﺢ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﺍﻷﻓﻜﺎﺭ‬
‫ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﺜﻡ ﻴﺒﺩﺃ ﻓﻲ ﺍﻟﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻐﻴﻴﺭﻫﺎ ﺇﻟﻰ ﺃﻓﻜﺎﺭ ﺼﺤﻴﺤﺔ‪.‬‬
‫‪٣٠٩‬‬
‫ﺝ‪ -‬ﻴﻜﻭﻥ ﻟﻪ ﺩﻭﺭﺍﹰ ﻤﺒﺎﺸﺭﺍﹰ ﻭﻓﻌﺎﻻﹰ ﻓﻲ ﻗﻴﺎﺩﺓ ﻭﺘﻭﺠﻴﻪ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ‪ ،‬ﻭﺍﻟﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ‬
‫ﺍﻟﻨﻅﺎﻡ‪ ،‬ﻭﺍﻟﺘﺄﻜﺩ ﻤﻥ ﻤﺸﺎﺭﻜﺔ ﺍﻟﺼﺎﻤﺘﻴﻥ ﻤﻨﻬﻡ‪ ،‬ﻭﺍﻟﺘﺨﻔﻴﻑ ﻤﻥ ﺜﺭﺜﺭﺓ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻟﺘﺄﻜﺩ‬
‫ﺃﻴﻀﺎﹰ ﻤﻥ ﺃﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﻴﻁﺭﺤﻭﻥ ﻤﺸﻜﻼﺘﻬﻡ ﺍﻟﺼﻌﺒﺔ ﺒﻜل ﺠﻭﺍﻨﺒﻬﺎ )ﺍﻟﻌﺎﺴﻤﻲ‪،‬‬
‫‪ ،٢٠١٤‬ﺹ ﺹ ‪.(٣١٤ ،٣١٣‬‬
‫ﻤﺤﺎﻭﻟﺔ ﺩﺤﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻟﺘﻜﻠﻴﻑ ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺩ‪-‬‬
‫ﺍﻟﺒﻨﺎﺌﻴﺔ‪.‬‬
‫ﻩ‪ -‬ﻤﺤﺎﻭﻟﺔ ﺇﺩﺭﺍﻙ ﺃﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ﻭﺍﻟﻔﻌﺎﻟﺔ ﻟﻠﻌﻼﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺘﻭﻅﻑ ﺒﺜﺒﺎﺕ ﻓﻲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ ﻭﻻ ﺘﻌﻤل ﺒﺸﻜل ﻏﻴﺭ ﻤﻨﺘﻅﻡ ﻤﻊ ﺍﻷﺸﻜﺎل ﺍﻷﺨﺭﻯ ﻤﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻲ‬
‫ﺘﺴﻤﺢ ﺒﻭﺠﻭﺩﻫﺎ ﺃﻨﻭﺍﻉ ﻭﻨﻤﺎﺫﺝ ﺃﺨﺭﻯ ﻤﻥ ﺍﻟﻌﻼﺝ‪.‬‬
‫ﻭ‪ -‬ﺍﻟﻘﻴﺎﻡ ﺒﺩﻭﺭ ﺍﻟﻤﻌﻠﻡ ﺍﻟﺫﻯ ﻴﻘﻊ ﻋﻠﻰ ﻋﺎﺘﻘﻪ ﺘﻌﻠﻴﻡ ﺍﻟﻤﺭﻀﻰ ﻋﻤﻠﻴﺎﺕ ﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﻔﺱ ﻭﺩﺤﺽ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ ،‬ﻭﺨﻼل ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻴﺘﻌﻠﻡ ﺍﻟﻤﺭﻀﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺯﻭﺩﻫﻡ‬
‫ﺒﺎﻷﺩﻭﺍﺕ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻓﻲ ﺘﺤﺩﻴﺩ ﻭﻤﻭﺍﺠﻬﺔ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ )ﺭﺸﻭﺍﻥ‪،٢٠٠٧ ،‬‬
‫ﺹ ‪.(١٢٢‬‬
‫ﺴﺎﺩﺴﺎﹰ‪ :‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ ‪:‬‬
‫‪ -١‬ﻨﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﹸﻌﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺸﺒﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﺘﻲ ﺘﺴﻌﻰ ﺇﻟﻰ ﺍﺨﺘﺒﺎﺭ‬
‫ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﺒﺎﻋﺘﺒﺎﺭﻩ )ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل( ﻟﺘﻌﺩﻴل‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ )ﻜﻤﺘﻐﻴﺭ‬
‫ﺘﺎﺒﻊ(‪.‬‬
‫‪ :٢‬ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﻭﺍﻓﻘﺎﹰ ﻤﻊ ﻨﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺃﻫﺩﺍﻓﻬﺎ ﻓﺈﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻫﻭ ﺍﻟﻤﻨﻬﺞ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻲ ﺍﻟﺫﻯ ﺘﺘﻤﺜل ﻓﻴﻪ ﺨﻁﻭﺍﺕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻌﻠﻤﻲ ﻭﺫﻟﻙ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﺼﻤﻴﻡ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻲ ﺍﻟﺫﻯ ﻴﻘﻭﻡ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺠﺭﺒﺔ ﺍﻟﻘﺒﻠﻴﺔ ﺍﻟﺒﻌﺩﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺇﺤﺩﺍﻫﻤﺎ‬
‫ﻀﺎﺒﻁﺔ ﻭﺍﻷﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ ﻤﻊ ﻤﺤﺎﻭﻟﺔ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺃﺜﻨﺎﺀ ﻓﺘﺭﺓ ﺍﻟﺘﻁﺒﻴﻕ‬
‫ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ‪.‬‬
‫‪ -٣‬ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺘﺘﺤﺩﺩ ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻔﺭﻀﻴﻥ ﺍﻟﺭﺌﻴﺴﻴﻥ ﺍﻟﺘﺎﻟﻴﻴﻥ‪:‬‬
‫ﺃ‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺏ‪ -‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ‬
‫ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪٣١٠‬‬
‫‪ -٤‬ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺍﻋﺘﻤﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻻﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺃ‪ -‬ﻤﻘﻴﺎﺱ ﺍﻻﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ)ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺙ( ‪ ،‬ﻭﻗﺩ ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﻓﻲ‬
‫ﺇﻋﺩﺍﺩﻩ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ :‬ﺇﻋﺩﺍﺩ‪ /‬ﺭﺒﻤﺎ ﺃﺴﺘﻴﺘﻴﻪ‪ ،‬ﻟﻤﺎ ﺍﻟﻘﻴﺴﻲ ‪.٢٠١٩‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺍﻟﻤﻜﻔﻭﻓﻴﻥ‪ :‬ﺇﻋﺩﺍﺩ ﺩ‪ /‬ﺸﻌﺒﺎﻥ ﻋﺯﺍﻡ ‪.٢٠١٢‬‬
‫‪ -‬ﺍﺴﺘﺒﺎﻨﺔ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻘﻠﻕ‪ .‬ﺇﻋﺩﺍﺩ ﺃ‪ .‬ﺩ‪ /‬ﺤﻤﺩﻱ ﺍﺒﺭﺍﻫﻴﻡ ﻤﻨﺼﻭﺭ ‪.٢٠٠٠‬‬
‫ﺏ‪ -‬ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ )ﺇﻋﺩﺍﺩ ﺍﻟﺒﺎﺤﺙ(‪ ،‬ﻭﻗﺩ ﺍﻋﺘﻤﺩ ﺍﻟﺒﺎﺤﺙ ﻓﻲ ﺇﻋﺩﺍﺩﻩ ﻋﻠﻰ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ :‬ﺇﻋﺩﺍﺩ‪ /‬ﺩﺍﻟﻴﺎ ﻋﻠﻲ ﺤﺴﻥ ‪.٢٠١٤‬‬
‫ﺝ‪ -‬ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﻭﺫﻟﻙ ﻟﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‬
‫ﻟﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ -‬ﻭﺴﻭﻑ ﻴﺘﻡ ﻋﺭﺽ ﺍﺠﺭﺍﺀﺍﺕ ﺘﺼﻤﻴﻡ ﻜﻼ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻓﻴﻤﺎ ﻴﻠﻰ‪:‬‬
‫)‪ (١‬ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻭﺼﻴﺎﻏﺘﻬﺎ‪:‬‬
‫‪ -‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺼﻤﻴﻡ ﻤﻘﻴﺎﺱ ﺍﻻﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﺫﻟﻙ ﺒﺎﻟﺭﺠﻭﻉ ﺍﻟﻰ‬
‫ﺍﻟﺘﺭﺍﺙ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻻﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺘﻲ ﺤﺩﺩﻫﺎ‬
‫"ﺇﻟﻴﺱ"‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ )‪ (١٠‬ﺃﻓﻜﺎﺭ‪ ،‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺼﻴﺎﻏﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻜل‬
‫ﺒﻌﺩ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻻﻭﻟﻴﺔ‪ ،‬ﺤﻴﺙ ﺒﻠﻐﺕ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ )‪ (٧٠‬ﻋﺒﺎﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺃﺒﻌﺎﺩ‬
‫ﺍﻟﻤﻘﻴﺎﺱ )‪ (١٠‬ﺃﺒﻌﺎﺩ ﺒﻭﺍﻗﻊ )‪ (٧‬ﻋﺒﺎﺭﺍﺕ ﻟﻜل ﺒ‪‬ﻌﺩ‪.‬‬
‫‪ -‬ﻭﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ :‬ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺼﻤﻴﻡ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺫﻟﻙ‬
‫ﺒﺎﻟﺭﺠﻭﻉ ﺍﻟﻰ ﺍﻟﺘﺭﺍﺙ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﻜﻭﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ‬
‫)‪ (٤‬ﺃﻓﻜﺎﺭ‪ ،‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺼﻴﺎﻏﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻜل ﺒ‪‬ﻌﺩ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻷﻭﻟﻴﺔ‪،‬‬
‫ﺤﻴﺙ ﺒﻠﻐﺕ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ )‪ (٥٢‬ﻋﺒﺎﺭﻩ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ )‪ (٤‬ﺒﻭﺍﻗﻊ‬
‫)‪ (١٣‬ﻋﺒﺎﺭﺓ ﻟﻜل ﺒ‪‬ﻌﺩ‪.‬‬
‫ﻤﺭﺤﻠﺔ ﺘﺤﻜﻴﻡ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪ :‬ﺘﻡ ﻋﺭﺽ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻋﻠﻰ ﻋﺩﺩ )‪ (٨‬ﻤﻥ ﺍﻟﺴﺎﺩﺓ‬ ‫)‪(٢‬‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ ﻤﻥ ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺩﺭﻴﺱ ﺒﻜﻠﻴﺔ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻵﺩﺍﺏ‬
‫ﻗﺴﻡ ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺒﺠﺎﻤﻌﺔ ﺃﺴﻴﻭﻁ ﻭﺫﻟﻙ ﻻﺒﺩﺍﺀ ﺁﺭﺍﺌﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﻭﺠﻴﻬﺎﺘﻬﻡ‬
‫ﺍﻟﺒﻨﺎﺀﺓ ﻓﻲ ﺃﺒﻌﺎﺩ ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﺴﻭﺍﺀ ﺒﺎﻟﺤﺫﻑ ﺃﻭ ﺍﻻﻀﺎﻓﺔ ﺃﻭ ﺍﻟﺘﻌﺩﻴل‪.‬‬
‫)‪ (٣‬ﻤﺭﺤﻠﺔ ﺘﻌﺩﻴل ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪ :‬ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻟﺘﻌﺩﻴﻼﺕ ﺍﻟﻼﺯﻤﺔ ﻟﻠﻤﻘﻴﺎﺴﻴﻥ ﻭﻓﻘﺎﹰ ﻵﺭﺍﺀ ﺍﻟﺴﺎﺩﺓ‬
‫ﺍﻟﻤﺤﻜﻤﻴﻥ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﻲ ﺘﻘل ﻨﺴﺒﺔ ﺍﻻﺘﻔﺎﻕ ﻓﻴﻬﺎ ﻋﻥ ‪.%٨٠‬‬
‫‪٣١١‬‬
‫)‪ (٤‬ﺘﺤﺩﻴﺩ ﺃﻭﺯﺍﻥ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪ :‬ﻭﺫﻟﻙ ﻋﻠﻰ ﺍﻟﺘﺩﺭﺝ ﺍﻟﺜﻼﺜﻲ )ﺩﺍﺌﻤﺎﹰ‪-‬ﺃﺤﻴﺎﻨﺎﹰ‪-‬ﻨﺎﺩﺭﺍﹰ(‪ ،‬ﻓﻲ‬
‫ﻤﻘﻴﺎﺴﻲ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ ،‬ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﺘﻡ ﻭﻀﻊ ﺃﻭﺯﺍﻥ ﻟﻬﺫﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫)‪ (٥‬ﻤﺭﺤﻠﺔ ﺍﻟﺼﻴﺎﻏﺔ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻟﻠﻤﻘﻴﺎﺴﻴﻥ‪ :‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ‬
‫ﺍﻟﻔﺼﺎﻡ‪ :‬ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻭﻋﻘﺏ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺘﻌﺩﻴل ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻭﻓﻲ ﻀﻭﺀ ﻤﻼﺤﻅﺎﺕ‬
‫ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻭﺯﻴﻊ ﻋﺩﺩ )‪ (٥٠‬ﻋﺒﺎﺭﺓ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺎﻟﺘﺴﺎﻭﻱ ﻭﺫﻟﻙ‬
‫ﺒﻭﺍﻗﻊ ﻋﺩﺩ )‪ (٥‬ﻋﺒﺎﺭﺍﺕ ﻟﻜل ﺒﻌﺩ‪ ،‬ﻭﺘﻭﻀﻴﺢ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺘﻭﺯﻴﻊ‬
‫ﺩﺭﺠﺎﺕ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻋﻠﻴﻬﺎ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل )‪ (١‬ﺃﺭﻗﺎﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻁﺭﻴﻘﺔ‬
‫ﺘﺼﺤﻴﺤﻬﺎ‬
‫اﻻﺳﺘﺠﺎﺑﺎت‬
‫أرﻗﺎم اﻟﻌﺒﺎرات‬ ‫ﻧﻮع اﻟﻌﺒﺎرات وﻋﺪدﻫﺎ‬
‫أﺣﻴﺎﻧﺎً ﻧﺎدراً‬ ‫داﺋﻤﺎ‬
‫‪،١٦ ،١٥ ،١٤ ،١٣ ،١١ ،١٠ ،٩ ،٨ ،٧ ،٥ ،٣ ،٢ ،١‬‬
‫‪،٣٠ ،٢٨ ،٢٧ ،٢٦ ،٢٥ ،٢٣ ،٢٢ ،٢١ ،٢٠ ،١٨ ،١٧‬‬ ‫اﻟﻌﺒﺎرات اﻻﻳﺠﺎﺑﻴﺔ‬
‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬
‫‪،٤٣ ،٤٢ ،٤١ ،٤٠ ،٣٩ ،٣٨ ،٣٧ ،٣٥ ،٣٤ ،٣٣ ،٣٢‬‬ ‫ﻋﺪدﻫﺎ )‪ (٤٠‬ﻋﺒﺎرة‬
‫‪.٥٠ ،٤٩ ،٤٧ ،٤٦ ،٤٥‬‬
‫اﻟﻌﺒﺎرات اﻟﺴﻠﺒﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪٤٨ ،٤٤ ،٣٦ ،٣١ ،٢٩ ،٢٤ ،١٩ ،١٢ ،٦ ،٤‬‬
‫ﻋﺪدﻫﺎ )‪ (١٠‬ﻋﺒﺎرة‬
‫ﻫﺫﺍ ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺒﻨﺎﺀ ﻤﻔﺘﺎﺡ ﻟﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺫﻟﻙ ﻭﻓﻘﺎﹰ ﻟﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻟﻠﻤﻘﻴﺎﺱ = ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ× ‪١٥٠ = ٣ × ٥٠ =٣‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﻭﺴﻁﻰ ﻟﻠﻤﻘﻴﺎﺱ= ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ×‪١٠٠ =٢ × ٥٠ =٢‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﺩﻨﻴﺎ ﻟﻠﻤﻘﻴﺎﺱ = ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ×‪٥٠ =١ × ٥٠ = ١‬‬
‫‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ :‬ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﺭﺤﻠﺔ ﻭﻋﻘﺏ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺘﻌﺩﻴل‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻷﺴﺎﺴﻴﺔ ﻭﻓﻲ ﻀﻭﺀ ﻤﻼﺤﻅﺎﺕ ﺍﻟﺴﺎﺩﺓ ﺍﻟﻤﺤﻜﻤﻴﻥ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ‬
‫ﺒﺘﻭﺯﻴﻊ ﻋﺩﺩ )‪ (٤٠‬ﻋﺒﺎﺭﺓ ﻋﻠﻰ ﺃﺒﻌﺎﺩ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺎﻟﺘﺴﺎﻭﻱ ﻭﺫﻟﻙ ﺒﻭﺍﻗﻊ ﻋﺩﺩ )‪ (١٠‬ﻋﺒﺎﺭﺍﺕ ﻟﻜل‬
‫ﺒ‪‬ﻌﺩ‪ ،‬ﻭﺘﻭﻀﻴﺢ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺘﻭﺯﻴﻊ ﺩﺭﺠﺎﺕ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل )‪ (٢‬ﺃﺭﻗﺎﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﻟﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﻁﺭﻴﻘﺔ‬
‫ﺘﺼﺤﻴﺤﻬﺎ‬
‫اﻻﺳﺘﺠﺎﺑﺎت‬
‫أرﻗﺎم اﻟﻌﺒﺎرات‬ ‫ﻧﻮع اﻟﻌﺒﺎرات وﻋﺪدﻫﺎ‬
‫ﻧﺎدراً‬ ‫أﺣﻴﺎﻧﺎً‬ ‫ﻏﺎﻟﺒﺎً‬
‫‪،١٧ ،١٥ ،١٤ ،١٣ ،١١ ،٩ ،٨ ،٧ ،٦ ،٥ ،٣ ،٢ ،١‬‬
‫اﻟﻌﺒﺎرات اﻻﻳﺠﺎﺑﻴﺔ‬
‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫‪،٢٨ ،٢٧ ،٢٦ ،٢٥ ،٢٤ ،٢٢ ،٢١ ،٢٠ ،١٩ ،١٨‬‬
‫ﻋﺪدﻫﺎ )‪ (٤٠‬ﻋﺒﺎرة‬
‫‪٤٠ ،٣٨ ،٣٧ ،٣٦ ،٣٤ ،٣٣ ،٣٢ ،٣١ ،٢٩‬‬
‫اﻟﻌﺒﺎرات اﻟﺴﻠﺒﻴﺔ‬
‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫‪٣٩ ،٣٥ ،٣٠ ،٢٣ ،١٦ ،١٢ ،١٠ ،٤‬‬
‫ﻋﺪدﻫﺎ )‪ (٨‬ﻋﺒﺎرة‬
‫‪٣١٢‬‬
‫ﻫﺫﺍ ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺒﻨﺎﺀ ﻤﻔﺘﺎﺡ ﻟﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ ﻭﺫﻟﻙ ﻭﻓﻘﺎﹰ ﻟﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﻌﻅﻤﻰ ﻟﻠﻤﻘﻴﺎﺱ = ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ× ‪١٢٠ = ٣ × ٤٠ =٣‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﻭﺴﻁﻰ ﻟﻠﻤﻘﻴﺎﺱ= ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ×‪٨٠ =٢ × ٤٠ =٢‬‬
‫‪ ‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﺩﻨﻴﺎ ﻟﻠﻤﻘﻴﺎﺱ = ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ ×‪٤٠ =١ × ٤٠ = ١‬‬
‫)‪ (٦‬ﺤﺴﺎﺏ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬
‫‪ -‬ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪:‬‬
‫‪ -‬ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪ :‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ :‬ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ‬
‫ﺍﻷﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ ﻟﻠﻤﻘﻴـﺎﺱ ﻭﻫـﻲ )‪،٠,٨٥٤ ،٠,٧٧٩ ،٠,٧٥٩ ،٠,٨٠١ ،٠,٨٧٦ ،٠,٨٦٧‬‬
‫‪ (٠,٨٥٠ ،٠,٧٥٩ ،٠,٨٧٩ ،٠,٩١٤‬ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﻁﻠﺏ ﺍﻟﺤﺏ ‪ ،‬ﻋﺩﻡ ﺍﻟﺜﻘـﺔ ﻓـﻲ‬
‫ﺍﻟﻨﻔﺱ‪ ،‬ﺍﻟﺘﻬﻭﺭ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﻓﻜﺭﺓ ﺍﻟﺭﺠﻭﻉ ﺍﻟﻤﺴﺘﻤﺭ ﺇﻟﻰ ﺍﻟﻤﺎﻀﻲ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﻋﻠـﻰ ﺍﻵﺨـﺭﻴﻥ‪،‬‬
‫ﺘﻀﺨﻴﻡ ﺍﻷﻤﻭﺭ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻜﻤـﺎل ﺍﻟﺸﺨـﺼﻲ‪ ،‬ﺘﺠﻨـﺏ ﺍﻟﻤـﺸﻜﻼﺕ‬
‫ﻭﺍﻟﺼﻌﻭﺒﺎﺕ‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻔﺸل‪ ،‬ﻭﺍﻟﺨﻭﻑ ﻤﻥ ﺍﻟﻤﺠﻬﻭل‪ ،‬ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻸﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﻗﻴﻡ ﺠﻤﻴﻌﻬﺎ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ ٠,٠١‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼـﺩﻕ ﻤﺭﺘﻔـﻊ‬
‫ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﺤﺎﻟﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﻗﺩ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻟﻔﺭﻋﻴﺔ‬
‫ـﺭﺍﺕ‬
‫ـﺭﺍﺕ ﺍﻟﻤﺅﺸـ‬
‫ـﻲ )‪ (٠,٩١٢ ،٠,٩٤٥ ،٠,٨٤٧ ،٠,٩١٤ ،٠,٨٤٨‬ﻟﻤﺘﻐﻴـ‬
‫ـﺎﺱ ﻭﻫـ‬
‫ﻟﻠﻤﻘﻴـ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﻗﻴﻡ ﺠﻤﻴﻌﻬﺎ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟـﺔ ‪٠,٠١‬‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺼﺩﻕ ﻤﺭﺘﻔﻊ ﻟﻠﻤﻘﻴﺎﺱ ﺍﻟﺤﺎﻟﻲ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﺩ‪ -‬ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ‪:‬‬
‫ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ :‬ﺃﻤﻜﻥ ﺤﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺘﺠﺯﺌﺔ‬
‫ﺍﻟﻨﺼﻔﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﻤﻜﻥ ﺤﺴﺎﺏ ﺍﻟﺼﺩﻕ ﻋﻥ ﻁﺭﻴﻕ ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ‬
‫ﺍﻟﺜﺒﺎﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪٣١٣‬‬
‫ﺠﺩﻭل )‪ (٣‬ﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻟﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ‬
‫‪(٢٠‬‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
‫اﻟﺘﺠﺰﺋﺔ اﻟﻨﺼﻔﻴﺔ‬
‫ﺗﺼﺤﻴﺢ أﺛﺮ اﻟﻄﻮل‬ ‫ﻣﻌﺎﻣﻞ‬ ‫أﻟﻔﺎ ﻛﺮوﻧﺒﺎخ‬ ‫اﻟﻤﺘﻐﻴﺮات‬
‫ﺟﺘﻤﺎن‬ ‫ﺳﺒﻴﺮﻣﺎن ﺑﺮاون‬ ‫اﻻرﺗﺒﺎط‬
‫‪٠٫٨٨١‬‬ ‫‪٠٫٨٨٤‬‬ ‫‪٠٫٧٩١‬‬ ‫‪٠٫٨٦٧‬‬ ‫اﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﻃﻠﺐ اﻟﺤﺐ واﻟﻘﺒﻮل ﻣﻦ اﻵﺧﺮﻳﻦ‬
‫‪٠٫٨٣٩‬‬ ‫‪٠٫٨٤٠‬‬ ‫‪٠٫٧٢٤‬‬ ‫‪٠٫٧٨٠‬‬ ‫ﻋﺪم اﻟﺜﻘﺔ ﻓﻲ اﻟﻨﻔﺲ‬
‫‪٠٫٨٧٦‬‬ ‫‪٠٫٨٨١‬‬ ‫‪٠٫٧٨٨‬‬ ‫‪٠٫٨٢٨‬‬ ‫اﻟﺘﻬﻮر اﻻﻧﻔﻌﺎﻟﻲ‬
‫‪٠٫٧٢٩‬‬ ‫‪٠٫٧٤٥‬‬ ‫‪٠٫٥٩٤‬‬ ‫‪٠٫٩١٨‬‬ ‫ﻓﻜﺮة اﻟﺮﺟﻮع اﻟﻤﺴﺘﻤﺮ إﻟﻰ اﻟﻤﺎﺿﻲ‬
‫‪٠٫٨٥٨‬‬ ‫‪٠٫٨٦٠‬‬ ‫‪٠٫٧٥٤‬‬ ‫‪٠٫٨٤٣‬‬ ‫اﻻﻋﺘﻤﺎدﻳﺔ ﻋﻠﻰ اﻵﺧﺮﻳﻦ‬
‫‪٠٫٧٨٢‬‬ ‫‪٠٫٧٨٣‬‬ ‫‪٠٫٦٤٣‬‬ ‫‪٠٫٧٣١‬‬ ‫ﺗﻀﺨﻴﻢ اﻷﻣﻮر واﻷﺣﺪاث واﻟﻤﻮاﻗﻒ‬
‫‪٠٫٧٨٤‬‬ ‫‪٠٫٧٩٠‬‬ ‫‪٠٫٦٥٢‬‬ ‫‪٠٫٨١٨‬‬ ‫اﻟﺒﺤﺚ ﻋﻦ اﻟﻜﻤﺎل اﻟﺸﺨﺼﻲ‬
‫‪٠٫٨٩٢‬‬ ‫‪٠٫٨٩٢‬‬ ‫‪٠٫٨٠٥‬‬ ‫‪٠٫٨٧٣‬‬ ‫ﺗﺠﻨﺐ اﻟﻤﺸﻜﻼت واﻟﺼﻌﻮﺑﺎت‬
‫‪٠٫٧٨٤‬‬ ‫‪٠٫٧٩٠‬‬ ‫‪٠٫٦٥٢‬‬ ‫‪٠٫٨١٨‬‬ ‫اﻟﺨﻮف ﻣﻦ اﻟﻔﺸﻞ‬
‫‪٠٫٨٩٢‬‬ ‫‪٠٫٨٩٢‬‬ ‫‪٠٫٨٠٥‬‬ ‫‪٠٫٨٧٣‬‬ ‫اﻟﺨﻮف ﻣﻦ اﻟﻤﺠﻬﻮل‬
‫‪٠٫٩٣٩‬‬ ‫‪٠٫٩٤٠‬‬ ‫‪٠٫٨٨٧‬‬ ‫‪٠٫٩٣٠‬‬ ‫اﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ ﻟﻸﻓﻜﺎر اﻟﻼﻋﻘﻼﻧﻴﺔ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺠﺩﻭل )‪ (٣‬ﺃﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ‬
‫ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒـﺎﺥ )‪،٠,٨٧٣ ،٠,٨١٨ ،٠,٧٣١ ،٠,٨٤٣ ،٠,٩١٨ ،٠,٨٢٨ ،٠,٧٨٠ ،٠,٨٦٧‬‬
‫‪ (٠,٩٣٠ ،٠,٨٧٣ ،٠,٨١٨‬ﻟﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺫﻜﻭﺭﺓ ﻓﻲ ﺍﻟﺠﺩﻭل ﻋﻠﻰ ﺍﻟﺘـﻭﺍﻟﻲ‪ ،‬ﻭﻜﻤـﺎ ﻴﺘـﺴﻡ‬
‫ﺍﻟﻤﻘﻴﺎﺱ ﺒﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻟﻨـﺼﻔﻴﻥ )‪،٠,٧٢٤ ،٠,٧٩١‬‬
‫‪ (٠,٨٨٧ ،٠,٨٠٥ ،٠,٦٥٢ ،٠,٨٠٥ ،٠,٦٥٢ ،٠,٦٤٣ ،٠,٧٥٤ ،٠,٥٩٤ ،٠,٧٨٨‬ﻟﻨﻔﺱ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻜﻤﺎ ﺒﻠﻎ ﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺒﻌﺩ ﺘﺼﺤﻴﺢ ﺃﺜﺭ‬
‫ﺍﻟﻁﻭل ﻟﻠﻤﻘﻴﺎﺱ ﺒﻤﻌﺎﺩﻟﺔ ﺴﺒﻴﺭﻤﺎﻥ ﺒﺭﺍﻭﻥ ﺒﻠﻎ ﺜﺒـﺎﺕ ﺍﻟﺘﺠﺯﺌـﺔ ﺍﻟﻨـﺼﻔﻴﺔ )‪،٠,٨٤٠ ،٠,٨٨٤‬‬
‫‪ (٠,٩٤٠ ،٠,٨٩٢ ،٠,٧٩٠ ،٠,٨٩٢ ،٠,٧٩٠ ،٠,٧٨٣ ،٠,٨٦٠ ،٠,٧٤٥ ،٠,٨٨١‬ﻟﻨﻔﺱ‬
‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻜﻤﺎ ﺒﻠﻎ ﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺒﻌﺩ ﺍﻟﺘـﺼﺤﻴﺢ ﺒﻤﻌﺎﺩﻟـﺔ ﺠﺘﻤـﺎﻥ‬
‫)‪،٠,٧٨٤ ،٠,٨٩٢ ،٠,٧٨٤ ،٠,٧٨٢ ،٠,٨٥٨ ،٠,٧٢٩ ،٠,٨٧٦ ،٠,٨٣٩ ،٠,٨٨١‬‬
‫‪ (٠,٩٣٩ ،٠,٨٩٢‬ﻟﻨﻔﺱ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻫﻲ ﻗﻴﻡ ﺠﻤﻴﻌﻬﺎ ﺘﺩل ﻋﻠـﻰ ﺜﺒـﺎﺕ ﺠﻴـﺩ‬
‫ﻟﻠﻤﻘﻴﺎﺱ ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﺒﺎﺤﺙ ﻤﻁﻤﺌﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫‪٣١٤‬‬
‫‪ -‬ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪:‬‬

‫ﺃﻤﻜﻥ ﺤﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺠﺩﻭل )‪ (٤‬ﺜﺒﺎﺕ ﺃﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ﻭﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻟﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ‬
‫)ﻥ= ‪(٢٠‬‬ ‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
‫اﻟﺘﺠﺰﺋﺔ اﻟﻨﺼﻔﻴﺔ‬
‫ﺗﺼﺤﻴﺢ أﺛﺮ اﻟﻄﻮل‬ ‫ﻣﻌﺎﻣﻞ‬ ‫أﻟﻔﺎ ﻛﺮوﻧﺒﺎخ‬ ‫اﻟﻤﺘﻐﻴﺮات‬
‫ﺟﺘﻤﺎن‬ ‫ﺳﺒﻴﺮﻣﺎن ﺑﺮاون‬ ‫اﻻرﺗﺒﺎط‬
‫‪٠٫٧٩٨‬‬ ‫‪٠٫٨٠٣‬‬ ‫‪٠٫٦٧١‬‬ ‫‪٠٫٧٢٠‬‬ ‫اﻟﻤﺆﺷﺮات اﻟﻤﻌﺮﻓﻴﺔ‬
‫‪٠٫٨٠٠‬‬ ‫‪٠٫٨٤٩‬‬ ‫‪٠٫٧٣٨‬‬ ‫‪٠٫٨٨٠‬‬ ‫اﻟﻤﺆﺷﺮات اﻟﻨﻔﺴﻴﺔ‬
‫‪٠٫٨٥٩‬‬ ‫‪٠٫٨٨٨‬‬ ‫‪٠٫٧٩٩‬‬ ‫‪٠٫٨٢٥‬‬ ‫اﻟﻤﺆﺷﺮات اﻟﺴﻠﻮﻛﻴﺔ‬
‫‪٠٫٩١٠‬‬ ‫‪٠٫٩١٢‬‬ ‫‪٠٫٨٣٨‬‬ ‫‪٠٫٨٦٩‬‬ ‫اﻟﻤﺆﺷﺮات اﻟﻌﻼﺟﻴﺔ‬
‫‪٠٫٩٥٣‬‬ ‫‪٠٫٩٦٤‬‬ ‫‪٠٫٩٣١‬‬ ‫‪٠٫٩٦٤‬‬ ‫اﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺠﺩﻭل )‪ (٤‬ﺃﻥ ﺍﻟﻤﻘﻴﺎﺱ ﻴﺘﻤﺘﻊ ﺒﺜﺒﺎﺕ ﺍﻟﻔﺎﻜﺭﻭﻨﺒﺎﺥ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ‬
‫ﺍﻟﻔﺎﻜﺭﻭﻨﺒﺎﺥ )‪ (٠,٩٦٤ ،٠,٨٦٩ ،٠,٨٢٥ ،٠,٨٨٠ ،٠,٧٢٠‬ﻟﻠﻤﺘﻐﻴـﺭﺍﺕ ﺍﻟﻤﻭﺠـﻭﺩﺓ ﻓـﻲ‬
‫ﺍﻟﺠﺩﻭل ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻜﻤﺎ ﻴﺘﺴﻡ ﺍﻟﻤﻘﻴﺎﺱ ﺒﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺤﻴﺙ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒـﺎﻁ‬
‫ﺒﻴﻥ ﺍﻟﻨﺼﻔﻴﻥ )‪ (٠,٩٣١ ،٠,٨٣٨ ،٠,٧٩٩ ،٠,٧٣٨ ،٠,٦٧١‬ﻟﻨﻔﺱ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪،‬‬
‫ﻭﻜﻤﺎ ﺒﻠﻎ ﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﺼﻔﻴﺔ ﺒﻌﺩ ﺘﺼﺤﻴﺢ ﺃﺜﺭ ﺍﻟﻁﻭل ﻟﻠﻤﻘﻴﺎﺱ ﺒﻤﻌﺎﺩﻟﺔ ﺴﺒﻴﺭﻤﺎﻥ ﺒﺭﺍﻭﻥ ﺒﻠﻎ‬
‫ﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ )‪ (٠,٩٦٤ ،٠,٩١٢ ،٠,٨٨٨ ،٠,٨٤٩ ،٠,٨٠٣‬ﻟـﻨﻔﺱ ﺍﻟﻤﺘﻐﻴـﺭﺍﺕ‬
‫ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻜﻤﺎ ﺒﻠﻎ ﺜﺒﺎﺕ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺒﻌﺩ ﺍﻟﺘـﺼﺤﻴﺢ ﺒﻤﻌﺎﺩﻟـﺔ ﺠﺘﻤـﺎﻥ )‪،٠,٧٩٨‬‬
‫‪ (٠,٩٥٣ ،٠,٩١٠ ،٠,٨٥٩ ،٠,٨٠٠‬ﻟﻨﻔﺱ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪ ،‬ﻭﻫﻲ ﻗﻴﻡ ﺠﻤﻴﻌﻬﺎ ﺘـﺩل‬
‫ﻋﻠﻰ ﺜﺒﺎﺕ ﺠﻴﺩ ﻟﻠﻤﻘﻴﺎﺱ ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﺒﺎﺤﺙ ﻤﻁﻤﺌﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ -٥‬ﻤﺠﺎﻻﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺃ‪ -‬ﺍﻟﻤﺠﺎل ﺍﻟﺒﺸﺭﻯ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬
‫ﻭﻴﺘﺤﺩﺩ ﺍﻟﻤﺠﺎل ﺍﻟﺒﺸﺭﻯ ﻟﻠﺩﺭﺍﺴﺔ ﻓﻲ ﻋﻴﻨﺔ ﻤﻥ)ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ( ﻭﻋﺩﺩﻫﻡ )‪ (٤٠‬ﻤﺭﻴﻀﺎﹰ ﺘﻡ‬
‫ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﻪ ﻋﻤﺩﻴﺔ ﻤﻨﻬﻡ ﻭﻓﻘﺎﹰ ﻟﻠﺸﺭﻭﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪ (١‬ﺃﻥ ﻴﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﻥ ‪ ٤٥ : ٣٠‬ﻋﺎﻤﺎﹰ‪.‬‬
‫)‪ (٢‬ﻤﻥ ﺍﻟﺫﻜﻭﺭ‪ ،‬ﻭﺫﻟﻙ ﻻﻨﺘﺸﺎﺭ ﺃﻋﺭﺍﺽ ﺍﻟﻔﺼﺎﻡ ﻟﺩﻴﻬﻡ ﺃﻜﺒﺭ ﻤﻥ ﺍﻻﻨﺎﺙ‪ ،‬ﻭﻗﻠﺔ ﺤﺎﻻﺕ ﺍﻹﻨﺎﺙ‬
‫ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﺍﻟﻔﺼﺎﻡ ﻓﻲ ﺍﻟﻤﺴﺘﺸﻔﻰ‪.‬‬
‫)‪ (٣‬ﺃﻥ ﻴﺘﺭﺍﻭﺡ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻤﺎ ﺒﻴﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺘﻭﺴﻁ ﻭﺍﻟﺠﺎﻤﻌﻲ ﻭﺫﻟﻙ ﻟﻼﻁﻤﺌﻨﺎﻥ ﺇﻟﻰ‬
‫ﺘﻭﺍﻓﺭ ﺩﺭﺠﺔ ﻤﻥ ﺍﻟﻔﻬﻡ ﻭﺍﻻﺴﺘﻴﻌﺎﺏ ﻟﻤﺎ ﺴﻴﻘﺩﻡ ﻓﻲ ﺍﻟﺒﺭﻨﺎﻤﺞ‪.‬‬
‫)‪ (٤‬ﻤﻘﻴﻡ ﺒﺎﻟﻤﺴﺘﺸﻔﻰ ﺍﻗﺎﻤﺔ ﺍﻟﺯﺍﻤﻴﺔ ﻟﺘﻠﻘﻰ ﺍﻟﻌﻼﺝ‪.‬‬
‫‪٣١٥‬‬
‫)‪ (٥‬ﺤﺼل ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻤﻘﻴﺎﺱ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ‬
‫ﺍﻻﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﻭﺍﻓﻕ ﻤﻭﺍﻓﻘﺔ ﺸﻔﻬﻴﺔ ﻋﻠﻰ ﺇﺠﺭﺍﺀ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻌﻪ‪.‬‬
‫)‪ (٦‬ﻭﺤﺩﺓ ﺍﻟﻤﺭﺽ ﻫﻲ ﺍﻟﺘﺠﺎﻨﺱ ﺍﻷﻜﺜﺭ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ‪ ،‬ﺤﻴﺙ ﺃﻨﻬﻡ ﻤﻥ ﻨﻭﻉ ﺍﻟﻔﺼﺎﻡ‬
‫)ﺍﻟﺒﺎﺭﺍﻨﻭﻴﺎ( ﻷﻨﻬﻡ ﺍﻟﻔﺌﺔ ﺍﻟﻭﺤﻴﺩﺓ ﻤﻥ ﺍﻟﻔﺼﺎﻤﻴﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻤﻜﻥ ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﻡ ﺒﺴﻬﻭﻟﺔ‪.‬‬
‫)‪ (٧‬ﻤﺭﺍﻋﺎﺓ ﺍﻟﺘﺠﺎﻨﺱ ﺇﻟﻰ ﺤﺩ ﻤﺎ ﻤﻥ ﺤﻴﺙ ﺍﻟﺴﻥ‪ ،‬ﺍﻟﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺘﺼﻨﻴﻑ ﺩﺭﺠﺔ ﺍﻟﻔﺼﺎﻡ‪،‬‬
‫ﺩﺭﺠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫ﻭﺍﻨﻁﺒﻘﺕ ﺍﻟﺸﺭﻭﻁ ﻋﻠﻰ ﻋﺩﺩ)‪ (١٦‬ﺸﺨﺼﺎﹰ‪ ،‬ﺘﻡ ﺘﻘﺴﻴﻤﻬﻡ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺒﻤﺜﺎﺒﺔ )‪ (٨‬ﻤﺜﻠﻭﺍ‬
‫ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭ)‪ (٨‬ﻤﺜﻠﻭﺍ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ‪ ،‬ﻭﺭﺍﻋﻰ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﺘﺠﺎﻨﺱ ﺒﻴﻥ‬
‫ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﻀﺎﺒﻁﺔ‪.‬‬
‫ﺏ ‪-‬ﺍﻟﻤﺠﺎل ﺍﻟﻤﻜﺎﻨﻲ‪ :‬ﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﻤﺠﺎل ﺍﻟﻤﻜﺎﻨﻲ ﻓﻲ ﻤﺴﺘﺸﻔﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ‬
‫ﺃﺴﻴﻭﻁ‪ ،‬ﻭ ﺫﻟﻙ ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﻤﺒﺭﺭﺍﺕ ﺃﻫﻤﻬﺎ‪:‬‬
‫‪ -١‬ﺘﻭﺍﻓﺭ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺍﻟﺒﺎﺭﺍﻨﻭﻴﻲ‪.‬‬
‫‪ -٢‬ﺍﺘﺴﺎﻉ ﻤﺴﺎﺤﺔ ﺍﻟﻤﺴﺘﺸﻔﻰ ﻭﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺭﻴﺤﺔ ﻟﻠﺠﻠﻭﺱ‪.‬‬
‫‪ -٣‬ﺭﻏﺒﺔ ﺍﻟﻤ ﺴﺌﻭﻟﻴﻥ ﺒﺎﻟﻤﺴﺘﺸﻔﻰ ﺍﻟﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻟﺒﺎﺤﺙ ﻭﻗﺒﻭﻟﻬﻡ ﺒﺈﺠﺭﺍﺀ ﺍﻟﺩﺭﺍﺴﺔ ﻭﺍﺴﺘﻌﺩﺍﺩﻫﻡ‬
‫ﻟﺘﺫﻟﻴل ﻜﺎﻓﺔ ﺍﻟﺼﻌﻭﺒﺎﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﻗﺩ ﺘﻁﺭﺃ ﺃﺜﻨﺎﺀ ﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﻨﺎﻤﺞ‪.‬‬
‫ﺝ‪-‬ﺍﻟﻤﺠﺎل ﺍﻟﺯﻤﻨﻰ‪ :‬ﻫﻲ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺘﻲ ﺘﻡ ﻓﻴﻬﺎ ﺘﻁﺒﻴﻕ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻊ ﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﻗﺩ ﺒﻠﻐﺕ ﻫﺫﺍ ﺍﻟﻤﺩﺓ )‪ (٣‬ﺜﻼﺜﺔ ﺃﺸﻬﺭ ﺘﻘﺭﻴﺒﺎﹰ ﻓﻲ ﺍﻟﻔﺘﺭﺓ ﻤﻥ )‪ (٢٠١٩ /١١/٣٠‬ﺇﻟﻰ‬
‫)‪.(٢٠٢٠/٢/٢٩‬‬
‫‪ -٦‬ﺍﻟﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻲ ﻭﺍﺠﻬﺕ ﺍﻟﺒﺎﺤﺙ ﻭﻜﻴﻔﻴﺔ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻴﻬﺎ‪:‬‬
‫ﻋﺩﻡ ﻓﻬﻡ ﺒﻌﺽ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻷﻫﺩﺍﻑ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل‬ ‫ﺃ‪-‬‬
‫ﺍﻟﻤﻬﻨﻲ ﻓﻲ ﺒﺩﺍﻴﺎﺘﻪ‪ ،‬ﻤﻤﺎ ﺘﻁﻠﺏ ﻤﻥ ﺍﻟﺒﺎﺤﺙ ﺘﻭﻀﻴﺢ ﺃﻫﺩﺍﻑ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻭﻤﻤﻴﺯﺍﺘﻪ ﻟﻬﻡ‪.‬‬
‫ﺏ‪ -‬ﻋﺩﻡ ﺤﻀﻭﺭ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻓﻲ ﻤﻭﻋﺩﻫﺎ ﺍﻟﻤﺤﺩﺩ‪ ،‬ﻭﻟﻬﺫﺍ ﺤﺎﻭل‬
‫ﺍﻟﺒﺎﺤﺙ ﻤﺭﺍﻋﺎﺓ ﻅﺭﻭﻑ ﺍﻷﻋﻀﺎﺀ ﻭﻤﺤﺎﻭﻟﺔ ﺘﺄﺨﻴﺭ ﻤﻭﻋﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺇﻟﻰ ﺃﻗﺼﻰ ﺩﺭﺠﺔ‪،‬‬
‫ﻤﻊ ﺍﻟﻌﻤل ﻋﻠﻰ ﻜﺴﺏ ﺜﻘﺘﻬﻡ ﻭﺘﻜﻭﻴﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻬﻨﻴﺔ ﻤﻌﻬﻡ ﻭﺍﻟﺘﻲ ﻗﻭﺍﻤﻬﺎ ﺍﻟﺤﺏ ﻭﺍﻻﺤﺘﺭﺍﻡ‬
‫ﻭﺍﻟﺜﻘﺔ ﻭﺍﻟﻔﻬﻡ ﺍﻟﻤﺘﺒﺎﺩل ﻭﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻭﺍﻟﻤﻭﻀﻭﻋﻴﺔ‪.‬‬
‫ﺝ‪ -‬ﻋﺩﻡ ﺍﻻﺴﺘﻘﺭﺍﺭ ﻋﻠﻰ ﺃﻤﺎﻜﻥ ﺍﻻﺠﺘﻤﺎﻉ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﺼﻭﺭﺓ ﺩﺍﺌﻤﺔ‪ ،‬ﻤﻤﺎ ﺘﻁﻠﺏ ﻤﻥ‬
‫ﺍﻟﺒﺎﺤﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻜﺜﺭ ﻤﻥ ﻤﻜﺎﻥ ﻓﻲ ﺍﻟﻤﺅﺴﺴﺔ ﻟﻌﻘﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻤﻥ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪٣١٦‬‬
‫ﺜﺎﻤﻨﺎﹰ‪ :‬ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ‪:‬‬

‫ﺃﻫﺩﺍﻑ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﻤﺭﻀﻰ‬ ‫‪-١‬‬
‫ﺍﻟﻔﺼﺎﻡ‪ :‬ﺘﻡ ﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫أ‪ -‬ﺍﺨﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻤﻥ ﺨﻼل ﺘﻔﻨﻴﺩ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﺜﻡ ﺘﻌﺩﻴﻠﻬﺎ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ب‪ -‬ﺍﺨﺘﺒﺎﺭ ﻓﺎﻋﻠﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺨﻔﺽ ﺍﺤﺘﻤﺎﻻﺕ‬
‫ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ -٢‬ﻤﺭﺍﺤل ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﻭﻟﻰ‪ :‬ﻤﺭﺤﻠﺔ ﻤﺎ ﻗﺒل ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ‪ :‬ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ﻤﺎ ﻴﻠﻲ ‪:‬‬
‫أ‪ -‬ﺇﻋﺩﺍﺩ ﺍﻟﺠﺎﻨﺏ ﺍﻟﻨﻅﺭﻱ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﻤﺎ ﻴﺨﺹ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻬﻡ ﻭﻜﻴﻔﻴﺔ ﺨﻔﺽ ﻤﺨﺎﻁﺭﻫﺎ ﻤﻥ ﺠﻬﺔ‬
‫ﺃﺨﺭﻯ‪.‬‬
‫ب‪ -‬ﺘﺤﺩﻴﺩ ﻭﺍﺨﺘﻴﺎﺭ ﺸﺭﻭﻁ ﺍﻟﻌﻴﻨﺔ ﻭﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎ ﻟﻠﺸﺭﻭﻁ ﺍﻟﻤﺤﺩﺩﺓ ﻤﻥ ﻗﺒل‪.‬‬
‫ﺝ‪-‬ﺇﻋﺩﺍﺩ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻤﻘﻴﺎﺱ ﺍﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﺇﺠﺭﺍﺀ ﺍﻟﺼﺩﻕ‬
‫ﻭﺍﻟﺜﺒﺎﺕ ﻟﻬﻤﺎ‪.‬‬
‫د‪ -‬ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺴﻴﻥ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻀﺎﺒﻁﺔ ﻭﺍﻟﺘﺠﺭﻴﺒﻴﺔ )ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ(‪.‬‬
‫ﻩ‪ -‬ﺍﻟﺘﻌﺎﻗﺩ ﺍﻟﺸﻔﻭﻱ‪ ,‬ﺤﻴﺙ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺤﺩﻴﺩ ﺍﻟﻬﺩﻑ ﺍﻟﻤﺭﺍﺩ ﺘﺤﻘﻴﻘﻪ ﻭﺍﻻﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﺍﻟﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻟﺘﻌﺎﻤل‪ ،‬ﻭﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﻤﺩﺓ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ‪ ،‬ﻭﻋﺩﺩ‬
‫ﺍﻻﺠﺘﻤﺎﻋﺎﺕ‪ ،‬ﻭﻤﻜﺎﻥ ﻭﻤﻭﺍﻋﻴﺩ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ‪.‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻟﺘﺩﺨل‪ :‬ﻭﻫﻰ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻨﻔﻴﺫﻴﺔ ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺘﺩﻋﻴﻡ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﺏ‪ -‬ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻭﺍﻻﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ‬
‫ﺒﺎﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ‪.‬‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻘﻭﻴﻤﻴﺔ‪ :‬ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺒﻌﺽ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻟﺩﻭﺭﻴﺔ ﻟﻼﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺼﻴﺎﻏﺔ ﺍﻟﻨﺘﺎﺌﺞ‪.‬‬
‫ﺏ‪ -‬ﺇﺠﺭﺍﺀ ﺍﻟﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ ﻨﺘﺎﺌﺞ ﺍﻟﻘﻴﺎﺴﺎﺕ ﺍﻟﻘﺒﻠﻴﺔ ﻭﺍﻟﺒﻌﺩﻴﺔ ﻟﻤﻌﺭﻓﺔ ﺤﺠﻡ ﺍﻟﺘﻐﻴﻴﺭ ﺍﻟﺫﻱ ﻁﺭﺃ‬
‫ﻋﻠﻴﻬﻡ‪.‬‬
‫ﺍﺴﺘﺨﻼﺹ ﻨﺘﺎﺌﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻭﻭﻀﻊ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻌﺎﻤﺔ ﻟﻠﺩﺭﺍﺴﺔ‪.‬‬ ‫ج‪-‬‬
‫د‪ -‬ﺼﻴﺎﻏﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻨﻅﺭﻴﺎﹰ ﻭﻋﻤﻠﻴﺎﹰ ﻓﻲ ﺸﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺌﻲ‪.‬‬
‫‪٣١٧‬‬
‫‪ -٣‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬

‫ﺃ‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻻﺴﺘﻌﺭﺍﺽ ﺍﻟﻤﻌﺭﻓﻲ‪ :‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺈﺘﺎﺤﺔ ﺍﻟﻔﺭﺼﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‬
‫ﻟﻠﺘﺤﺩﺙ ﻋﻥ ﺃﻓﻜﺎﺭﻩ ﺍﻟﺨﺎﻁﺌﺔ ﻋﻥ ﻨﻔﺴﻪ ﻭﻋﻥ ﺍﻵﺨﺭﻴﻥ ﻭﻋﻥ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﺤﻴﻁﺔ ﺒﻪ‪ ،‬ﻭﺍﻟﻘﻴﻭﺩ‬
‫ﺍﻟﺘﻲ ﺘﻔﺭﻀﻬﺎ ﻋﻠﻴﻪ ﻅﺭﻭﻓﻪ ﺴﻭﺍﺀ‪ ‬ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﺼﺤﻴﺔ ﺜﻡ ﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻌﺩﻴﻠﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﻤﻭﺍﺠﻬﺘﻬﺎ ﻭﻤﻌﺎﺭﻀﺘﻬﺎ‪ ،‬ﻭﺘﻭﻀﻴﺢ ﻻ ﻤﻨﻁﻘﻴﺘﻬﺎ ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻀﻁﺭﺍﺏ ﺍﻨﻔﻌﺎﻟﻲ‬
‫ﻭﺴﻠﻭﻜﻲ‪.‬‬
‫ﺏ‪-‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ‪ :‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺼﺤﻴﺢ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ‬
‫ﺒﺄﻓﻜﺎﺭ ﺼﺤﻴﺤﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺤﺘﻰ ﻻ ﺘﺅﺩﻱ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﺇﻟﻰ ﺍﻻﻀﻁﺭﺍﺏ ﺍﻟﻨﻔﺴﻲ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻼﺘﻭﺍﻓﻘﻲ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ‪.‬‬
‫ﺝ‪-‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ :‬ﺤﻴﺙ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﻐﻴﻴﺭ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﻟﺩﻯ ﻤﺭﻴﺽ ﺍﻟﻔ ﺼﺎﻡ ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺩﻱ ﺇﻟﻰ ﻤﻨﻊ ﺍﺴﺘﻔﺎﺩﺘﻪ ﻤﻥ ﺍﻟﻌﻼﺝ ﻭﺘﺴﺒﺏ ﻟﻪ ﺍﻻﻨﺘﻜﺎﺴﺔ‪،‬‬
‫ﻭﻜﺎﻥ ﻫﺫﺍ ﺍﻟﺘﻐﻴﻴﺭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﺘﺼﺎل ﻤﻌﻪ‪ ،‬ﻭﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﺘﻲ‬
‫ﺘﻌﻭﻕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺘﺫﻟﻴﻠﻬﺎ‪.‬‬
‫ﺩ‪-‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﻋﺎﺩﺓ ﺒﻨﺎﺀ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻫﺫﻩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻟﺘﻘﺩﻴﻡ ﻨﻤﻭﺫﺝ‬
‫ﻟﻁﺭﻕ ﺠﺩﻴﺩﺓ ﻟﻠﺘﻔﻜﻴﺭ ﻭﺍﻟﻔﻬﻡ ﻭﺘﻘﺩﻴﻡ ﺍﻟﻨﺼﻴﺤﺔ ﻟﻬﻡ ﻟﻠﺭﺒﻁ ﺒﻴﻥ ﺘﻔﻜﻴﺭﻫﻡ ﻭﺍﻷﺤﺩﺍﺙ ﺍﻟﺘﻲ ﺠﺭﺒﻭﻫﺎ‪،‬‬
‫ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺒﺤﺙ ﻋﻥ ﺩﻟﻴل ﻓﻲ ﺤﻴﺎﺘﻬﻡ ﻟﻤﺸﻜﻠﺔ ﺘﻔﻜﻴﺭﻫﻡ ﻭﻓﻬﻤﻬﻡ ﻟﻌﺎﻟﻤﻬﻡ‪ ،‬ﻭﻴﺸﺘﻤل ﺫﻟﻙ‬
‫ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﻭﻤﻭﺍﺠﻬﺔ ﺃﻱ ﻤﺤﺎﻭﻻﺕ ﻟﻌﺭﺽ ﻤﻌﻠﻭﻤﺎﺕ ﺠﺩﻴﺩﺓ ﺃﻭ ﻤﻘﺎﻭﻤﺘﻬﺎ‪ ،‬ﻭﺍﺴﺘﺭﺠﺎﻉ‬
‫ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺘﻲ ﺃﻅﻬﺭﻫﺎ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﻟﺩﻓﻌﻬﻡ ﻟﻠﺘﻔﻜﻴﺭ ﻓﻲ ﻤﻔﺎﻫﻴﻡ ﺠﺩﻴﺩﺓ‪.‬‬
‫ﻩ‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﻀﺒﻁ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ :‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﻤﺤﺎﻭﻟﺔ ﻀﺒﻁ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭﺍﻟﺘﻲ ﺘﻨﻌﻜﺱ‬
‫ﻋﻠﻴﻬﻡ ﺒﺎﻟﺴﻠﺏ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﻓﻲ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﻤﺸﺎﻋﺭﻫﻡ‪.‬‬
‫‪ -٤‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬
‫ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻴﺤﻭﻱ ﺒﻴﻥ ﻁﻴﺎﺘﻪ ﺃﺴﺎﻟﻴﺏ ﻤﺘﻌﺩﺩﺓ ﺘﺘﻀﻤﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺭﻓﻴﺔ‬
‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺴﻭﻑ ﻴﺘﻡ ﺘﻨﺎﻭﻟﻬﺎ ﺒﺎﻟﺘﻔﺼﻴل ﻓﻴﻤﺎ ﻴﻠﻰ‪:‬‬
‫ﺃ‪ -‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺭﻓﻴﺔ‪:‬‬
‫ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫)‪ (١‬ﺘﻔﻨﻴﺩ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻌﺘﻘﺩﺍﺕ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ :‬ﻭﺍﻟﻬﺩﻑ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻫﻭ ﻜﺸﻑ ﻭﺍﺴﺘﺨﺭﺍﺝ‬
‫ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﻨﺼﺎﺕ ﻟﻬﻡ ﻭﺘﺼﺩﻴﻘﻬﻡ ﻜﺄﻱ ﺇﻨﺴﺎﻥ‬
‫ﺁﺨﺭ‪ ،‬ﺜﻡ ﺘﻭﻀﻴﺢ ﻋﺩﻡ ﻤﻨﻁﻘﻴﺔ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ‪ ،‬ﺜﻡ ﺘﻔﻨﻴﺩﻫﺎ ﻭﺘﺤﻠﻴل ﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻴﻬﻡ ﻭﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫‪٣١٨‬‬
‫)‪ (٢‬ﺍﻟﻤﻨﺎﻗﺸﺔ ﺍﻟﻤﻨﻁﻘﻴﺔ‪ :‬ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻫﻭ ﺍﻗﻨﺎﻉ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﺒﻌﺩﻡ‬
‫ﻤﻨﻁﻘﻴﺔ ﺃﻓﻜﺎﺭﻩ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻭﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻷﻭﻫﺎﻡ ﻭﺍﻟﺤﻘﻴﻘﺔ ﻤﻥ ﺨﻼل ﺍﻟﺤﻭﺍﺭ ﺍﻟﻤﺘﺒﺎﺩل‪.‬‬
‫)‪ (٣‬ﺘﻜﻭﻴﻥ ﺍﻟﺒﺼﻴﺭﺓ‪ :‬ﻭﺍﻟﻬﺩﻑ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﺘﻨﻤﻴﺔ ﺍﻹﺩﺭﺍﻙ ﻟﺩﻴﻪ ﺒﺄﻨﻪ ﻤﺭﻴﺽ ﻭﺃﻥ ﺃﻓﻜﺎﺭﻩ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻫﻲ ﺍﻟﺴﺒﺏ ﻓﻲ ﺫﻟﻙ ﺍﻟﻤﺭﺽ‪ ،‬ﻭﻜﺸﻑ ﺁﺜﺎﺭ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻓﻲ ﺍﺴﺘﺠﺎﺒﺘﻪ‬
‫ﻟﻠﻌﻼﺝ ﺍﻟﺩﻭﺍﺌﻲ ﻭﻓﻲ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻴﻪ‪.‬‬
‫)‪ (٤‬ﺍﻟﻤﻭﺍﺠﻬﺔ‪ :‬ﻭﺍﻟﻬﺩﻑ ﻤﻨﻬﺎ ﻤﻭﺍﺠﻬﺔ ﺍﻟﻤﺭﻴﺽ ﺒﺄﻓﻜﺎﺭﻩ ﻏﻴﺭ ﺍﻟﻌﻘﻼﻨﻴﺔ ﻭﺘﺤﻭﻴﻠﻬﺎ ﻷﻓﻜﺎﺭ‬
‫ﻋﻘﻼﻨﻴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺃﻭ ﺍﻟﻌﺎﻁﻔﻴﺔ‪:‬‬
‫ﻭﻫﻰ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺘﺘﻌﺭﺽ ﻟﻤﺸﺎﻋﺭ ﻭﺭﺩﻭﺩ ﺃﻓﻌﺎل ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺘﺠﺎﻩ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟﻤﺜﻴﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻰ ﻜﺎﻵﺘﻲ‪:‬‬
‫)‪ (١‬ﺍﻟﺘﺨﻴﻼﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﻌﻤﺎل‬
‫ﺍﻟﺘﺨﻴﻼﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺘﺨﻴل ﻨﻔﺴﻪ ﻴﺸﻌﺭ ﺒﺸﻌﻭﺭﻩ‬
‫ﺍﻟﺴﻠﺒﻰ ﻭﻏﻴﺭ ﺍﻟﻤﻼﺌﻡ ﻜﺭﺩ ﻓﻌل ﻟﻤﻭﻗﻑ ﻤﻌﻴﻥ ﺜﻡ ﻴﺭﻯ ﻨﻔﺴﻪ ﻴ‪‬ﻐﻴﺭ ﺍﻟﻤﺸﺎﻋﺭ ﺒﻤﺸﺎﻋﺭ ﺇﻴﺠﺎﺒﻴﺔ‬
‫ﻭﻤﻼﺌﻤﺔ‪.‬‬
‫)‪ (٢‬ﺍﻟﺘﻌﺎﻁﻑ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻤﻥ ﺨﻼل ﺘﺸﺠﻴﻊ ﺍﻟﺘﻭﺍﺼل ﻭﺒﻨﺎﺀ ﺍﻟﺼﻠﺔ ﻤﻊ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﺘﻡ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﺘﻌﺎﻁﻑ ﻋﻥ ﻁﺭﻴﻕ ﻁﺭﺡ ﺃﺴﺌﻠﺔ ﺘﻌﺎﻁﻔﻴﺔ ﻻ ﺘﺘﻀﻤﻥ‬
‫ﺍﻟﺤ‪‬ﻜﻡ‪ ،‬ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻬﻜﻤﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﺍﻟﺤﻜﻡ ﺍﻟﺴﻠﺒﻰ ﺒﻴﻥ ﻜﻠﻤﺎﺘﻬﺎ‪.‬‬
‫)‪ (٣‬ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺸﺎﻋﺭ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﻪ ﺍﻟﺒﺎﺤﺙ ﻟﻠﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻭﺍﻟﺘﺨﻠﺹ ﻤﻥ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻥ ﺨﻼل ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻴﻪ‪.‬‬
‫)‪ (٤‬ﺍﻹﻓﺭﺍﻍ ﺍﻟﻭﺠﺩﺍﻨﻲ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﻪ ﺍﻟﺒﺎﺤﺙ ﻤﻥ ﺨﻼل ﻤﺴﺎﻋﺩﺓ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺭ‬
‫ﺍﻟﺤﺭ ﻋﻥ ﻤﺸﺎﻋﺭﻩ ﻤﻥ ﺨﻼل ﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻻﻨﺼﺎﺕ ﻭﺍﻟﺘﻌﺎﻁﻑ ﻭﺍﻟﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﻟﻘﺎﺀ ﺍﻻﺴﺌﻠﺔ‪.‬‬
‫ﺝ‪ -‬ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﺘﹸﺴﺎﻋﺩ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻋﻠﻰ ﺍﻟﺘﺨﻠﺹ ﻤﻥ‬
‫ﺍﻟﺴﻠﻭﻙ ﻏﻴﺭ ﺍﻟﻤﺭﻏﻭﺏ ﻭﺘﻌﺩﻴﻠﻪ ﺇﻟﻰ ﺴﻠﻭﻙ ﻤﺭﻏﻭﺏ ﻓﻴﻪ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺤﻬﺎ ﻓﻴﻤﺎ ﻴﻠﻰ ‪:‬‬
‫)‪ (١‬ﺍﻟﻨﻤﺫﺠﺔ‪ :‬ﻭﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻤﻥ ﺨﻼل ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺴﻭﻴﺔ ﻭﻤﺤﺎﻭﻟﺔ‬
‫ﺍﻻﻗﺘﺩﺍﺀ ﺒﻬﺎ‪ ،‬ﻜﻤﺎ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻵﺨﺭﻴﻥ ﻜﻨﻤﺎﺫﺝ ﻤﺜل ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﺍﻟﺫﻯ ﺃﻤﻜﻨﻪ‬
‫ﺘﻐﻴﻴﺭ ﺃﻨﻤﺎﻁ ﺘﻔﻜﻴﺭﻩ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻁﻠﺏ ﻤﻨﻪ ﺘﻭﻀﻴﺢ ﺍﻟﻁﺭﻕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺘﻲ ﺤﻘﻕ ﺒﻬﺎ ﺍﻟﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﻤﺭﻏﻭﺒﺔ‪.‬‬
‫)‪ (٢‬ﺍﻟﺘﺩﻋﻴﻡ ﻭﺍﻟﺠﺯﺍﺀﺍﺕ‪ :‬ﺤﻴﺙ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺍﻟﺘﺩﻋﻴﻡ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﻤﺩﺡ ﻭﺍﻟﺜﻨﺎﺀ‬
‫ﻭﺍﻻﺴﺘﺤﺴﺎﻥ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻭﺍﺠﺒﺎﺕ ﺍﻟﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻬﻡ ﺒﻌﻴﺩﺓ ﺍﻟﻤﺩﻯ‪،‬‬
‫ﻭﻜﺫﻟﻙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺠﺯﺍﺀﺍﺕ ﻤﻊ ﺍﻟﺭﺍﻓﻀﻴﻥ ﺘﻤﺎﻤﺎﹰ ﺍﻟﻘﻴﺎﻡ ﺒﺎﻟﻭﺍﺠﺒﺎﺕ ﺃﻭ ﺍﻟﺫﻴﻥ ﻻ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻲ‬
‫ﺍﻟﻤﻨﺎﻗﺸﺎﺕ‪.‬‬
‫‪٣١٩‬‬
‫ﺜﺎﻤﻨﺎﹰ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬

‫‪ -١‬ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻭﺼﻔﻴﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺒﺸﺭﻯ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬
‫ﻥ= ‪٨‬‬ ‫ﺠﺩﻭل ﺭﻗﻡ )‪ (٥‬ﺨﺼﺎﺌﺹ ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺟﺪول )ب( اﻟﺤﺎﻟﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺟﺪول ) أ ( اﻟﺴﻦ‬
‫ﻧﺴﺒﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬ ‫ﻧﺴﺒﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬
‫‪%٦٢٫٥‬‬ ‫‪٥‬‬ ‫أﻋﺰب‬ ‫‪%٢٥‬‬ ‫‪٢‬‬ ‫‪ :٣٠‬أﻗﻞ ﻣﻦ ‪٣٥‬‬
‫‪%٢٥‬‬ ‫‪٢‬‬ ‫ﻣﻨﻔﺼﻞ‬ ‫‪%٥٠‬‬ ‫‪٤‬‬ ‫‪ :٣٥‬أﻗﻞ ﻣﻦ ‪٤٠‬‬
‫‪%١٢٫٥‬‬ ‫‪١‬‬ ‫أرﻣﻞ‬ ‫‪%٢٥‬‬ ‫‪٢‬‬ ‫‪ :٤٠‬أﻗﻞ ﻣﻦ ‪٤٥‬‬
‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬
‫ﺟﺪول ) د (اﻟﺤﺎﻟﺔ اﻻﻗﺘﺼﺎدﻳﺔ‬ ‫ﺟﺪول )ج( اﻟﻤﺴﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ‬
‫ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬ ‫ﻧﺴﺒﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬
‫‪%٢٥‬‬ ‫‪٢‬‬ ‫ﻣﺘﻮﺳﻄﺔ‬ ‫‪%٦٢٫٥‬‬ ‫‪٥‬‬ ‫ﻣﺆﻫﻞ ﻣﺘﻮﺳﻂ‬
‫‪%٧٥‬‬ ‫‪٦‬‬ ‫ﻣﻨﺨﻔﻀﺔ‬ ‫‪%٣٧٫٥‬‬ ‫‪٣‬‬ ‫ﻣﺆﻫﻞ ﻋﺎﻟﻲ‬
‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬
‫ﺟﺪول )و( اﻟﺤﺎﻟﺔ اﻟﻤﻬﻨﻴﺔ اﻟﺤﺎﻟﻴﺔ‬ ‫ﺟﺪول )ه( اﻟﺘﺎرﻳﺦ اﻟﻤﺮﺿﻲ ﻓﻲ اﻟﻌﺎﺋﻠﺔ‬
‫ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬ ‫ﻧﺴﺒﺔ ﻣﺌﻮﻳﺔ‬ ‫ﺗﻜﺮار‬ ‫ﻓﺌﺎت‬
‫‪%٣٧٫٥‬‬ ‫‪٣‬‬ ‫ﻳﻌﻤﻞ‬ ‫‪%٨٧٫٥‬‬ ‫‪٧‬‬ ‫ﻳﻮﺟﺪ‬
‫‪%٦٢٫٥‬‬ ‫‪٥‬‬ ‫ﻻ ﻳﻌﻤﻞ‬ ‫‪%١٢٫٥‬‬ ‫‪١‬‬ ‫ﻻ ﻳﻮﺟﺪ‬
‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬ ‫‪%١٠٠‬‬ ‫‪٨‬‬ ‫اﻟﻤﺠﻤﻮع‬
‫ﻭﻗﺩ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﺃﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺘﺴﻡ ﺒﺎﻟﺨﺼﺎﺌﺹ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃ‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﻥ‪ :‬ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﻤﻥ ﻴﻘﻌﻭﻥ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻌﻤﺭﻴﺔ ﻤﻥ )‪ :٣٥‬ﺃﻗـل‬
‫ﻤﻥ‪ ٤٠‬ﺴﻨﺔ( ﺒﻨﺴﺒﺔ ‪ ،%٥٠‬ﻭﻴﻠﻴﻬﻡ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﻤﻥ ﻴﻘﻌﻭﻥ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﻤﻥ )‪ :٣٠‬ﺍﻗل ﻤﻥ ‪٣٥‬‬
‫ﺴﻨﺔ( ﻭﻴﺴﺎﻭﻴﻬﻡ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﻤﻥ ﻴﻘﻌﻭﻥ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﻤﻥ )‪ :٤٠‬ﺃﻗل ﻤـﻥ ‪ ٤٥‬ﺴـﻨﺔ( ﺒﻨـﺴﺒﺔ‬
‫‪ ،%٢٥‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩ ﻋﻠﻴﻪ ﺍﻻﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻥ ﻤﺭﻀﻰ ﺍﻟﺒﺎﺭﺍﻨﻭﻴـﺎ ﻴﺒـﺩﺃ ﻟـﺩﻴﻬﻡ‬
‫ﺍﻟﻤﺭﺽ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ﺇﻻ ﺃﻨﻪ ﻗﺩ ﻴﺒﺩﺃ ﻓﻲ ﺴﻨﻭﺍﺕ ﻤﺘﺄﺨﺭﺓ ﻨﺴﺒﻴﺎﹰ ﻤﺜل ﺍﻟﻌﻘـﺩﻴﻥ ﺍﻟﺭﺍﺒـﻊ‬
‫ﻭﺍﻟﺨﺎﻤﺱ ﻤﻥ ﺍﻟﻌﻤﺭ )ﺃﺭﻴﺘﻲ‪ ،١٩٩٨ ،‬ﺹ ‪ ، (٥٦‬ﻭﺃﻴﻀﺎﹰ ﺃﻥ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﻤﻌﺩﻻﺕ ﺍﻟﺸﻔﺎﺀ ﻤﻨﻬﺎ‬
‫ﺘﺭﺘﺒﻁ ﺒﺒﺩﺍﻴﺔ ﺍﻻﺼﺎﺒﺔ ﺒﺎﻻﻀﻁﺭﺍﺏ‪ ،‬ﻷﻥ ﻤﺴﺎﺭ ﺍﻟﻤﺭﺽ ﻴﻜﻭﻥ ﺃﻗل ﺘﺩﻫﻭﺭﺍﹰ ﺇﺫﺍ ﻜﺎﻨﺕ ﺒﺩﺍﻴﺘـﻪ‬
‫ﻓﻲ ﺴﻥ ﻤﺘﺄﺨﺭﺓ‪ ،‬ﻭﺇﺫﺍ ﻋﻭﻟﺞ ﻓﻲ ﻤﺭﺤﻠﺔ ﻤﺒﻜﺭﺓ ﻤﻥ ﺍﻻﻀـﻁﺭﺍﺏ ) ﺸـﺤﺎﺘﻪ‪ ،‬ﻋﺒـﺩ ﺍﻟﻤـﻨﻌﻡ‬
‫ﻭﺁﺨﺭﻭﻥ‪.(٢٠١٧ ،‬‬
‫ﺏ‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺎﻟﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﺃﻋﺯﺏ ﺒﻨﺴﺒﺔ‪ %٦٢,٥‬ﻭﻴﻠﻴﻪ ﻓﻲ‬
‫ﺍﻟﺘﺭﺘﻴﺏ ﻤﻨﻔﺼل ﺒﻨﺴﺒﺔ ‪ ،%٢٥‬ﻭﺠﺎﺀ ﻓﻲ ﺁﺨﺭ ﺍﻟﺘﺭﺘﻴﺏ ﺃﺭﻤل ‪ ،%١٢,٥‬ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩ ﻋﻠﻴﻪ‬
‫ﺍﻻﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ ﺒﺄﻥ ﺍﻨﺘﺸﺎﺭ ﻤﺭﺽ ﺍﻟﻔﺼﺎﻡ ﻴﻜﻭﻥ ﺒﻴﻥ ﺍﻟﻌﺯﺍﺏ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻤﺘﺯﻭﺠﻴﻥ‬
‫)ﻋﻜﺎﺸﻪ‪ ،١٩٩٨ ،‬ﺹ ‪.(٢٤٩‬‬
‫‪٣٢٠‬‬
‫ﺝ‪-‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ :‬ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﻤﻥ ﻫﻡ ﺤﺎﺼﻠﻭﻥ ﻋﻠﻰ ﻤﺅﻫل‬

‫ﻤﺘﻭﺴﻁ ﺒﻨﺴﺒﺔ ‪ ،%٦٢,٥‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻷﻗل ﻤﻥ ﻫﻡ ﺤﺎﺼﻠﻭﻥ ﻋﻠﻰ ﻤﺅﻫل ﻋﺎﻟﻲ ﺒﻨﺴﺒﺔ ‪.%٣٧,٥‬‬
‫ﺩ‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺎﻟﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ :‬ﺠﺎﺀﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻜﺒﺭ ﻟﻤﻥ ﻫﻡ ﺤﺎﻟﺘﻬﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻤﻨﺨﻔﻀﺔ‬
‫ﺒﻨﺴﺒﺔ ‪ %٧٥‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻷﻗل ﻤﻥ ﻫﻡ ﻓﻲ ﺤﺎﻟﺔ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻤﺘﻭﺴﻁﺔ ﺒﻨﺴﺒﺔ ‪.%٢٥‬‬
‫ﺩ‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﺎﺭﻴﺦ ﺍﻟﻤﺭﻀﻲ ﻓﻲ ﺍﻟﻌﺎﺌﻠﺔ‪ :‬ﺠﺎﺀﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻜﺒﺭ ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻟﻬﻡ‬
‫ﺘﺎﺭﻴﺦ ﻤﺭﻀﻲ ﻓﻲ ﻋﺎﺌﻠﺘﻬﻡ ﺒﻨﺴﺒﺔ ‪ ،%٨٧,٥‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻷﻗل ﺒﻨﺴﺒﺔ ‪ %١٢,٥‬ﻤﻥ ﻻ ﻴﻭﺠﺩ ﺘﺎﺭﻴﺦ‬
‫ﻤﺭﻀﻲ ﻓﻲ ﻋﺎﺌﻠﺘﻬﻡ‪.‬‬
‫ﻩ‪ -‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﺎﻟﺔ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ :‬ﺠﺎﺀﺕ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻜﺒﺭ ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﻻ ﻴﻌﻤﻠﻭﻥ‬
‫ﺒﻨﺴﺒﺔ ‪ %٦٢,٥‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻷﻗل ﻤﻥ ﻴﻌﻤﻠﻭﻥ ﺒﻨﺴﺒﺔ ‪.%٣٧,٥‬‬
‫‪   -٣‬‬
‫ﺃ‪ -‬ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻰ‪ :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ‬
‫ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺃﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﻭﻴﻠﻜﻭﻜﺴﻭﻥ ‪ Wilcoxon‬ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ‬
‫ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ‪ ،‬ﻭﺒﻌﺩ ﺍﺴﺘﺨﺭﺍﺝ ﺍﻟﻔﺭﻭﻕ ﻭﺍﻟﺩﻻﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﺃﻤﻜﻥ‬
‫ﺤﺴﺎﺏ ﻗﻴﻤﺔ ﺤﺠﻡ ﺍﻷﺜﺭ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻭﻀﻴﺢ ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺠﺩﻭل )‪ (٦‬ﺍﺨﺘﺒﺎﺭ ﻭﻴﻠﻜﻭﻜﺴﻭﻥ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ‬
‫)ﻥ = ‪(١٦‬‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
‫ﻣﺴﺘﻮى‬ ‫ﻗﻴﻤﺔ‬
‫اﺗﺠﺎه‬ ‫ﻣﺴﺘﻮى‬ ‫ﻗﻴﻤﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﻣﺘﻮﺳﻂ‬
‫ﺣﺠﻢ‬ ‫ﺣﺠﻢ‬ ‫اﻟﺮﺗﺐ‬ ‫اﻟﻤﺘﻐﻴﺮات‬
‫اﻟﻔﺮوق‬ ‫اﻟﺪﻻﻟﺔ‬ ‫‪Z‬‬ ‫اﻟﺮﺗﺐ‬ ‫اﻟﺮﺗﺐ‬
‫اﻷﺛﺮ‬ ‫اﻷﺛﺮ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬
‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٨٤‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٣٩‬‬ ‫ﻃﻠﺐ‬
‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻘﺒﻮل ﻣﻦ‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬
‫اﻵﺧﺮﻳﻦ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫ﻋﺪم اﻟﺜﻘﺔ ﻓﻲ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٦‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٣٦‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻨﻔﺲ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺘﻬﻮر‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٤‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٢٧‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻻﻧﻔﻌﺎﻟﻲ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫ﻓﻜﺮة اﻟﺮﺟﻮع‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٨‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٦٠٢‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻤﺴﺘﻤﺮ إﻟﻰ‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﻤﺎﺿﻲ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻻﻋﺘﻤﺎدﻳﺔ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٠‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٩٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫ﻋﻠﻰ‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻵﺧﺮﻳﻦ‬
‫‪٣٢١‬‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫ﺗﻀﺨﻴﻢ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٥‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٦٢١‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻷﻣﻮر‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫واﻷﺣﺪاث‬
‫واﻟﻤﻮاﻗﻒ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺒﺤﺚ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٦‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٥٩‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫ﻋﻦ اﻟﻜﻤﺎل‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺸﺨﺼﻲ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫ﺗﺠﻨﺐ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٤‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٦٢٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻤﺸﻜﻼت‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫واﻟﺼﻌﻮﺑﺎت‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺨﻮف ﻣﻦ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٩٢‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻔﺸﻞ‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺨﻮف ﻣﻦ‬
‫ﻛﺒﻴﺮ‬ ‫اﻟﻘﺒﻠﻲ ‪٠٫٩٤‬‬ ‫‪٠٫٠١ ٢٫٥٨٧‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﺮﺗﺐ‬ ‫اﻟﻤﺠﻬﻮل‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ‬
‫ﻛﺒﻴﺮ‬ ‫اﻟﻘﺒﻠﻲ ‪٠٫٩٩‬‬ ‫‪٠٫٠١ ٢٫٦٢٩‬‬ ‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫ﻟﻸﻓﻜﺎر‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻼﻋﻘﻼﻧﻴﺔ‬
‫ﻗﻴﻤﺔ ‪ :Z‬أﻗﻞ ﻣﻦ ‪ ١٫٩٦‬ﻏﻴﺮ دال‪ ،‬ﻣﻦ ‪ ٢٫٥٨ : ١٫٩٦‬دال ﻋﻨﺪ ‪ ،٠٫٠٥‬ﻣﻦ ‪ ٣٫٢٧ : ٢٫٥٩‬دال ﻋﻨﺪ ‪ ،٠٫٠١‬ﻣﻦ‬
‫‪ ٣٫٢٨‬ﻓﺄﻛﺜﺮ دال ﻋﻨﺪ ‪٠٫٠٠١‬‬
‫ﺣﺠﻢ اﻟﺘﺄﺛﻴﺮ‪ :‬أﻗﻞ ﻣﻦ ‪ ٠٫٥‬ﺗﺄﺛﻴﺮ ﺿﻌﻴﻒ‪ ،‬ﻣﻦ ‪ ٠٫٥‬إﻟﻰ أﻗﻞ ﻣﻦ ‪ ٠٫٨‬ﺗﺄﺛﻴﺮ ﻣﺘﻮﺳﻂ‪ ،‬ﻣﻦ ‪ ٠٫٨‬ﻓﺄﻛﺜﺮ ﺗﺄﺛﻴﺮ ﻛﺒﻴﺮ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺠﺩﻭل ‪ (٦‬ﺃﻨﻪ ﻋﻨﺩ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ‬
‫ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺃﺒﻌﺎﺩﻩ ﺍﻟﻔﺭﻋﻴﺔ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ‪Z‬‬
‫)‪،٢,٥٩٢ ،٢,٦٢٠ ،٢,٥٥٩ ،٢,٦٢١ ،٢,٥٩٠ ،٢,٦٠٢ ،٢,٥٢٧ ،٢,٥٣٦ ،٢,٥٣٩‬‬
‫‪ (٢,٦٢٩ ،٢,٥٨٧‬ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﻁﻠﺏ ﺍﻟﺤﺏ ﻭﺍﻟﻘﺒﻭل ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﻓﻲ‬
‫ﺍﻟﻨﻔﺱ‪ ،‬ﺍﻟﺘﻬﻭﺭ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﻓﻜﺭﺓ ﺍﻟﺭﺠﻭﻉ ﺍﻟﻤﺴﺘﻤﺭ ﺇﻟﻰ ﺍﻟﻤﺎﻀﻲ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﺘﻀﺨﻴﻡ ﺍﻷﻤﻭﺭ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻜﻤﺎل ﺍﻟﺸﺨﺼﻲ‪ ،‬ﺘﺠﻨﺏ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﻗﻴﻡ ﺘﻌﺒﺭ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ ٠,٠١‬ﻭﻜﺎﻨﺕ‬
‫ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺼﺎﻟﺢ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻤﻤﺎ ﻴﻌﻨﻲ ﺒﺄﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﻜﺎﻥ ﺫﺍ ﺘﺄﺜﻴﺭ ﻓﻌﺎل ﻓﻲ ﺨﻔﺽ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺃﺒﻌﺎﺩﻫﺎ ﺍﻟﻔﺭﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺕ )‪،٢,٧٢١ ،٢,٥٩٥ ،٢,٦٣٩ ،٢,٥٤٧‬‬
‫‪ (٢,٦٦٩‬ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻭﺃﺒﻌﺎﺩﻫﺎ ﺍﻟﻔﺭﻋﻴﺔ ﻭﻫﻲ ﺍﻟﻤﺅﺸﺭﺍﺕ‬
‫ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﻗﻴﻡ ﺩﺍﻟﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ ٠,٠١‬ﻓﻲ ﺼﺎﻟﺢ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻤﻤﺎ ﻴﻌﻨﻲ ﺒﺄﻥ ﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺃﻤﻜﻥ ﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ‪.‬‬
‫‪٣٢٢‬‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻗﻴﻤﺔ ﺃﺜﺭ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺃﻤﻜﻥ ﺤﺴﺎﺏ ﻗﻴﻤﺔ ﺤﺠﻡ ﺍﻷﺜﺭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ ﻜﻭﻫﻴﻥ ﺤﻴﺙ‬
‫ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺤﺠﻡ ﺍﻷﺜﺭ )‪،٠,٩٤ ،٠,٩٦ ،٠,٩٥ ،٠,٩٠ ،٠,٩٨ ،٠,٩٤ ،٠,٩٦ ،٠,٨٤‬‬
‫‪ (٠,٩٩ ،٠,٩٤ ،٠,٩٩‬ﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻓﻲ ﻁﻠﺏ ﺍﻟﺤﺏ ﻭﺍﻟﻘﺒﻭل ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻋﺩﻡ ﺍﻟﺜﻘﺔ‬
‫ﻓﻲ ﺍﻟﻨﻔﺱ‪ ،‬ﺍﻟﺘﻬﻭﺭ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ ،‬ﺍﻟﺭﺠﻭﻉ ﺍﻟﻤﺴﺘﻤﺭ ﺇﻟﻰ ﺍﻟﻤﺎﻀﻲ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ‪،‬‬
‫ﺘﻀﺨﻴﻡ ﺍﻷﻤﻭﺭ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻟﻤﻭﺍﻗﻑ‪ ،‬ﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻜﻤﺎل ﺍﻟﺸﺨﺼﻲ‪ ،‬ﺘﺠﻨﺏ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﺘﻌﺒﺭ ﻋﻥ ﺩﺭﺠﺔ ﺘﺄﺜﻴﺭ ﻜﺒﻴﺭﺓ ﻟﻠﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺨﻔﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ‬
‫ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﻤﻊ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻨﺎﻭﻟﺕ ﺃﻫﻤﻴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺍﻟﺒﻜﺭ )‪ (٢٠٠٢‬ﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺘﻪ ﻓﻲ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻤﺭﺘﻔﻌﻲ ﺩﺭﺠﺔ ﺍﻟﻘﻠﻕ ﻭﺍﻻﻜﺘﺌﺎﺏ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺸﻴﻤﻪ )‪ (٢٠٠٢‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ‬
‫ﺇﻟﻰ ﻓﻌﺎﻟﻴﺘﻪ ﻓﻲ ﺘﺤﺴﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﺎﺕ ﺒﺎﻟﺼﻑ ﺍﻷﻭل‬
‫ﺍﻟﺜﺎﻨﻭﻱ‪ ،،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﺒﺴﻴﻭﻨﻲ )‪ (٢٠٠٦‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺘﻪ ﻓﻲ ﺨﻔﺽ ﺤﺩﺓ ﺍﻟﻘﻠﻕ‬
‫ﻭﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻟﻤﺭﺍﻫﻘﺎﺕ ﺍﻟﺠﺎﻤﻌﻴﺎﺕ‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ ﺴﻜﺭﺍﻥ‬
‫‪ ٢٠١٠‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺘﻪ ﻓﻲ ﺘﺨﻔﻴﻑ ﺤﺩﺓ ﺍﻟﻘﻠﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻀﻌﺎﻑ ﺍﻟﺴﻤﻊ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﻋﺯﺍﻡ ‪ ٢٠١٢‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ‬
‫ﻓﻌﺎﻟﻴﺘﻪ ﻓﻲ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ ﺍﻟﻤﻜﻔﻭﻓﻴﻥ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ ‪ ٢٠١٧‬ﻭﺍﻟﺘﻲ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﻓﻌﺎﻟﻴﺘﻪ ﺘﻨﻤﻴﺔ ﺃﺴﺎﻟﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺃﺯﻤﺔ ﺍﻟﻬﻭﻴﺔ ﻟﺩﻯ ﺍﻟﺸﺒﺎﺏ ﺍﻟﺠﺎﻤﻌﻲ ﻤﻥ ﺨﻼل‬
‫ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻴﻬﻡ‪.‬‬
‫ﺏ‪ -‬ﻨﺘﺎﺌﺞ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﺫﻱ ﻴﻨﺹ ﻋﻠﻰ ﺃﻨﻪ "ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤـﺼﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤ ﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴـﺎﺱ ﻤﺨـﺎﻁﺭ‬
‫ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ"‬
‫ﺠﺩﻭل )‪ (٧‬ﺍﺨﺘﺒﺎﺭ ﻭﻴﻠﻜﻭﻜﺴﻭﻥ ﻟﻠﻔﺭﻭﻕ ﺒﻴﻥ ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ )ﻥ = ‪(١٦‬‬
‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬ ‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﻤﺆﺷﺮات‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٤٧‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻤﻌﺮﻓﻴﺔ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٦٣٩‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻨﻔﺴﻴﺔ‬
‫‪٣٢٣‬‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٥٩٥‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﺴﻠﻮﻛﻴﺔ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٧٢١‬‬
‫‪٠٫٠٠‬‬ ‫‪٠٫٠٠‬‬ ‫اﻟﺮﺗﺐ اﻟﻤﻮﺟﺒﺔ‬ ‫اﻟﻌﻼﺟﻴﺔ‬
‫اﻟﺮﺗﺐ اﻟﺴﺎﻟﺒﺔ‬ ‫اﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ‬
‫ﻟﻤﺨﺎﻃﺮ‬
‫ﻛﺒﻴﺮ‬ ‫‪٠٫٩٩‬‬ ‫اﻟﻘﺒﻠﻲ‬ ‫‪٠٫٠١‬‬ ‫‪٢٫٦٦٩‬‬ ‫‪٣٦٫٠٠‬‬ ‫‪٤٫٥٠‬‬
‫اﺣﺘﻤﺎﻻت‬
‫اﻻﻧﺘﻜﺎﺳﺔ‬
‫ﻭﻟﻠﺘﺤﻘﻕ ﻤﻥ ﻗﻴﻤﺔ ﺃﺜﺭ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺃﻤﻜﻥ ﺤﺴﺎﺏ ﻗﻴﻤﺔ ﺤﺠﻡ ﺍﻷﺜﺭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﺩﻟﺔ‬
‫ﻜﻭﻫﻴﻥ ﺤﻴﺙ ﺒﻠﻐﺕ ﻗﻴﻤﺔ ﺤﺠﻡ ﺍﻷﺜﺭ )‪ (٠,٩٩ ،٠,٩٩ ،٠,٩٩ ،٠,٩٩ ،٠,٩٩‬ﻟﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ‪ ،‬ﻭﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻟﻌﻼﺠﻴﺔ‪،‬‬
‫ﻭﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ ﻭﻫﻲ ﺘﻌﺒﺭ ﻋﻥ ﺩﺭﺠﺔ ﺘﺄﺜﻴﺭ ﻜﺒﻴﺭﺓ‬
‫ﻟﻠﺒﺭﻨﺎﻤﺞ ﻓﻲ ﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﺘﺘﻔﻕ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻭﺍﻟﺘﻲ ﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ‬
‫ﺘﺸﺎﺒﻨﺠﺒﺎﻡ ‪ Chabungbam et. al 2007‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﻻﻨﺘﻜﺎﺴﺔ‬
‫ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺩﻴﻤﻭﺠﺭﺍﻓﻴﺔ ﻭﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﺍﻟﺒﻁﺎﻟﺔ‪ ،‬ﺍﻟﻀﻐﻭﻁ‬
‫ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﻭﺍﻷﻋﺭﺍﺽ ﺍﻟﺠﺎﻨﺒﻴﺔ ﻟﻸﺩﻭﻴﺔ ﻋﻠﻰ ﺍﻷﻋﺭﺍﺽ ﺍﻻﻜﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﻜﺎﺯﺍﺩﻱ ﻭﺁﺨﺭﻭﻥ‬
‫‪ Kazadi et. al 2008‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻤﻥ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺨﻁﺭ‬
‫ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﺭﺠﻊ ﺇﻟﻰ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻤﺯﺍﺠﻴﺔ ﺍﻟﻤﺼﺎﺤﺒﺔ ﻟﻼﻜﺘﺌﺎﺏ ﻭﺴﻭﺀ ﺍﻻﻟﺘﺯﺍﻡ‬
‫ﻭﺍﻻﻓﺘﻘﺎﺭ ﺇﻟﻰ ﺍﻟﺒﺼﻴﺭﺓ‪ ،‬ﻭﺍﻵﺜﺎﺭ ﺍﻟﺠﺎﻨﺒﻴﺔ ﻟﻸﺩﻭﻴﺔ‪ ،‬ﻭﺩﺭﺍﺴﺔ )ﻋﻭﺍﺩ ‪ (٢٠١٣‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ‬
‫ﺃﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻨﺘﻜﺎﺴﺔ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻫﻲ ﻓﻘﺩ ﺼﻠﺘﻪ ﺒﺎﻟﺤﻴﺎﺓ ﻭﺍﻨﻌﺯﺍﻟﻪ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺎﹰ‪ ،‬ﻭﻜﺫﻟﻙ ﺩﺭﺍﺴﺔ ﺸﻴﺒﺎ ﺸﻴﺒﺎﺴﺎﻜﻲ ﻭﺁﺨﺭﻭﻥ ‪ ShibaSaki et.al 2015‬ﻭﺍﻟﺘﻲ‬
‫ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻟﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺘﻤﺜﻠﺕ ﻓﻲ ﺍﻟﻀﻐﻭﻁ‬
‫ﺍﻟﺤﻴﺎﺘﻴﺔ‪ ،‬ﺍﻟﻌﻭﺍﻤل )ﺍﻟﺩﻴﻤﻭﺠﺭﺍﻓﻴﺔ‪ ،‬ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ(‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺩﺭﺍﺴﺔ‬
‫ﺤﺴﺎﻨﻴﻥ ‪ Hassinine 2015‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﻫﻡ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻫﻭ ﻋﺠﺯ ﺍﻟﻤﺭﻴﺽ ﻋﻥ ﺍﻴﺠﺎﺩ ﻭﻅﻴﻔﺔ ﺒﻌﺩ ﺨﺭﻭﺠﻪ ﻤﻥ ﺍﻟﻤﺴﺘﺸﻔﻰ‪ ،‬ﻭﺩﺭﺍﺴﺔ‬
‫ﺸﺤﺎﺘﻪ ﻭﺁﺨﺭﻭﻥ ‪ ٢٠١٧‬ﻭﺍﻟﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺃﺴﺒﺎﺏ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
‫ﻤﺘﻨﻭﻋﺔ ﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺠﻊ ﺇﻟﻰ ﺍﻟﺘﺎﺭﻴﺦ ﺍﻷﺴﺭﻱ ﺃﻭ ﻓﻘﺩﺍﻥ ﺍﻟﺩﻋﻡ ﺍﻹﻴﺠﺎﺒﻲ ﻟﻠﻤﺭﻴﺽ‪ ،‬ﺃﻭ ﻟﻌﺩﻡ‬
‫ﺍﻻﻨﺘﻅﺎﻡ ﻓﻲ ﺍﻟﺠﻠﺴﺎﺕ ﺍﻟﻌﻼﺠﻴﺔ‪ ،‬ﺃﻭ ﻟﻌﺩﻡ ﺍﻻﻨﺘﻅﺎﻡ ﻓﻲ ﺘﻨﺎﻭل ﺍﻟﺠﺭﻋﺎﺕ ﺍﻟﺩﻭﺍﺌﻴﺔ‪.‬‬
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‫ﻋﺎﺸﺭﺍﹰ‪ :‬ﺘﺤﻠﻴل ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬

‫ﺴﻭﻑ ﻴﺘﻡ ﺘﺤﻠﻴل ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻓﻘﺎﹰ ﻟﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺴﻲ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴـﺔ‪،‬‬
‫ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻭﺫﻟﻙ ﻭﻓﻘﺎﹰ ﻟﺘﺭﺘﻴﺏ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻟﺭﺌﻴﺴﺔ‪ ،‬ﻭﻤﻨﺎﻗـﺸﺔ‬
‫ﻜل ﻓﺭﺽ ﻤﻥ ﻓﺭﻭﺽ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺤﺩﺓ ﻭﺫﻟﻙ ﻓﻲ ﻀﻭﺀ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪.‬‬
‫ﻭﻗﺩ ﺃﺜﺒﺘﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺎﺤﺙ ﻟﻠﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺃﺩﻯ ﺇﻟـﻰ‬
‫ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﻭﺴﻭﻑ ﻴﺘﻨﺎﻭل ﺍﻟﺒﺎﺤﺙ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﻀﻭﺀ‪:‬‬
‫‪ -١‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪.‬‬
‫‪ -٢‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪.‬‬
‫‪ -٣‬ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻟﺒﺎﺤﺙ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ‬
‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﺍﻟﺠﺎﻨﺏ ﺍﻷﻭل‪ :‬ﻤﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‪:‬‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﺽ ﺍﻷﻭل ﻟﻠﺩﺭﺍﺴﺔ‪" :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻷﻓﻜـﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﺤﻴﺙ ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (٦‬ﺍﺜﺒﺎﺕ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺌﻴﺱ ﺍﻷﻭل ﺤﻴﺙ‬
‫ﺃﻭﻀﺤﺕ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺃﺜﺒﺘﺕ ﺫﻟﻙ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ‬
‫ﺒﺘﺴﺠﻴﻠﻬﺎ ﻋﻘﺏ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﻭﻋﻨﺩ ﻤﻘﺎﺭﻨﺔ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﺘﻀﺢ ﺃﻥ ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﺎ ﻤﺭﺘﻔﻊ ﻓﻲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﻟﻜﻥ ﺍﻨﺨﻔﺽ ﻤﺴﺘﻭﺍﻫﺎ ﻓﻲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺒﻌﺩﻱ‬
‫ﻭﻴﺭﺠﻊ ﺫﻟﻙ ﺇﻟﻰ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﺫﻱ ﻗﺎﻡ ﺒﻪ ﺍﻟﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻲ ﺒﺎﺴﺘﺭﺍﺘﻴﺠﻴﺎﺘﻪ ﻭﺘﻜﻨﻴﻜﺎﺘﻪ ﺍﻟﻤﻬﻨﻴﺔ‪.‬‬
‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﺜﺎﻨﻲ‪ :‬ﻤﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ‪:‬‬
‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺨﺘﺒﺎﺭ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ ﻟﻠﺩﺭﺍﺴﺔ‪" :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﻪ ﺇﺤﺼﺎﺌﻴﺔ‬
‫ﺒﻴﻥ ﺭﺘﺏ ﺩﺭﺠﺎﺕ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﻤﺨـﺎﻁﺭ‬
‫ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬
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‫ﺤﻴﺙ ﺃﻭﻀﺤﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺠﺩﻭل ﺭﻗﻡ )‪ (٧‬ﺍﺜﺒﺎﺕ ﺼﺤﺔ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺌﻴﺱ ﺍﻟﺜﺎﻨﻲ ﺤﻴﺙ‬
‫ﺃﻭﻀﺤﺕ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪ ،‬ﻭﺃﻴﻀﺎﹰ ﺃﺜﺒﺘﺕ ﺫﻟﻙ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﺍﻟﺘﻲ‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺴﺠﻴﻠﻬﺎ ﻋﻘﺏ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫ﻭﻋﻨﺩ ﻤﻘﺎﺭﻨﺔ ﺍﻟﻘﻴﺎﺴﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﻠﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﺘﻀﺢ ﺃﻥ ﻤﺨﺎﻁﺭ‬
‫ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻜﺎﻥ ﻤﺴﺘﻭﺍﻫﺎ ﻤﺭﺘﻔﻊ ﻓﻲ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻘﺒﻠﻲ ﻭﻟﻜﻥ ﺍﻨﺨﻔﺽ ﻤﺴﺘﻭﺍﻫﺎ ﻓﻲ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﺒﻌﺩﻱ ﻭﻴﺭﺠﻊ ﺫﻟﻙ ﺇﻟﻰ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﺫﻱ ﻗﺎﻡ ﺒﻪ ﺍﻟﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ‬
‫ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﺒﺎﺴﺘﺭﺍﺘﻴﺠﻴﺎﺘﻪ ﻭﺘﻜﻨﻴﻜﺎﺘﻪ ﺍﻟﻤﻬﻨﻴﺔ‪.‬‬
‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﺜﺎﻟﺙ‪ :‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺨﺎﺼﺔ ﺒﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ‪:‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺴﺠﻴل ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻋﻘﺏ ﺍﻻﺠﺘﻤﺎﻉ ﻤﻊ ﺍﺠﺘﻤﺎﻋﺎﺕ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺃﺜﻨﺎﺀ ﺘﻨﻔﻴﺫ ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻭﺍﻟﺫﻱ ﻴﻬﺩﻑ ﺇﻟﻰ‬
‫)ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ(‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﺇﻟﻰ ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺨﻔﺽ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻤﺭﻀﻰ‬
‫ﺍﻟﻔﺼﺎﻡ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻤﻼﺤﻅﺔ ﺘﻐﻴﻴﺭ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻟﻸﻓﻜﺎﺭ ﺍﻟﻤﻐﻠﻭﻁﺔ ﻭﺍﻟﻼﻋﻘﻼﻨﻴﺔ‬
‫ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ ﺒﺄﻓﻜﺎﺭ ﺇﻴﺠﺎﺒﻴﺔ ﻭﻋﻘﻼﻨﻴﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺘﻌﺩﻴل ﻤﺸﺎﻋﺭﻫﻡ ﻭﺴﻠﻭﻜﻴﺎﺘﻬﻡ ﻭﺒﺎﻟﺘﺎﻟﻲ ﺨﻔﺽ‬
‫ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪.‬‬
‫ﺘﻭﺼﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻓﻲ ﻀﻭﺀ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻟﻴﻪ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﻴﺘﻘﺩﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺒﻌﺽ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -١‬ﺘﺸﺠﻴﻊ ﻓﺭﻴﻕ ﺍﻟﻌﻤل ﺒﺎﻟﻤﺴﺘﺸﻔﻰ ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻓﻲ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ‬
‫ﺘﻭﺍﺠﻬﻬﻡ ﻭﻤﻘﺎﻭﻤﺔ ﻀﻐﻭﻁ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫‪ -٢‬ﺘﺄﻫﻴل ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻨﻔﺴﻴﺎﹰ ﻭﺍﺠﺘﻤﺎﻋﻴﺎﹰ ﺒﻌﺩ ﺍﻟﺨﺭﻭﺝ ﻤﻥ ﺍﻟﻤﺴﺘﺸﻔﻰ‪.‬‬
‫‪ -٣‬ﻤﺘﺎﺒﻌﺔ ﻓﺭﻴﻕ ﺍﻟﻌﻤل ﺒﺎﻟﻤﺴﺘﺸﻔﻰ ﻷﻓﺭﺍﺩ ﺃﺴﺭ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻭﺍﻋﻁﺎﺌﻬﻡ ﺒﻌﺹ ﺍﻟﻨﺼﺎﺌﺢ‬
‫ﻭﺍﻻﺭﺸﺎﺩﺍﺕ ﺍﻟﺘﻲ ﺘﻔﻴﺩﻫﻡ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻭﺘﻬﻴﺌﺔ ﺍﻟﺠﻭ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﻌﺎﻁﻔﻲ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺴﻠﻴﻡ ﺍﻟﺫﻱ ﻴﺴﺎﻫﻡ ﻓﻲ ﻋﻼﺠﻪ ﻭﻋﺩﻡ ﺍﻨﺘﻜﺎﺴﺘﻪ ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل‪) :‬ﺍﻟﻤﺴﺎﻨﺩﺓ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻪ‪ ،‬ﺘﻘﺒﻠﻬﻡ ﻷﻭﺠﻪ ﺍﻟﻘﺼﻭﺭ ﻭﺍﻟﻀﻌﻑ ﻟﺩﻴﻪ ﻭﺍﻟﺘﻌﺎﻁﻑ ﻤﻌﻪ ﻭﻋﺩﻡ ﺇﺩﺍﻨﺘﻪ‪،‬‬
‫ﻭﺍﻻﻨﺘﺒﺎﻩ ﻟﻌﻼﻤﺎﺕ ﺍﻟﺸﻔﺎﺀ ﻭﻋﻼﻤﺎﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻴﻪ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺍﻟﺠﻭ ﺍﻷﺴﺭﻱ ﺍﻟﻤﻔﻌﻡ ﺒﺎﻟﺘﻔﻬﻡ‬
‫ﻭﺍﻟﻤﺤﺒﺔ(‪.‬‬
‫‪ -٤‬ﺘﻭﻋﻴﺔ ﺃﻓﺭﺍﺩ ﺍﻟﻤﺠﺘﻤﻊ ﻟﺘﻘﺒل ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﻌﺩ ﺍﻟﺨﺭﻭﺝ ﻤﻥ ﻤﺴﺘﺸﻔﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻟﺘﻌﺎﻤل ﺍﻟﺴﻠﻴﻡ ﻤﻌﻬﻡ ﻟﺘﺠﻨﺏ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﻬﻡ‪.‬‬
‫‪٣٢٦‬‬
‫ﺍﻟﺒﺤﻭﺙ ﺍﻟﻤﻘﺘﺭﺤﺔ‪:‬‬
‫‪ -١‬ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﻌﺭﻓﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻨﻤﻴﺔ ﻭﻋﻲ ﺃﺴﺭ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﻜﻴﻔﻴﺔ‬
‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﺍﻟﻤﺘﻌﺎﻓﻲ‪.‬‬
‫‪ -٢‬ﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﻌﺭﻓﻲ ﺍﻟﺴﻠﻭﻜﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻓﻲ ﺘﻌﺩﻴل ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ -٣‬ﺒﺭﻨﺎﻤﺞ ﻟﻠﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻟﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ -٤‬ﺒﺭﻨﺎﻤﺞ ﻟﻠﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻨﻤﻴﺔ ﻭﻋﻲ ﻓﺭﻴﻕ ﺍﻟﻌﻤل‬
‫ﺒﻤﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻜﻴﻔﻴﺔ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪ -٥‬ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻬﻨﻴﺔ ﻟﻸﺨﺼﺎﺌﻴﻴﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‪.‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ‬
‫ﺃﻭﻻ‪ -‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬
‫اﺑﺮاﻫﻴﻢ‪ ،‬ﻋﺒﺪ اﻟﺴﺘﺎر)‪ .(١٩٩٤‬اﻟﻌﻼج اﻟﻨﻔﺴﻲ اﻟﺴﻠﻮﻛﻲ وﺗﻌﺪﻳﻞ اﻟﺴﻠﻮك‪ ،‬اﻟﻜﻮﻳﺖ‪ ،‬دار اﻟﻘﻠﻢ ﻟﻠﻨﺸﺮ‪ ،‬ص ‪.٢٩٥‬‬
‫أﺑﻮ أﺳﻌﺪ‪ ،‬أﺣﻤﺪ)‪ :(٢٠١٤‬ﺗﻌﺪﻳﻞ اﻟﺴﻠﻮك اﻻﻧﺴﺎﻧﻲ‪ ،‬ﻋﻤﺎن‪ ،‬دار اﻟﻤﺴﻴﺮة‪ ،‬ص ‪.٣٠٠‬‬
‫أﺑﻮ اﻟﻌﺰاﺋﻢ‪ ،‬ﻣﺤﻤﻮد ﺟﻤﺎل)‪ .(٢٠٠٧‬ﻛﻴﻒ ﺗﻮاﺟﻪ ﻣﺸﺎﻛﻠﻚ اﻟﻨﻔﺴﻴﺔ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬ﻣﻄﺎﺑﻊ دار أﺧﺒﺎر اﻟﻴﻮم‪ ،‬ص ‪.١٣٥‬‬
‫__) ‪ .(٢٠٠٨‬دور اﻷﺳﺮة ﻓﻲ ﻋﻼج ﻣﺮﺿﻰ اﻟﻔﺼﺎم‪ ،‬ﻣﺠﻠﺔ اﻟﻄﺐ اﻟﻨﻔﺴﻲ‪ ،‬اﻟﻌﺪد )‪ ،(٩١‬ص ‪.٣٣‬‬
‫أﺑﻮ اﻟﻨﺼﺮ‪ ،‬ﻣﺪﺣﺖ ﻣﺤﻤﺪ)‪ .(٢٠٠٥‬اﻻﻋﺎﻗﺔ اﻟﻌﻘﻠﻴﺔ‪ -‬اﻟﻤﻔﻬﻮم واﻷﻧﻮاع وﺑﺮاﻣﺞ اﻟﺮﻋﺎﻳﺔ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬ﻣﺠﻤﻮﻋﺔ اﻟﻨﻴﻞ‬
‫اﻟﻌﺮﺑﻴﺔ‪ ،‬ص ‪٢١٤‬‬
‫__ )‪ .(٢٠٠٩‬ﻓﻦ ﻣﻤﺎرﺳﻪ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ,‬دار اﻟﻔﺠﺮ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ‪ ,‬اﻟﻘﺎﻫﺮة‪ ,‬ص‪.١١‬‬
‫أﺑﻮزﻳﺪ‪ ،‬ﻣﺪﺣﺖ ﻋﺒﺪاﻟﺤﻤﻴﺪ )‪ .(٢٠٠٣‬اﻟﻌﻼج اﻟﻨﻔﺴﻲ وﺗﻄﺒﻴﻘﺎﺗﻪ اﻟﺠﻤﺎﻋﻴﺔ ‪-‬اﻟﻌﻼج ﺑﻀﺒﻂ اﻟﺬات واﻟﻌﻼج اﻟﻌﻘﻼﻧﻲ‬
‫اﻻﻧﻔﻌﺎﻟﻲ اﻟﺴﻠﻮﻛﻲ‪ -‬دراﺳﺎت ﺗﺪاﺧﻠﻴﺔ وﺑﺮوﺗﻮﻛﻮﻻت ﻋﻼﺟﻴﺔ‪ ،‬اﻹﺳﻜﻨﺪرﻳﺔ‪ ،‬دار اﻟﻤﻌﺮﻓﺔ اﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ج‪.٥‬‬
‫أرﻳﺘﻲ‪ ،‬ﺳﻴﻠﻔﺎﻧﻮ )‪ .(١٩٩٨‬اﻟﻔﺼﺎﻣﻲ‪ :‬ﻛﻴﻒ ﻧﻔﻬﻤﻪ وﻧﺴﺎﻋﺪه )دﻟﻴﻞ ﻟﻸﺳﺮة واﻷﺻﺪﻗﺎء(‪ ،‬ﺗﺮﺟﻤﺔ د‪ .‬ﻋﺎﻃﻒ أﺣﻤﺪ‪،‬‬
‫اﻟﻜﻮﻳﺖ‪ ،‬ﻋﺎﻟﻢ اﻟﻤﻌﺮﻓﺔ‪ ،‬ص ‪.٥٦‬‬
‫إﺳﻤﺎﻋﻴﻞ‪ ،‬ﻋﺒﺪ اﻟﺴﻼم ﻋﻤﺎره)‪ .(٢٠١٦‬اﻟﻔﺼﺎم‪ :‬اﻟﺸﻴﺰوﻓﺮاﻧﻴﺎ‪ ،‬ﻣﺠﻠﺔ اﻟﺘﺮﺑﻮي‪ ،‬ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﺮﻗﺐ‪ ،‬ع ‪،٨‬‬
‫ص ص ‪.٤٣ ،٤٢‬‬
‫ﺑﺴﻴﻮﻧﻲ‪ ،‬ﺳﻮزان ﺑﻨﺖ ﺻﺪﻗﺔ ﺑﻦ ﻋﺒﺪ اﻟﻌﺰﻳﺰ)‪ .(٢٠٠٦‬ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻋﻼﺟﻲ ﻋﻘﻼﻧﻲ اﻧﻔﻌﺎﻟﻲ ﻟﺨﻔﺾ ﺣﺪة اﻟﻘﻠﻖ‬
‫وﺗﻌﺪﻳﻞ اﻷﻓﻜﺎر اﻟﻼﻋﻘﻼﻧﻴﺔ ﻟﺪى ﻋﻴﻨﺔ ﻣﻦ اﻟﻄﺎﻟﺒﺎت اﻟﺠﺎﻣﻌﻴﺎت‪ ،‬ﻣﺠﻠﺔ ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﻨﺼﻮرة‪ ،‬ﻛﻠﻴﺔ‬
‫اﻵداب‪ ،‬اﻟﻌﺪد ‪.٣٩‬‬
‫اﻟﺒﻜﺮ‪ ،‬ﻋﻠﻲ ﺑﻦ ﻋﺒﺪ اﷲ )‪ .(٢٠٠٢‬ﺑﺮﻧﺎﻣﺞ إرﺷﺎدي ﻣﻘﺘﺮح ﻟﺘﻌﺪﻳﻞ اﻷﻓﻜﺎر ﻏﻴﺮ اﻟﻌﻘﻼﻧﻴﺔ ﻟﺪى ﻣﺮﺗﻔﻌﻲ اﻟﻘﻠﻖ‬
‫واﻻﻛﺘﺌﺎب‪ -‬دراﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻦ اﻟﻄﻼب اﻟﺠﺎﻣﻌﻴﻴﻦ ﺑﺎﻟﺮﻳﺎض‪ ،‬رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ‬
‫اﻟﻌﻠﻮم اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ اﻻﻣﺎم ﻣﺤﻤﺪ ﺑﻦ ﺳﻌﻮد اﻻﺳﻼﻣﻴﺔ‪.‬‬
‫اﻟﺘﺮﻛﻴﺐ‪ ،‬ﻓﻮزﻳﻪ )‪ .(٢٠١٣‬اﻟﻤﺴﺎﻧﺪة اﻷﺳﺮﻳﺔ وﻋﻼﻗﺘﻬﺎ ﺑﺘﻔﺎدي اﻻﻧﺘﻜﺎﺳﺔ ﻟﺪى ﻋﻴﻨﺔ ﻛﻮﻳﺘﻴﺔ ﻣﻦ ﻣﺘﻌﺎﻃﻲ اﻟﻤﺨﺪرات‬
‫ﻓﻲ ﻣﺮﻛﺰ ﻋﻼج اﻻدﻣﺎن اﻟﺘﺎﺑﻊ ﻟﻤﺮﻛﺰ اﻟﻜﻮﻳﺖ ﻟﻠﺼﺤﺔ اﻟﻨﻔﺴﻴﺔ‪ ،‬اﻟﻤﺠﻠﺔ اﻟﻤﺼﺮﻳﺔ ﻟﻠﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ‪ ،‬اﻟﺠﻤﻌﻴﺔ‬
‫اﻟﻤﺼﺮﻳﺔ ﻟﻠﺪراﺳﺎت اﻟﻨﻔﺴﻴﺔ‪ ،‬ﻣﺞ ‪،٢٣‬ع ‪،٨١‬ص ‪.١١٦‬‬
‫ﺗﻬﺎﻣﻲ‪ ،‬ﻫﺸﺎم ﻋﺒﺪ اﻟﺤﻤﻴﺪ و ﻳﻮﻧﺲ‪ ،‬ﻓﻴﺼﻞ ﻋﺒﺪ اﻟﻘﺎدر)‪ .(٢٠٠٧‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺳﻤﺎت اﻟﻨﻤﻂ اﻟﻔﺼﺎﻣﻲ وأﺳﺎﻟﻴﺐ اﻟﺘﻌﻠﻢ‬
‫واﻟﺘﻔﻜﻴﺮ‪ ،‬ﻣﺠﻠﺔ دراﺳﺎت ﻋﺮﺑﻴﺔ‪ ،‬راﺑﻄﺔ اﻷﺧﺼﺎﺋﻴﻴﻦ اﻟﻨﻔﺴﻴﻴﻦ اﻟﻤﺼﺮﻳﺔ‪ ،‬ﻣﺞ ‪ ،٦‬ع ‪.١‬‬
‫اﻟﺠﺎز اﻟﻤﺮﻛﺰي ﻟﻠﺘﻌﺒﺌﺔ اﻟﻌﺎﻣﺔ واﻻﺣﺼﺎء )‪ .(٢٠١٧‬اﻟﻜﺘﺎب اﻻﺣﺼﺎﺋﻲ اﻟﺴﻨﻮي‪ ،‬ﻋﺪد اﻷﺳﺮًة ﻓﻲ اﻟﻤﺴﺘﺸﻔﻴﺎت‬
‫اﻟﺤﻮﻣﻴﺔ واﻟﺨﺎﺻﺔ ﻣﻦ ﻋﺎم ‪ ٢٠٠٨‬إﻟﻰ ‪.٢٠١٧‬‬
‫ﺟﺒﻞ‪ ،‬ﻋﺒﺪ اﻟﻨﺎﺻﺮ ﻋﻮض )‪ .(٢٠٠٣‬اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﻨﻔﺴﻴﺔ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬دار اﻟﻨﻬﻀﺔ اﻟﻤﺼﺮﻳﺔ‪ ،‬ص ‪.٢٠‬‬
‫‪٣٢٧‬‬
‫ﺣﺎﻓﻆ‪ ،‬ﻋﻔﺎف ﻋﺎدل أﺑﻮ اﻟﻔﺘﺢ )‪ .(٢٠١٨‬ﺗﺼﻮر ﻣﻘﺘﺮح ﺑﺎﺳﺘﺨﺪام اﻟﻌﻼج اﻟﻤﻌﺮﻓﻲ اﻟﺴﻠﻮﻛﻲ ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺨﺎﻃﺮ‬
‫اﻧﺘﻜﺎﺳﺔ اﻟﻤﺘﻌﺎﻓﻴﻦ ﻣﻦ ادﻣﺎن اﻟﻬﻴﺮوﻳﻦ‪ ،‬ﻣﺠﻠﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬اﻟﺠﻤﻌﻴﺔ اﻟﻤﺼﺮﻳﺔ ﻟﻸﺧﺼﺎﺋﻴﻴﻦ‬
‫اﻻﺟﺘﻤﺎﻋﻴﻴﻦ‪ ،‬اﻟﻌﺪد ‪ ،٦٠‬اﻟﺠﺰء ‪ ،٩‬ص ‪.٣٤٠‬‬
‫ﺣﺴﻦ‪ ،‬داﻟﻴﺎ ﻋﻠﻲ )‪ .(٢٠١٤‬ﺑﺮﻧﺎﻣﺞ ارﺷﺎدي ﻋﻘﻼﻧﻲ اﻧﻔﻌﺎﻟﻲ ﻟﺨﻔﺾ ﻣﺨﺎﻃﺮ اﺣﺘﻤﺎﻻت اﻻﻧﺘﻜﺎﺳﺔ ﻟﺪى ﻋﻴﻨﺔ ﻣﻦ‬
‫اﻟﺸﺒﺎب ﻣﺪﻣﻨﻲ اﻟﺒﺎﻧﺠﻮ ﻓﻲ ﻣﺮﺣﻠﺔ اﻟﺘﻌﺎﻓﻲ‪ ،‬ﻣﺠﻠﺔ اﻻرﺷﺎد اﻟﻨﻔﺴﻲ‪ ،‬ﻣﺮﻛﺰ اﻻرﺷﺎد اﻟﻨﻔﺴﻲ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻴﻦ ﺷﻤﺲ‪،‬‬
‫ع ‪.٣٧‬‬
‫رﺷﻮان‪ ،‬ﻋﺒﺪ اﻟﻤﻨﺼﻒ ﺣﺴﻦ )‪ .(٢٠٠٧‬اﻟﻤﻤﺎرﺳﺔ اﻟﻤﻬﻨﻴﺔ ﻟﻠﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻨﻔﺴﻲ واﻟﻌﻘﻠﻲ‪،‬‬
‫اﻹﺳﻜﻨﺪرﻳﺔ‪ ،‬ص ‪.١٢٢‬‬
‫زوﺑﻊ‪ ،‬رﺷﺎ ﻋﺒﺪ اﻟﻌﺰﻳﺰ اﻟﺼﺎدق )‪ .(٢٠١٧‬اﻟﻌﻼج ﻣﻦ اﻻدﻣﺎن واﻟﻮﻗﺎﻳﺔ ﻣﻦ اﻻﻧﺘﻜﺎﺳﺔ‪ ،‬ﻣﺠﻠﺔ ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ ﻓﻲ اﻟﻌﻠﻮم‬
‫اﻟﻨﻔﺴﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻴﻦ ﺷﻤﺲ‪ ،‬ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﻣﺞ ‪ ،٤١‬ع ‪ ،٢‬ص ‪.٨٦‬‬
‫ﺳﻜﺮان‪ ،‬ﻣﺎﻫﺮ ﻋﺒﺪ اﻟﺮازق)‪ .(٢٠١٠‬اﺳﺘﺨﺪام اﻟﻨﻤﻮذج اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ ﻓﻲ ﺧﺪﻣﺔ اﻟﻤﺘﻌﺎﻓﻲ ﻣﻦ اﻟﻤﺮض اﻟﻨﻔﺴﻲ ﻓﻲ‬
‫ﺗﺨﻔﻴﻒ ﺣﺪة اﻟﻘﻠﻖ اﻻﺟﺘﻤﺎﻋﻲ ﻟﺪى اﻷﻃﻔﺎل ﺿﻌﺎف اﻟﺴﻤﻊ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬اﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻟﺜﺎﻟﺚ واﻟﻌﺸﺮون‪،‬‬
‫ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪ ،‬ﻛﻠﻴﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫اﻟﺴﻜﺮى‪ ،‬أﺣﻤﺪ ﺷﻔﻴﻖ)‪ .(٢٠٠٠‬ﻗﺎﻣﻮس اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺨﺪﻣﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬اﻹﺳﻜﻨﺪرﻳﺔ‪ ،‬دار اﻟﻤﻌﺮﻓﺔ‬
‫اﻟﺠﺎﻣﻌﻴﺔ‪ ،‬ص ‪.٤٣٣‬‬
‫ﺷﺎﻓﻌﻲ‪ ،‬اﺑﺮاﻫﻴﻢ )‪ .(٢٠١٧‬اﻟﻌﻼج اﻟﻤﻌﺮﻓﻲ اﻟﺴﻠﻮﻛﻲ ﻟﻠﻔﺼﺎم اﻟﻤﺰﻣﻦ‪ :‬ﺗﻘﺮﻳﺮ ﺣﺎﻟﺔ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬اﻟﻬﻴﺌﺔ اﻟﻤﺼﺮﻳﺔ اﻟﻌﺎﻣﺔ‬
‫ﻟﻠﻜﺘﺎب‪ ،‬س ‪ ،٣٠‬ع ‪.١١٥‬‬
‫ﺷﺤﺎﺗﻪ‪ ،‬ﻋﺒﺪ اﻟﻤﻨﻌﻢ‪ ،‬ﻋﺒﺪ اﷲ‪ ،‬ﻣﺤﻤﺪ ﺣﺴﻦ‪ ،‬ﻧﻮﻓﻞ‪ ،‬ﻓﺎﻃﻤﻪ ﻋﻠﻲ )‪ .(٢٠١٧‬ﻋﻮاﻣﻞ اﻟﻮﻗﺎﻳﺔ ﻣﻦ اﻻﻧﺘﻜﺎﺳﺔ ﻟﺪى ﻣﺮﺿﻰ‬
‫اﻟﻔﺼﺎم‪ ،‬ﺑﺤﺚ ﻣﻨﺸﻮر ﺑﻤﺠﻠﺔ ﻋﻠﻢ اﻟﻨﻔﺲ‪ ،‬اﻟﻬﻴﺌﺔ اﻟﻤﺼﺮﻳﺔ اﻟﻌﺎﻣﺔ ﻟﻠﻜﺘﺎب‪ ،‬س ‪ ،٣٠‬ع ‪.١١٥‬‬
‫اﻟﺸﺮﺑﻴﻨﻲ‪ ،‬ﻟﻄﻔﻲ‪ ،‬ﺻﺎدق‪ ،‬ﻋﺎدل )‪ .(٢٠٠٠‬ﻣﻌﺠﻢ ﻣﺼﻄﻠﺤﺎت اﻟﻄﺐ اﻟﻨﻔﺴﻲ‪ ،‬ﻣﺮﻛﺰ ﺗﻌﺮﻳﺐ اﻟﻌﻠﻮم اﻟﺼﺤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ‬
‫اﻟﻤﻌﺎﺟﻢ اﻟﻄﺒﻴﺔ اﻟﻤﺘﺨﺼﺼﺔ‪ ،‬ﻣﺆﺳﺴﺔ اﻟﻜﻮﻳﺖ ﻟﻠﺘﻘﺪم اﻟﻌﻠﻤﻲ‪ ،‬ص ‪.١٣١‬‬
‫ﺷﻴﻤﺔ‪ ،‬ﻧﺒﻴﻠﺔ ﻋﺒﺪ اﻟﻔﺘﺎح ﻣﺤﻤﺪ )‪ .(٢٠٠٢‬ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻓﻲ اﻻرﺷﺎد اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ ﻟﺘﺤﺴﻴﻦ ﻣﺴﺘﻮى اﻟﺼﺤﺔ‬
‫اﻟﻨﻔﺴﻴﺔ ﻟﺪى ﻋﻴﻨﺔ ﻣﻦ اﻟﻤﺮاﻫﻘﺎت‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻋﻴﻦ ﺷﻤﺲ‪.‬‬
‫ﺻﺎﻟﺢ‪ ،‬ﻗﺎﺳﻢ ﺣﺴﻴﻦ )‪ .(٢٠١٤‬اﻻﺿﻄﺮاﺑﺎت اﻟﻨﻔﺴﻴﺔ واﻟﻌﻘﻠﻴﺔ – ﻧﻈﺮﻳﺎﺗﻬﺎ‪ ،‬أﺳﺒﺎﺑﻬﺎ‪ ،‬ﻃﺮق ﻋﻼﺟﻬﺎ‪ ،‬ﻋﻤﺎن‪ ،‬دار‬
‫دﺟﻠﻪ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ‪ ،‬ص ‪.٢٢٣‬‬
‫ﻃﻪ‪ ،‬ﻓﺮج ﻋﺒﺪ اﻟﻔﺎدر)‪ .(٢٠٠٥‬ﻣﻮﺳﻮﻋﺔ ﻋﻠﻢ اﻟﻨﻔﺲ واﻟﺘﺤﻠﻴﻞ اﻟﻨﻔﺴﻲ‪ ،‬ط ‪ ،٣‬أﺳﻴﻮط‪ ،‬دار اﻟﻮﻓﺎق ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ‪،‬‬
‫ص ‪.٦٣٤‬‬
‫اﻟﻌﺎﺳﻤﻲ‪ ،‬رﻳﺎض ﻧﺎﻳﻞ)‪ .(٢٠١٤‬اﻟﻌﻼج اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ اﻟﺴﻠﻮﻛﻲ ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻟﻤﻤﺎرﺳﺔ‪ ،‬ﻋﻤﺎن‪ ،‬دار اﻹﻋﺼﺎر‬
‫اﻟﻌﻠﻤﻲ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ‪ ،‬ص ص ‪.٣١٤ ،٣١٣‬‬
‫ﻋﺒﺪ اﻟﺤﻤﻴﺪ‪ ،‬ﺟﺎﺑﺮ‪ ،‬ﻛﻔﺎﻓﻲ‪ ،‬ﻋﻼء اﻟﺪﻳﻦ)‪ .(١٩٩٥‬ﻣﻌﺠﻢ ﻋﻠﻢ اﻟﻨﻔﺲ واﻟﻄﺐ اﻟﻨﻔﺴﻲ‪ ،‬اﻟﺠﺰء اﻟﺮاﺑﻊ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬دار‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ‪ ،‬ص ‪.٣١٨‬‬
‫ﻋﺒﺪ اﻟﻌﺎل‪ ،‬ﺳﻼﻣﻪ ﻣﻨﺼﻮر ﻣﺤﻤﺪ )‪ .(٢٠١٥‬دﻟﻴﻞ ارﺷﺎدي ﻟﻸﺧﺼﺎﺋﻴﻴﻦ اﻻﺟﺘﻤﺎﻋﻴﻴﻦ اﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ اﻟﻤﺠﺎل اﻟﻨﻔﺴﻲ‪،‬‬
‫ﻣﺠﻠﺔ دراﺳﺎت ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻌﻠﻮم اﻻﻧﺴﺎﻧﻴﺔ‪ ،‬ﻛﻠﻴﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪ ،‬اﻟﻌﺪد ‪،٣٨‬‬
‫اﻟﺠﺰء اﻟﺜﺎﻧﻲ‪ ،‬ص ‪.٢٧٣‬‬
‫ﻋﺒﺪ اﻟﻔﺘﺎح‪ ،‬ﻣﺤﻤﻮد ﻣﺤﻤﺪ ﻣﻨﻴﺮ )‪ .(٢٠١٠‬اﺳﺘﺨﺪام وﺳﺎﺋﻞ اﻟﺘﻌﺒﻴﺮ ﻓﻲ اﻟﻌﻤﻞ ﻣﻊ ﺟﻤﺎﻋﺎت ﻣﺮﺿﻰ اﻟﻔﺼﺎم ﻟﺘﻨﻤﻴﺔ‬
‫ﻣﻬﺎراﺗﻬﻢ ﻓﻲ اﻟﺘﻔﺎﻋﻞ اﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻣﺠﻠﺔ دراﺳﺎت ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻌﻠﻮم اﻻﻧﺴﺎﻧﻴﺔ‪ ،‬ﻛﻠﻴﺔ اﻟﺨﺪﻣﺔ‬
‫اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪ ،‬اﻟﻌﺪد ‪ ،٢٩‬اﻟﺠﺰء ‪.٥‬‬
‫ﻋﺒﺪ اﷲ‪ ،‬ﻫﺸﺎم اﺑﺮاﻫﻴﻢ )‪ .(٢٠٠٨‬اﻟﻌﻼج اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ اﻟﺴﻠﻮﻛﻲ‪ -‬أﺳﺲ وﺗﻄﺒﻴﻘﺎت اﻟﺘﻔﻜﻴﺮ وﺗﺄﺛﻴﺮه ﻋﻠﻰ‬
‫اﻧﻔﻌﺎﻻت اﻟﻔﺮد وﺳﻠﻮﻛﻪ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬دار اﻟﻜﺘﺎب اﻟﺤﺪﻳﺚ‪ ،‬ص ‪.٢٩‬‬
‫ﻋﺒﺪ اﻟﻬﺎدي‪ ،‬ﻋﺼﺎم ﻋﺒﺪ اﻟﻠﻄﻴﻒ)‪ .(١٩٩٧‬أﺛﺮ اﻟﻌﻼج اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ ﻓﻲ ﺧﻔﺾ اﻟﻌﺪواﻧﻴﺔ ﻟﺪى اﻟﻤﺮاﻫﻘﻴﻦ‪،‬‬
‫رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻵداب‪ ،‬ﺟﺎﻣﻌﺔ اﻟﺰﻗﺎزﻳﻖ‪ ،‬ص ‪.٢٧٤‬‬
‫ﻋﺰام‪ ،‬ﺷﻌﺒﺎن ﻋﺒﺪ اﻟﺼﺎدق ﻋﻮض)‪ .(٢٠١٢‬ﻓﻌﺎﻟﻴﺔ اﻟﻌﻼج اﻟﻌﻘﻼﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ ﻓﻲ ﺗﻌﺪﻳﻞ اﻷﻓﻜﺎر اﻟﺨﺎﻃﺌﺔ ﻟﺪى‬
‫اﻟﻄﻼب اﻟﻤﻜﻔﻮﻓﻴﻦ‪ ،‬اﻟﻤﺆﺗﻤﺮ اﻟﺪوﻟﻲ اﻟﺨﺎﻣﺲ واﻟﻌﺸﺮون‪ ،‬ﻛﻠﻴﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪ ،‬اﻟﻤﺠﻠﺪ‬
‫اﻟﺮاﺑﻊ‪.‬‬
‫ﻋﻄﻴﻪ‪ ،‬ﻋﻤﺎد ﻣﺤﻤﺪ ﻣﺤﻤﺪ )‪ .(٢٠١٣‬ﺗﻘﻨﻴﺎت اﻻرﺷﺎد اﻟﺠﻤﺎﻋﻲ‪ ،‬اﻟﺮﻳﺎض‪ ،‬ﻣﻜﺘﺒﺔ اﻟﺮﺷﺪ ﻧﺎﺷﺮون‪ ،‬ص ‪.١٤٩‬‬
‫ﻋﻜﺎﺷﻪ‪ ،‬أﺣﻤﺪ)‪ .(١٩٩٨‬اﻟﻄﺐ اﻟﻨﻔﺴﻲ اﻟﻤﻌﺎﺻﺮ‪ ،‬اﻟﻘﺎﻫﺮة‪ ،‬ﻣﻜﺘﺒﺔ اﻷﻧﺠﻠﻮ اﻟﻤﺼﺮﻳﺔ‪،‬ص ‪.٢٤٩‬‬
‫ﻏﺎﻧﻢ‪ ،‬ﻣﺤﻤﺪ ﺣﺴﻦ ﻣﺤﻤﺪ ﺣﺴﻦ )‪ :(٢٠١٧‬ﺗﺎرﻳﺦ اﻷﻣﺮاض اﻟﺬﻫﺎﻧﻴﺔ‪ :‬اﻟﻔﺼﺎم ﻧﻤﻮذﺟﺎً‪ ،‬ﻣﺠﻠﺔ ﻋﻠﻢ اﻟﻨﻔﺲ‪ ،‬اﻟﻬﻴﺌﺔ‬
‫اﻟﻤﺼﺮﻳﺔ اﻟﻌﺎﻣﺔ ﻟﻠﻜﺘﺎب‪ ،‬س ‪ ،٣٠‬ع ‪ ،١١٥‬ص ‪.٣٠‬‬
‫ﻓﻬﻤﻲ‪ ،‬ﻣﺤﻤﺪ ﺳﻴﺪ )‪ .(٢٠١٠‬اﻟﺮﻋﺎﻳﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﻮﻗﻴﻦ ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‪ ،‬اﻻﺳﻜﻨﺪرﻳﺔ‪ ،‬دار اﻟﻮﻓﺎء ﻟﺪﻧﻴﺎ اﻟﻄﺒﺎﻋﺔ‬
‫واﻟﻨﺸﺮ‪ ،‬ص ‪.٩٥‬‬
‫‪٣٢٨‬‬
‫اﻟﻔﻴﻮﻣﻲ‪ ،‬أﺣﻤﺪ ﺑﻦ ﻣﺤﻤﺪ ﺑﻦ ﻋﻠﻲ)‪ .(٢٠١٠‬اﻟﻤﺼﺒﺎح اﻟﻤﻨﻴﺮ ﻓﻲ ﻏﺮﻳﺐ اﻟﺸﺮح اﻟﻜﺒﻴﺮ‪ ،‬ﺑﻴﺮوت‪ ،‬اﻟﻤﻜﺘﺒﺔ اﻟﻌﻠﻤﻴﺔ‪،‬‬
‫ص ‪.٣٢١‬‬
‫ﻣﺠﻠﺔ ﻣﺠﻤﻊ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ)‪ .(١٩٨٥‬اﻟﻤﺠﻠﺪ ‪ ،٦٠‬اﻟﺠﺰء ‪ ،٤‬ص ‪.٢١٨‬‬
‫ﻣﺤﻤﺪ‪ ،‬أﺣﻤﺪ زﻛﻲ )‪ .(٢٠١٠‬ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻟﻠﺘﺪﺧﻞ اﻟﻤﻬﻨﻲ ﻣﻦ ﻣﻨﻈﻮر اﻟﻤﻤﺎرﺳﺔ اﻟﻌﺎﻣﺔ ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻻﺷﺒﺎع اﻻﺣﺘﻴﺎﺟﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻤﺮﺿﻰ اﻟﻔﺼﺎم‪ ،‬اﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻟﺪوﻟﻲ ﻟﺜﺎﻟﺚ واﻟﻌﺸﺮﻳﻦ ﻟﻠﺨﺪﻣﺔ‪ ،‬ﻛﻠﻴﺔ‬
‫اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪ ،‬ﻣﺞ ‪.٥‬‬
‫ﻣﺤﻤﺪ‪ ،‬ﻣﺨﺘﺎر ﻣﺤﻤﺪ ﻃﻠﻌﺖ )‪ .(٢٠١٧‬ﻓﺎﻋﻠﻴﺔ ﺑﺮﻧﺎﻣﺞ ارﺷﺎدي ﻋﻘﻼﻧﻲ اﻧﻔﻌﺎﻟﻲ ﻟﺘﻨﻤﻴﺔ أﺳﺎﻟﻴﺐ ﻣﻮاﺟﻬﺔ أزﻣﺔ اﻟﻬﻮﻳﺔ‬
‫ﻟﺪى اﻟﺸﺒﺎب اﻟﺠﺎﻣﻌﻲ‪ ،‬رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪.‬‬
‫ﻣﺤﻤﺪ‪ ،‬ﻣﺮوة اﺑﺮاﻫﻴﻢ ﻋﻮاد)‪ .(٢٠١٣‬دراﺳﺔ ﻟﻠﻌﻮاﻣﻞ اﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻧﺘﻜﺎﺳﺔ ﻣﺮﺿﻰ اﻟﻔﺼﺎم‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻏﻴﺮ‬
‫ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﻮان‪.‬‬
‫ﻣﺼﻄﻔﻰ‪ ،‬ﻋﺎدل‪ ،‬اﻟﺴﻤﺎك‪ ،‬أﻣﻴﻤﻪ)‪ .(٢٠٠١‬اﻟﺪﻟﻴﻞ اﻟﺘﺸﺨﻴﺼﻲ اﻻﺣﺼﺎﺋﻲ اﻟﺮاﺑﻊ ﻟﻼﺿﻄﺮاﺑﺎت اﻟﻨﻔﺴﻴﺔ‪ ،‬اﻟﺮاﺑﻄﺔ‬
‫اﻷﻣﺮﻳﻜﻴﺔ ﻟﻠﻄﺐ اﻟﻨﻔﺴﻲ‪ ،‬اﻟﻜﻮﻳﺖ‪ ،‬ﻣﻜﺘﺒﺔ اﻟﻤﻨﺎر‪ ،‬ص ‪.١٦٢‬‬
‫ﻣﻐﺎزي‪ ،‬ﻧﻬﻰ ﺳﻌﺪي أﺣﻤﺪ )‪ .(١٩٩٦‬ﻣﻤﺎرﺳﺔ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﻊ ﻣﺮﺿﻰ اﻟﻔﺼﺎم – دراﺳﺔ ﺗﻘﻮﻳﻤﻴﺔ ﺑﻤﺴﺘﺸﻔﻰ‬
‫اﻟﻨﺒﻮي اﻟﻤﻬﻨﺪس ﻟﻠﺼﺤﺔ اﻟﻨﻔﺴﻴﺔ‪ ،‬رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻵداب‪ ،‬ﺟﺎﻣﻌﺔ اﻻﺳﻜﻨﺪرﻳﺔ‪.‬‬
‫___ )‪ .(٢٠٠٢‬اﺳﺘﺨﺪام ﺑﺮاﻣﺞ ﺧﺪﻣﺔ اﻟﺠﻤﺎﻋﺔ ﻣﻊ أﺳﺮ ﻣﺮﺿﻰ اﻟﻔﺼﺎم ﻟﺘﺄﻫﻴﻞ اﻟﻔﺼﺎﻣﻴﻴﻦ اﺟﺘﻤﺎﻋﻴﺎً دراﺳﺔ ﻣﻴﺪاﻧﻴﺔ‬
‫ﺑﻤﺴﺘﺸﻔﻰ اﻟﻨﺒﻮي اﻟﻤﻬﺪي ﻟﻠﻄﺐ اﻟﻨﻔﺴﻲ ﺑﺎﻹﺳﻜﻨﺪرﻳﺔ‪ ،‬رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻵداب‪ ,‬ﺟﺎﻣﻌﺔ‬
‫اﻹﺳﻜﻨﺪرﻳﺔ‪.‬‬
‫ﻣﻠﻴﻜﻪ‪ ،‬ﻟﻮﻳﺲ ﻛﺎﻣﻞ )‪ .(١٩٩٠‬اﻟﻌﻼج اﻟﺴﻠﻮﻛﻲ وﺗﻌﺪﻳﻞ اﻟﺴﻠﻮك‪ ،‬اﻟﻜﻮﻳﺖ‪ ،‬دار اﻟﻘﻠﻢ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﻳﻊ‪ ،‬ص ‪.١٨٥‬‬
‫ﻧﺎﺻﻒ‪ ،‬ﻣﺎﺟﺪه اﻟﺴﻴﺪ ﻋﻠﻲ)‪ .(٢٠١٠‬ﻓﻌﺎﻟﻴﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻌﺮﻓﻲ ﺳﻠﻮﻛﻲ ﻓﻲ ﺗﺨﻔﻴﻒ ﺣﺪة اﻟﻤﻌﺘﻘﺪات اﻟﺴﻠﺒﻴﺔ ﻏﻴﺮ اﻟﻌﻘﻼﻧﻴﺔ‬
‫ﻟﺪى ﻋﻴﻨﺔ ﻣﻦ ﻣﺮﺿﻰ اﻟﻔﺼﺎم‪ ،‬رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﻛﻔﺮ اﻟﺸﻴﺦ‪.‬‬
‫ﻧﻮﻓﻞ‪ ،‬ﻓﺎﻃﻤﺔ ﻋﻠﻲ ﻣﺤﻤﺪ)‪ .(٢٠١٦‬اﻟﻤﻌﺎﻟﺠﺎت اﻟﻤﻌﺮﻓﻴﺔ اﻟﺴﻠﻮﻛﻴﺔ ﻻﺿﻄﺮاب اﻟﻄﻴﻒ اﻟﻔﺼﺎﻣﻲ واﻻﺿﻄﺮاﺑﺎت‬
‫اﻟﺬﻫﺎﻧﻴﺔ اﻷﺧﺮى‪ :‬دراﺳﺔ ﺗﺠﺮﻳﺒﻴﺔ اﻛﻠﻴﻨﻴﻜﻴﺔ‪ ،‬رﺳﺎﻟﺔ دﻛﺘﻮراه ﻏﻴﺮ ﻣﻨﺸﻮرة‪ ،‬ﻛﻠﻴﺔ اﻵداب‪ ،‬ﺟﺎﻣﻌﺔ اﻟﻤﻨﻮﻓﻴﺔ‪.‬‬
‫ﻫﻴﺌﺔ اﻟﺘﺤﺮﻳﺮ)‪ .(٢٠١٧‬ﻣﻔﺎﻫﻴﻢ وﻣﺼﻄﻠﺤﺎت ﻧﻔﺴﻴﺔ‪ ،‬ﻋﻠﻢ اﻟﻨﻔﺲ‪ ،‬اﻟﻬﻴﺌﺔ اﻟﻤﺼﺮﻳﺔ اﻟﻌﺎﻣﺔ ﻟﻠﻜﺘﺎب‪ ،‬س‪ ،٣٠‬ع‪،١١٥‬‬
‫ص ‪.٢٥١‬‬
‫ﺜﺎﻨﻴﺎ‪ -‬ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬
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Psychiatry, 10(2).
‫( ﻨﻤﻭﺫﺝ ﻹﺤﺩﻯ ﺍﻟﺘﻘﺎﺭﻴﺭ ﺍﻟﺩﻭﺭﻴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺘﺴﺠﻴﻠﻬﺎ ﻤﻊ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‬٣) ‫ﻤﻠﺤﻕ‬
:‫ ﺍﻟﺠﺯﺀ ﺍﻻﺤﺼﺎﺌﻲ‬-‫ﺃﻭﻻ‬
‫ ﺘﻭﻗﻴﺕ‬-٣ ‫ ﺍﻟﺨﺎﻤﺱ‬:‫ ﺭﻗﻡ ﺍﻻﺠﺘﻤﺎﻉ‬-٢ ٢٠١٩ /١٢ /٩ ‫ ﺍﻟﺴﺒﺕ‬:‫ ﺍﻟﻴﻭﻡ ﻭﺍﻟﺘﺎﺭﻴﺦ‬-١
.‫ ﻻ ﻴﻭﺠﺩ‬:‫ ﻋﺩﺩ ﺍﻟﻐﺎﺌﺒﻴﻥ‬-٥ ٨ :‫ ﻋﺩﺩ ﺍﻟﺤﺎﻀﺭﻴﻥ‬-٤ ‫ ﺍﻟﻌﺎﺸﺭﺓ ﺼﺒﺎﺤﺎﹰ‬:‫ﺍﻻﺠﺘﻤﺎﻉ‬
:‫ ﺃﻫﺩﺍﻑ ﺍﻻﺠﺘﻤﺎﻉ‬-‫ﺜﺎﻨﻴﺎﹰ‬
.‫ﺘﻨﻔﻴﺫ ﻤﻨﺎﻗﺸﺔ ﻤﻨﻁﻘﻴﺔ ﻟﻠﻔﻜﺭﺓ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬
:‫ ﻤﺤﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻉ‬-‫ﺜﺎﻟﺜﺎﹰ‬
‫ ﺤﻀﺭ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺇﻟﻰ ﺤﺠﺭﺓ‬،‫ﺇﻨﻪ ﻓﻲ ﺘﻤﺎﻡ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻌﺎﺸﺭﺓ ﺼﺒﺎﺤﺎﹰ‬
‫ ﻓﻭﺠﺩ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﻜﻠﻬﻡ‬،‫ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺒﻤﺴﺘﺸﻔﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺃﺴﻴﻭﻁ‬
‫ ﻭﺴﺄﻟﻬﻡ ﻋﻥ ﺍﻟﻐﻴﺎﺏ ﻓﺭﺩ ﺍﻟﻌﻀﻭ‬،‫ ﻓﺭﺤﺏ ﺒﻬﻡ ﻭﺸﻜﺭﻫﻡ ﻋﻠﻰ ﺍﻟﺘﺯﺍﻤﻬﻡ ﺒﺎﻟﻤﻭﺍﻋﻴﺩ‬،‫ﺤﺎﻀﺭﻴﻥ‬
‫ ﻭﻭﺠﻪ ﺍﻷﺨﺼﺎﺌﻲ ﺴﺅﺍﻻﹸ ﻟﻬﻡ ﺒﻘﻭﻟﻪ ﻤﻥ ﻴﻘﻭل ﻟﻨﺎ ﻤﺎ‬،‫ ﻙ( ﺍﻟﺴﻜﺭﺘﻴﺭ ﻭﻗﺎل ﻻ ﻴﻭﺠﺩ ﻏﻴﺎﺏ‬.‫)ﻱ‬
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‫ﻫﻭ ﺍﻟﺸﺊ ﺍﻟﺫﻱ ﺍﺘﻔﻘﻨﺎ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺒﻪ ﺍﻟﻴﻭﻡ؟ ﻓﺭﺩ ﺍﻟﻌﻀﻭ )ﻡ‪ .‬ﻥ( ﺭﺌﻴﺱ ﺍﻟﺠﻤﺎﻋﺔ ﺒﺄﻨﻨﺎ ﺴﻭﻑ‬
‫ﻨﻨﺎﻗﺵ ﺍﻟﻴﻭﻡ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻋﻥ ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺍﻟﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﺴﺒﺒﺎﹰ‬
‫ﻓﻲ ﻋﺩﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻟﻠﻌﻼﺝ ﺍﻟﺩﻭﺍﺌﻲ‪ ،‬ﻭﻓﻲ ﺤﺩﻭﺙ ﺍﻻﻨﺘﻜﺎﺴﺔ ﺒﻌﺩ ﺍﻟﺨﺭﻭﺝ ﻤﻥ ﺍﻟﻤﺴﺘﺸﻔﻰ‪،‬‬
‫ﻭﺒﺴﺅﺍﻟﻲ ﻟﻬﻡ ﻋﻥ ﻤﻌﻨﻰ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻓﺄﺠﺎﺏ ﺍﻟﻌﻀﻭ )ﻡ‪ .‬ﺡ( ﺒﺄﻨﻬﺎ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻻﻨﺴﺎﻥ‪ ،‬ﻓﺭﺩ ﺍﻷﺨﺼﺎﺌﻲ ﺒﻘﻭﻟﻪ )ﺒﺭﺍﻓﻭ ﻋﻠﻴﻙ( ﻭﺃﻜﻤل‬
‫ﺍﻷﺨﺼﺎﺌﻲ ﻋﻠﻰ ﻜﻼﻤﻪ ﺒﺄﻨﻬﺎ ﻫﻲ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﻭﻏﻴﺭ ﺍﻟﻭﺍﻗﻌﻴﺔ ﻭﺍﻟﺘﻲ ﻴﺼﺤﺒﻬﺎ‬
‫ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻨﻔﻌﺎﻟﻴﺔ ﻭﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻏﻴﺭ ﻤﺭﻏﻭﺒﺔ ﻤﺜل ﺍﻟﻘﻠﻕ‪ ،‬ﺍﻟﻐﻀﺏ‪ ،‬ﻭﺍﻟﻌﺩﻭﺍﻥ‪ ،‬ﻭﺃﻥ ﻫﺫﻩ‬
‫ﺍﻷﻓﻜﺎﺭ ﺇﻨﻤﺎ ﺘﻌﻭﺩ ﺇﻟﻰ ﺍﻟﻔﺭﺩ ﻨﻔﺴﻪ‪ ،‬ﻭﺃﻥ ﺘﻔﻜﻴﺭ ﺍﻻﻨﺴﺎﻥ ﻫﻭ ﺍﻟﺫﻱ ﻴﺠﻌل ﺍﻷﺸﻴﺎﺀ ﺤﺴﻨﺔ ﺃﻭ‬
‫ﺭﺩﺌﻴﺔ‪ ،‬ﻨﺎﻓﻌﺔ ﺃﻭ ﻀﺎﺭﺓ‪ ،‬ﻭﻭﺠﻪ ﺍﻷﺨﺼﺎﺌﻲ ﺴﺅﺍﻻﹰ ﻟﻬﻡ ﻋﻥ ﺭﺩﻭﺩﻫﻡ ﻓﻲ ﺤﺎﻟﺔ ﻋﺩﻡ ﺍﺴﺘﺠﺎﺒﺔ ﺃﺤﺩ‬
‫ﻤﻥ ﻓﺭﻴﻕ ﺍﻟﻌﻤل ﺒﺎﻟﻤﺴﺘﺸﻔﻰ ﻓﻲ ﺍﻟﺭﺩ ﻋﻥ ﺍﺴﺘﻔﺴﺎﺭﺍﺘﻬﻡ ‪ ،‬ﻓﺭﺩ ﺍﻟﻌﻀﻭ )ﻡ‪ .‬ﺃ( ﺃﻨﻪ )ﻤﻥ ﺍﻟﻤﻤﻜﻥ‬
‫ﺃﻥ ﺃﻗﻭﻡ ﺒﺴﺏ ﻫﺫﺍ ﺍﻷﺨﺼﺎﺌﻲ‪ ،‬ﻭﻗﺩ ﺤﺩﺙ ﺫﻟﻙ ﻓﻌﻼﹰ ﻤﻥ ﻗﺒل(‪ ،‬ﻓﺭﺩ ﺍﻷﺨﺼﺎﺌﻲ ﻗﺎﺌﻼﹰ‪ :‬ﻫﺫﺍ ﻟﻴﺱ‬
‫ﺼﺤﻴﺢ ﻷﻨﻪ ﻻﺒﺩ ﺃﻥ ﻴﻜﻭﻥ ﺍﻹﻨﺴﺎﻥ ﻫﺎﺩﺌﺎﹰ‪ ،‬ﻭﺃﻥ ﺩﻴﻨﻨﺎ ﺍﻟﺤﻨﻴﻑ ﻴﺩﻋﻭﻨﺎ ﻟﻠﺤﻠﻡ ﻭﺍﻟﺼﺒﺭ ﻋﻠﻰ ﺇﻴﺫﺍﺀ‬
‫ﺍﻟﻐﻴﺭ ﻟﻘﻭل ﻨﺒﻴﻨﺎ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ ﻋﻨﺩﻤﺎ ﺴﺄﻟﻪ ﺭﺠل ﻭﻗﺎل ﻟﻪ ﺍﻨﺼﺤﻨﻲ ﻴﺎ ﺭﺴﻭل ﺍﷲ ﻓﻘﺎل‬
‫ﻟﻪ )ﻻ ﺘﻐﻀﺏ‪ ،‬ﻭﺭﺩﺩﻫﺎ ﻤﺭﺍﺭﺍﹰ( ﺭﻭﺍﻩ ﺍﻟﺒﺨﺎﺭﻱ‪ ،‬ﻭﻗﺩ ﻤﺩﺡ ﺍﻟﻨﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ ﻤﻥ‬
‫ﻴﻤﻠﻙ ﻨﻔﺴﻪ ﻋﻨﺩ ﺍﻟﻐﻀﺏ‪ ،‬ﻓﻤﻥ ﺤﺩﻴﺙ ﺃﺒﻲ ﻫﺭﻴﺭﺓ ﺃﻥ ﺍﻟﻨﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ ﻗﺎل‪):‬ﻟﻴﺱ‬
‫ﺍﻟﺸﺩﻴﺩ ﺒﺎﻟﺼﺭﻋﺔ ﻭﺇﻨﻤﺎ ﺍﻟﺸﺩﻴﺩ ﺍﻟﺫﻱ ﻴﻤﻠﻙ ﻨﻔﺴﻪ ﻋﻨﺩ ﺍﻟﻐﻀﺏ(ﻭﺍﺴﺘﻁﺭﺩ ﺍﻷﺨﺼﺎﺌﻲ ﻗﺎﺌﻼﹰ ﺴﻭﻑ‬
‫ﻨﺒﺩﺃ ﺒﺎﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻌﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‪ ،‬ﻭﻨﻔﺴﺭ ﺃﺴﺒﺎﺏ ﻋﺩﻡ ﻤﻨﻁﻘﻴﺘﻬﺎ ﻭﻜﻴﻑ‬
‫ﻨﺤﻭﻟﻬﺎ ﺇﻟﻰ ﻓﻜﺭﻩ ﻤﻨﻁﻘﻴﺔ ﻭﻋﻘﻼﻨﻴﺔ‪ ،‬ﻓﺴﺄل ﺍﻷﺨﺼﺎﺌﻲ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﻋﻥ ﻤﻌﻨﻰ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ‬
‫ﻓﺭﻓﻊ ﺃﻜﺜﺭ ﻤﻥ ﻋﻀﻭ ﻤﻥ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﻴﺩﻴﻪ‪ ،‬ﻓﺄﺸﺎﺭ ﺍﻷﺨﺼﺎﺌﻲ ﺇﻟﻰ ﺍﻟﻌﻀﻭ )ﺱ‪ .‬ﻙ(‬
‫ﻓﺄﺠﺎﺏ ﺒﺄﻨﻬﺎ ﻗﺩﺭﺓ ﺍﻻﻨﺴﺎﻥ ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻨﻔﺴﻪ‪ ،‬ﻭﺃﻀﺎﻑ ﺍﻟﻌﻀﻭ )ﻑ‪ .‬ﻡ( ﺒﺄﻨﻬﺎ ﻤﻌﺭﻓﺔ‬
‫ﺍﻻﻨﺴﺎﻥ ﺒﻘﺩﺭﺍﺘﻪ ﻭﻤﻭﺍﻫﺒﻪ‪ ،‬ﻭﻗﺎل ﺍﻟﻌﻀﻭ )ﻥ‪ .‬ﺡ( ﺒﺄﻨﻬﺎ ﻗﺩﺭﺓ ﺍﻻﻨﺴﺎﻥ ﻋﻠﻰ ﺃﻥ ﻴﻨﺠﺯ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪،‬‬
‫ﻓﺸﻜﺭﻫﻡ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺠﻤﻴﻌﺎﹰ‪ ،‬ﻭﺒﺩﺃ ﻓﻲ ﻋﺭﺽ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻭﺍﻟﺘﻲ‬
‫ﺘﺨﺹ ﻋﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﻤﻥ ﻫﺫﻩ ﺍﻷﻓﻜﺎﺭ‪:‬‬
‫‪ -١‬ﻓﻜﺭﺓ )ﺃﺭﻯ ﺃﻥ ﺍﻫﺘﻤﺎﻤﻲ ﺒﻤﻅﻬﺭﻱ ﺍﻟﺨﺎﺭﺠﻲ ﻏﻴﺭ ﻀﺭﻭﺭﻱ(‪ :‬ﻫﻲ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ ،‬ﻷﻥ‬
‫ﺍﺭﺘ‪‬ﺩﺍﺀ ﺍﻟﺜﹼﻴﺎﺏ ﺍﻟﻨﻅﻴﻔﺔ‪ ،‬ﻭﺍﻟﻤ‪‬ﻼﺌﻤﺔ ﻟﻜلّ ﺤﺎل ﻭﻤﻭﻗﻑ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻨﹼﻅﺎﻓﺔ ﺍﻟﺸﺨﺼﻴ‪‬ﺔ ﺩﻟﻴل‬
‫ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻔﺭﺩ ﺒﺫﺍﺘﻪ ﻭﺍﺤﺘﺭﺍﻤﻪ ﻟﻬﺎ ﻭﺜﻘﺘﻪ ﺒﻬﺎ ﻤﻤﺎ ﻴﻜﻭﻥ ﻟﻪ ﺃﻜﺒﺭ ﺍﻷﺜﺭ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻟﻨﺎﺱ‬
‫ﻟﻪ‪.‬‬
‫‪ -٢‬ﻓﻜﺭﺓ )ﺩﺍﺌﻤﺎﹰ ﻤﺎ ﺃﻗﺎﺭﻥ ﻨﻔﺴﻲ ﺒﺎﻵﺨﺭﻴﻥ(‪ :‬ﻫﻲ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ ،‬ﻷﻥ ﻟﻜل ﺸﺨﺹ ﻫﻭﻴﺔ ﺨﺎﺼﺔ‬
‫ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺍﻟﺠﻤﻴﻊ ﻭﻻ ﻴ‪‬ﺸﺒﻪ ﺃﺤﺩﺍﹰ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﺍﻟﺸﺨﺹ ﻤﺘﻤﻴﺯﺍﹰ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ ﻤ‪‬ﺠﺎلٍ‬
‫ﻤ‪‬ﻌﻴ‪‬ﻥ‪ ،‬ﻭﻋﻜﺱ ﺫﻟﻙ ﻓﻲ ﻤﺠﺎلٍ ﺁﺨﺭ‪.‬‬
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‫‪ -٣‬ﻓﻜﺭﺓ )ﻻ ﺃﺴﺘﻁﻴﻊ ﻤﻘﺎﻭﻤﺔ ﻤﺨﺎﻭﻓﻲ(‪ :‬ﻫﻲ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ ،‬ﻷﻥ ﺍﻻﻨﺴﺎﻥ ﻴﺠﺏ ﺃﻻ ﻴﺠﻌل‬
‫ﻟﻠﺨﻭﻑ ﻁﺭﻴﻕ ﻟﻪ ﻓﻲ ﺤﻴﺎﺘﻪ‪ ،‬ﻭﺃﻥ ﻴ‪‬ﻔﺴﺢ ﺍﻟﻤﺠﺎل ﻟﻨﻔﺴﻪ ﻟﻤ‪‬ﻤﺎﺭﺴﺔ ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺠﺩﻴﺩﺓ‪ ،‬ﻭﺃﻥ‬
‫ﻴﻌﻤل ﻋﻠﻰ ﺘﻭﺴﻴﻊ ﻤﻌﺎﺭﻓﻪ ﻭﻤﻌﻠﻭﻤﺎﺘﻪ ﻭﻤﻬﺎﺭﺍﺘﻪ‪.‬‬
‫‪ -٤‬ﻓﻜﺭﺓ )ﺃﻜﺭﻩ ﻨﻔﺴﻲ ﻜﺜﻴﺭﺍﹰ‪ ،‬ﻭﻟﺫﻟﻙ ﺤﺎﻭﻟﺕ ﺍﻻﻨﺘﺤﺎﺭ ﺃﻜﺜﺭ ﻤﻥ ﻤﺭﺓ(‪ :‬ﻫﻲ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ ،‬ﻷﻨﻪ‬
‫ﻴﺠﺏ ﺃﻥ ﻴﺤﺏ ﺍﻟﺸﺨﺹ ﺫﺍﺘﻪ ﺒﺠﻤﻴﻊ ﺘﻔﺎﺼﻴﻠﻬﺎ ﻭﺒﻜل ﻤﺎ ﺘﻤﻠﻙ‪ ،‬ﻭﺘﻘﺒ‪ّ‬ل ﺍﻟﻤ‪‬ﻬﺎﺭﺍﺕ ﻭﺍﻟﻘﹸﺩﺭﺍﺕ‬
‫ﺍﻟﻤﻭﺠﻭﺩﺓ ﻟﺩﻴﻪ‪ ،‬ﻭﺍﻟﺴﻌﻲ ﺍﻟﺩﺍﺌﻡ ﺇﻟﻰ ﺘﹶﻁﻭﻴﺭﻫﺎ ﻭﺘﹶﺩﺭﻴﺒﻬﺎ ﻭﺇﻀﺎﻓﺔ ﻜلّ ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ ﻟﻬﺎ‪.‬‬
‫‪ -٥‬ﻓﻜﺭﺓ )ﺃﻋﺘﻘﺩ ﺃﻨﻨﻲ ﺃﻗل ﻤﻥ ﺍﻟﻨﺎﺱ ﻜﻠﻬﻡ‪ ،‬ﻓﻠﻡ ﺃﺤﻘﻕ ﺸﻴﺌﺎﹰ ﻤﺜﻠﻬﻡ(‪ :‬ﻫﻲ ﻓﻜﺭﺓ ﺨﺎﻁﺌﺔ‪ ،‬ﻷﻥ‬
‫ﺍﻻﻨﺴﺎﻥ ﻴﺠﺏ ﺃﻥ ﻴﻨﻅﺭ ﺇﻟﻰ ﻨﻔﺴﻪ ﺒﺈﻴﺠﺎﺒﻴﺔ ﻭﺃﻥ ﻴﻔﺭﺡ ﺒﺈﻨﺠﺎﺯﺍﺘﻪ ﻭﻤﺎ ﺤﻘﻘﻪ ﻤﻥ ﺃﻫﺩﺍﻑ ﻓﻲ‬
‫ﺍﻟﺤﻴﺎﺓ ﺤﺘﻰ ﻟﻭ ﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻷﻫﺩﺍﻑ ﻗﻠﻴﻠﺔ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻤﺤﻴﻁﻴﻥ ﺒﻪ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬
‫ﺭﺍﺒﻌﺎﹰ‪ -‬ﺍﻟﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻟﺘﻘﺭﻴﺭ‪:‬‬
‫‪ -١‬ﺩﻭﺭ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺘﻭﺠﻴﻪ ﻭﺇﺩﺍﺭﺓ ﺍﻻﺠﺘﻤﺎﻉ‪:‬‬
‫أ‪ -‬ﺩﻭﺭﻩ ﻜﻤﻭﺠﻪ ﻟﻠﺘﻔﺎﻋل‪ :‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﺴﻤﺎﺡ ﻷﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﺘﻭﺠﻴﻪ‬
‫ﺘﻔﺎﻋﻼﺕ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻤﻥ ﺨﻼل ﺘﺤﻘﻴﻕ ﺍﻻﺤﺘﺭﺍﻡ ﺒﻴﻥ ﺒﻌﻀﻬﻡ ﺍﻟﺒﻌﺽ ﻓﻲ‬
‫ﺇﺒﺩﺍﺀ ﺁﺭﺍﺌﻬﻡ ﻓﻲ ﺍﻟﻤﻭﻀﻭﻉ ﺍﻟﻤﻁﺭﻭﺡ ﻟﻠﻤﻨﺎﻗﺸﺔ‪.‬‬
‫ب‪ -‬ﺩﻭﺭﻩ ﻜﻤﻌﻠﻡ‪ :‬ﻤﻥ ﺨﻼل ﺘﻌﻠﻴﻡ ﺃﻋﻀﺎﺀ ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺒﺩﺍل ﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻌﺩﻡ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺘﺤﻭﻴﻠﻬﺎ ﺇﻟﻰ ﺃﻓﻜﺎﺭ ﻤﻨﻁﻘﻴﺔ ﻭﻋﻘﻼﻨﻴﺔ‪.‬‬
‫‪ -٢‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻻﺠﺘﻤﺎﻉ‪:‬‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺇﻋﺎﺩﺓ ﺍﻟﺒﻨﺎﺀ ﺍﻟﻤﻌﺭﻓﻲ‪ :‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﺒﺘﺯﻭﻴﺩ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‬ ‫ﺃ‪-‬‬
‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﻟﺘﺼﺤﻴﺢ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺨﺎﻁﺌﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻟﺩﻴﻬﻡ ﻋﻥ ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺍﺴﺘﺒﺩﺍﻟﻬﺎ ﺒﺄﻓﻜﺎﺭ‬
‫ﺼﺤﻴﺤﺔ ﺤﺘﻰ ﻴﺼﺒﺤﻭﺍ ﺃﻓﺭﺍﺩﺍﹰ ﻤﺘﻭﺍﻓﻘﻴﻥ ﻤﻊ ﺫﻭﺍﺘﻬﻡ ﻭﻤﻊ ﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻬﻡ ﻭﻜﺫﻟﻙ ﺤﺘﻰ‬
‫ﻴﺴﺘﻔﻴﺩﻭﺍ ﻤﻥ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﻌﻼﺠﻲ‪.‬‬
‫ﺏ‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺘﻌﻠﻡ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ :‬ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻟﺘﻐﻴﻴﺭ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﺘﺼﺎل ﻤﻌﻪ‪ ،‬ﻭﺘﻌﻠﻴﻤﻪ ﻭﺘﺩﺭﻴﺒﻪ ﺒﻁﺭﻴﻘﺔ‬
‫ﺼﺤﻴﺤﺔ ﻭﺍﻟﺒﺤﺙ ﻋﻥ ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻌﻭﻕ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺘﺫﻟﻴﻠﻬﺎ ﻋﻠﻰ ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ‪.‬‬
‫ﺝ‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻟﻀﺒﻁ ﺍﻻﻨﻔﻌﺎﻟﻲ‪ :‬ﻭﻗﺩ ﻗﺎﻡ ﺍﻟﺒﺎﺤﺙ ﻤﻥ ﺨﻼﻟﻬﺎ ﺒﻤﺤﺎﻭﻟﺔ ﻀﺒﻁ ﺍﻨﻔﻌﺎﻻﺕ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﻭﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺫﺍﺘﻲ ﻓﻲ ﺍﻨﻔﻌﺎﻻﺘﻬﻡ ﻭﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﻤﺸﺎﻋﺭﻫﻡ‬
‫ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻐﻀﺏ ﻤﻥ ﺨﻼل ﺘﻌﻠﻴﻤﻬﻡ ﻭﺍﺭﺸﺎﺩﻫﻡ‪.‬‬
‫‪٣٣٢‬‬
‫‪ -٣‬ﺘﻜﻨﻴﻜﺎﺕ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻻﺠﺘﻤﺎﻉ‪:‬‬

‫ﺃ‪ -‬ﺘﻜﻨﻴﻙ ﺍﻹﻗﻨﺎﻉ‪ :‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻗﻨﺎﻉ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ ﺒﺨﻁﺄ ﻭﻋﺩﻡ ﻤﻨﻁﻘﻴﺔ ﺃﻓﻜﺎﺭﻫﻡ‬
‫ﻭﺍﻟﺴﺒﺏ ﻓﻲ ﻋﺩﻡ ﻤﻨﻁﻘﻴﺘﻬﺎ‪ ،‬ﻟﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺜﻘﺘﻬﻡ ﻓﻲ ﺃﻨﻔﺴﻬﻡ‪.‬‬
‫ﺏ‪ -‬ﺘﻜﻨﻴﻙ ﺍﻟﺘﺩﻋﻴﻡ‪ :‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺍﻟﻤﺩﺡ ﻟﻠﻌﻀﻭ ﺍﻟﺫﻱ ﺸﺎﺭﻙ ﻭﺃﺒﺩﻯ ﺭﺃﻴﻪ ﺨﻼل‬
‫ﺍﻻﺠﺘﻤﺎﻉ‪.‬‬
‫ﺝ‪ -‬ﺘﻜﻨﻴﻙ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺸﺎﻋﺭ‪ :‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﻪ ﺍﻟﺒﺎﺤﺙ ﻟﻠﺘﺤﻜﻡ ﻓﻲ ﺍﻟﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻴﺽ ﺍﻟﻔﺼﺎﻡ ﻤﻥ ﺨﻼل ﺘﻌﻠﻴﻤﻪ ﻜﻴﻑ ﻴﺘﺼﺭﻑ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻐﻀﺏ‪.‬‬
‫‪ -٤‬ﻋﺎﺌﺩ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﻤﻥ ﺨﻼل ﺍﻻﺠﺘﻤﺎﻉ‪.‬‬
‫أ‪ -‬ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﺭﻴﺭ ﻨﻤﻭ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻬﻨﻴﺔ ﺒﻴﻥ ﺍﻷﺨﺼﺎﺌﻲ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺃﻋﻀﺎﺀ‬
‫ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻟﺩﻟﻴل ﻋﻠﻰ ﺫﻟﻙ ﺤﻀﻭﺭﻫﻡ ﻓﻲ ﺍﻟﻤﻭﺍﻋﻴﺩ ﺍﻟﻤﺤﺩﺩﺓ ﻟﻼﺠﺘﻤﺎﻉ‪ ،‬ﻭﻜﺫﻟﻙ‬
‫ﻤﺸﺎﺭﻜﺘﻬﻡ ﻓﻲ ﺍﻟﻤﻨﺎﻗﺸﺔ ﺍﻟﺠﻤﺎﻋﻴﺔ‪.‬‬
‫ب‪ -‬ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﺭﻴﺭ ﺃﻥ ﺍﻟﺠﻤﺎﻋﺔ ﻭﺼﻠﺕ ﻟﻤﺭﺤﻠﺔ ﺍﻟﻨﻀﺞ ﻭﻴﺘﻀﺢ ﺫﻟﻙ ﻤﻥ ﻗﺩﺭﺓ‬
‫ﺍﻟﺠﻤﺎﻋﺔ ﻋﻠﻰ ﺍﻟﺘﻨﻅﻴﻡ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻨﻔﺴﻬﺎ ﻤﻥ ﺨﻼل ﺍﺨﺘﻴﺎﺭ ﺭﺌﻴﺱ ﺍﻟﺠﻤﺎﻋﺔ ﻭﺴﻜﺭﺘﻴﺭ ﺍﻟﺠﻠﺴﺔ‪.‬‬
‫ﺝ‪ -‬ﺘﻡ ﺘﺤﻘﻴﻕ ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﻻﺠﺘﻤﺎﻉ ﻤﻥ ﺨﻼل ﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﻔﻜﺭﺓ ﻋﺩﻡ‬
‫ﺍﻟﺜﻘﺔ ﺒﺎﻟﻨﻔﺱ ﻭﺘﺤﻭﻴﻠﻬﺎ ﺇﻟﻰ ﺃﻓﻜﺎﺭ ﻋﻘﻼﻨﻴﺔ ﻤﻥ ﺨﻼل ﺇﻗﻨﺎﻋﻬﻡ ﺒﺎﻟﻔﻜﺭﺓ ﺍﻟﻌﻘﻼﻨﻴﺔ ﺍﻟﺒﺩﻴﻠﺔ‪.‬‬
‫ﺩ‪ -‬ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﺭﻴﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺒﺎﺤﺙ ﻟﻼﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻭﺍﻟﺘﻜﻨﻴﻜﺎﺕ ﺍﻟﻤﻬﻨﻴﺔ ﺍﻟﺨﺎﺼﺔ‬
‫ﺒﺎﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻓﻲ ﻁﺭﻴﻘﺔ ﺨﺩﻤﺔ ﺍﻟﺠﻤﺎﻋﺔ ﻟﺘﻌﺩﻴل ﺍﻷﻓﻜﺎﺭ ﺍﻟﻼﻋﻘﻼﻨﻴﺔ ﻟﺩﻯ‬
‫ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫ﻩ‪ -‬ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻟﺘﻘﺭﻴﺭ ﺇﻜﺴﺎﺏ ﺍﻟﺒﺎﺤﺙ ﺒﻌﺽ ﺍﻟﺠﻭﺍﻨﺏ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ‬
‫ﻭﺍﻟﻌﻼﺠﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﺤﺘﻤﺎﻻﺕ ﻤﺨﺎﻁﺭ ﺍﻻﻨﺘﻜﺎﺴﺔ ﻟﺩﻯ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪.‬‬
‫‪٣٣٣‬‬
‫‪٣٣٤‬‬

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٢٠٢١ ‫ ﻳﻨﺎﻳﺮ‬١ ‫اﻟﻤﺠﻠﺪ‬٥٣ ‫ﻣﺠﻠﺔ دراﺳﺎت ﻓﻲ اﻟﺨﺪﻣﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﻌﻠﻮم اﻹﻧﺴﺎﻧﻴﺔ اﻟﻌﺪد‬

jsswh.eg@gmail.com :‫ﺑﺮﻳﺪ إﻟﻴﻜﺘﺮوﻧﻲ‬ https://jsswh.journals.ekb.eg :‫اﻟﻤﻮﻗﻊ اﻻﻟﻴﻜﺘﺮوﻧﻲ‬

‫‪post measurement for the experimental group with regard to reducing‬‬

‫‪ -٣‬ﻤﻔﻬﻭﻡ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪:‬‬

‫‪-٢‬ﺃﺴﺱ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ )ﻋﻁﻴﻪ‪ ،٢٠١٣ ،‬ﺹ ‪:(١٤٩‬‬

‫‪ -٤‬ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪ :‬ﺍﻋﺘﻤﺩﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻻﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ -‬ﻤﻘﻴﺎﺱ ﻤﺨﺎﻁﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻻﻨﺘﻜﺎﺴﺔ‪:‬‬

‫ﺜﺎﻤﻨﺎﹰ‪ :‬ﺒﺭﻨﺎﻤﺞ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ‪:‬‬

‫‪ -٣‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻌﻘﻼﻨﻲ ﺍﻻﻨﻔﻌﺎﻟﻲ ﻤﻊ ﻤﺭﻀﻰ ﺍﻟﻔﺼﺎﻡ‪:‬‬

‫ﺜﺎﻤﻨﺎﹰ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ‪:‬‬

‫ﺝ‪-‬ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ :‬ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻷﻭل ﻤﻥ ﻫﻡ ﺤﺎﺼﻠﻭﻥ ﻋﻠﻰ ﻤﺅﻫل‬

‫ﻋﺎﺸﺭﺍﹰ‪ :‬ﺘﺤﻠﻴل ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬

Gumley A, Grady M, Mcnay L, Reilly J (2003). Early intervention for relapse in

‫‪ -٣‬ﺘﻜﻨﻴﻜﺎﺕ ﺍﻟﺘﺩﺨل ﺍﻟﻤﻬﻨﻲ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻻﺠﺘﻤﺎﻉ‪:‬‬

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