2015 ‫ جوان‬14 ‫ﻋـﺩﺩ‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ،‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‬

‫ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻌﺎﻨﺱ‬

‫ ﺩﺭﺍﺴﺔ ﺤﺎﻝﺔ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ‬-

‫ ﻓﺎﻁـﻤﺔ ﺨﻠﻑ ﺍﻝﻬـﻭﻴﺵ‬.‫ﺩ‬

‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺍﻝﺩﻤﺎﻡ‬

:‫ﺍﻝﻤﻠﺨﺹ‬
‫ ﻤـﻥ ﺨـﻼل ﺍﻝﺩﺭﺍﺴـﺔ‬، ‫ ﻋﺎﻤﺎ‬36 ‫ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﺤﺎﻝﺔ ﻓﺘﺎﺓ ﻋﺎﻨﺱ ﺘﺒﻠﻎ ﻤﻥ ﺍﻝﻌﻤﺭ‬
‫ ( ﻭﻤﺠﻤﻭﻋﺔ ﻤﻥ‬TAT) ‫ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻻﺴﻘﺎﻁﻲ‬، ( ‫ﺍﻝﻤﺘﻌﻤﻘﺔ ﺍﻝﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻤﻨﻬﺞ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ ) ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‬
‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻷﺨﺭﻯ ﻜﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﺍﺨﺘﺒﺎﺭ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻤﻘﻴﺎﺱ ﻗﻠﻕ ﺍﻝﻤﺴـﺘﻘﺒل‬
‫ ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﺃﻥ ﺍﻝﺤﺎﻝﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻻﻜﺘﺌـﺎﺏ ﻭ‬، ‫ﻭﻤﻘﻴﺎﺱ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ‬
‫ ﻭﺃﺴـﻔﺭﺕ ﻨﺘـﺎﺌﺞ‬، ‫ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺸﻌﻭﺭﻫﺎ ﺒﻘﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻭﻤﻌﺎﻨﺎﺘﻬﺎ ﻤﻥ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ‬
‫ ( ﺇﻥ ﺍﻝﺤﺎﻝﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﻤﺠﻤﻭﻋـﺔ ﻤـﻥ ﺍﻝﺼـﺭﺍﻋﺎﺕ ﻭ‬TAT ) ‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﺍﻝﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻻﺴﻘﺎﻁﻲ‬
‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻤﻨﻬﺎ ﺤﺎﻝﺔ ﺍﻝﺼﺭﺍﻉ ﺒﻴﻥ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺫﻱ ﺘﻌﻴﺸﻪ ﻭﺒﻴﻥ ﻤﻁﺎﻝﺏ ﺫﺍﺘﻬﺎ ﻭﻤﺸﺎﻋﺭ ﻋﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻝﺨـﻭﻑ ﻤـﻥ ﺍﻝﻤﺴـﺘﻘﺒل‬
‫ ﻜﻤﺎ ﺘﻠﺠﺎ ﺇﻝﻰ ﺍﺴـﺘﺨﺩﺍﻡ ﺍﻝﻤﻜﻨﺯﻤـﺎﺕ ﺍﻝﺩﻓﺎﻋﻴـﺔ‬، ‫ﻭﻅﻬﻭﺭ ﺍﻷﻋﺭﺍﺽ ﺍﻝﺴﻴﻜﻭﺒﺎﺘﻴﺔ ﻜﺎﻝﺼﺩﺍﻉ ﻭﺍﻝﺘﻭﺘﺭ ﺍﻝﻌﺼﺒﻲ ﻭﻝﺩﻴﻬﺎ ﻤﻴﻭل ﺍﻨﺘﺤﺎﺭﻴﺔ‬
. ‫ﻭﺘﺸﻜﻭ ﻤﻥ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺫﻜﻭﺭﻴﺔ‬

Abstract:
The present study aims to identify the psychological construction of the case of a girl spinster at
the age of 36 years, through in-depth study based on the methodology of psychoanalysis (case study),
using the test to understand the subject of projective TAT)) and a set of tests and measurements other
psychological measure of depression and test self-esteem the measure of social harmony and scale
concern the future and the measure of aggressiveness and scale irrational thoughts, showed the results
of application of tools for the study psychometric that the situation suffer from depression and low
self-esteem and social harmony and sense of concern the future and suffering from aggressive and
irrational thoughts, and results of clinical study based on the test to understand the subject of
projective TAT)) The state suffers from a range of conflicts and mental disorders, including the case of
conflict between the reality of the demands the same feelings of insecurity and fear of the future and
the onset of symptoms Alsikobatah headaches and nervous tension and has suicidal tendencies, also
resorted to the use of Almknzmat defensive and complain about male power.

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﻤﻘﺩﻤﺔ ‪:‬‬
‫ﺍﻝﺯﻭﺍﺝ ﻫﻭ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺸﺭﻋﻴﺔ ﺍﻝﻭﺤﻴﺩﺓ ﺍﻝﺩﺍﺌﻤﺔ ﺒﻴﻥ ﺍﻝﺭﺠل ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﺘﻲ ﻴﺒﺎﺭﻜﻬﺎ ﺍﷲ ﺘﻌﺎﻝﻰ ﻭﻴﻘﺭﻫﺎ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻴﻀـﻊ‬
‫ﺍﻝﻀﻭﺍﺒﻁ ﻭﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻝﻬﺎ ‪.‬‬
‫ﻭﻴﺫﻜﺭ ﻜﻤﺎل ﻤﺭﺴﻲ )‪ " (1986‬ﺃﻥ ﺍﻝﺯﻭﺍﺝ ﻤﻁﻠﺏ ﺃﺴﺎﺱ ﻤﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻨﻤﻭ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺸﺒﺎﺏ ‪ ،‬ﻓﺈﺫﺍ ﺘﺤﻘﻕ ﻫـﺫﺍ‬
‫ﺍﻝﻤﻁﻠﺏ ﺘﺤﻘﻕ ﻤﻌﻪ ﺇﺸﺒﺎﻉ ﻝﻤﻁﺎﻝﺏ ﻭﺩﻭﺍﻓﻊ ﺃﺨﺭﻯ ﻗﺩ ﻻ ﺘﺘﺤﻘﻕ ﻤﻥ ﺩﻭﻨﻪ ﻜﺎﻝﺠﻨﺱ ﻭﺍﻷﻤﻭﻤﺔ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻻﺴﺘﻘﻼل ﻭﺘﺒﺎﺩل‬
‫ﺍﻝﻌﺎﻁﻔﺔ ﻭﺍﻝﺤﺏ ﻤﻊ ﺸﺨﺹ ﻤﻥ ﺍﻝﺠﻨﺱ ﺍﻷﺨﺭ ‪ ،‬ﻓﺈﺫﺍ ﻝﻡ ﻴﺘﺤﻘﻕ ﺫﻝﻙ ﻓﺈﻨﻪ ﻴﺅﺜﺭ ﻋﻠﻰ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ " ) ﻴﻭﺴﻑ ‪.(5 ،2008 ،‬‬
‫ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻗﺩ ﻴﺅﺩﻱ ﻋﺩﻡ ﺍﻝﺯﻭﺍﺝ ﺃﻭ ﺍﻝﺘﺄﺨﺭ ﻓﻲ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ﺇﻝﻰ ﻤﺤﺎﻭﻝﺔ ﺘﺤﻘﻴﻕ ﺍﻹﺸﺒﺎﻉ ﺍﻝﺠﻨﺴـﻲ ﻭﺍﻝﻨﻔﺴـﻲ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﺨﺎﺭﺝ ﻨﻁﺎﻕ ﺸﺭﻋﻴﺔ ﺍﻝﺯﻭﺍﺝ ﻤﻤﺎ ﻴﻬﺩﺩ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﻴﻤﻲ ﻝﻠﻤﺠﺘﻤﻊ ﻭﻴﺘﻌﺎﺭﺽ ﻤﻊ ﺃﺨﻼﻗﻴـﺎﺕ ﺍﻝـﺩﻴﻥ ) ﺍﻝﻁـﺎﻴﻔﻲ‬
‫‪. (2037 ، 2009،‬‬
‫ﻭﻴﻌﺩ ﺍﻝﺘﺄﺨﺭ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺨﻁﻴﺭﺓ ﺍﻝﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺠﻤﻴﻊ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ‪ ،‬ﻭﺍﻥ ﺍﺨﺘﻠﻔﺕ ﺩﺭﺠﺔ ﻅﻬﻭﺭﻫﺎ‬
‫ﻭﺤﺩﺘﻬﺎ ﻭﺨﻁﻭﺭﺘﻬﺎ ﻤﻥ ﻤﺠﺘﻤﻊ ﻷﺨﺭ ﺘﺒﻌﺎ ﻝﻅﺭﻭﻑ ﺤﻴﺎﺘﻪ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺘﺭﻜﻴﺒﺘﻪ ﺍﻝﺴـﻜﺎﻨﻴﺔ ﻭﻗﻴﻤـﻪ ﻭﻋﺎﺩﺘـﻪ‬
‫ﻭﺘﻘﺎﻝﻴﺩﻩ ) ﺍﻝﻨﻌﻴﻤﻲ ﻭ ﺍﻝﺠﺒﺎﺭﻱ ‪ . ( 273 ،2010 ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺃﺼﺒﺤﺕ ﺍﻝﻌﻨﻭﺴﺔ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺎﺭﺯﺓ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻪ ﺍﻝﻔﺘـﺎﺓ‬
‫ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ‪ ،‬ﻓﺒﻌﺩ ﺃﻥ ﻜﺎﻨﺕ ﺘﺘﺯﻭﺝ ﻋﻨﺩﻤﺎ ﻴﺼل ﻋﻤﺭﻫﺎ ﺇﻝﻰ ﺃﺭﺒﻌﺔ ﻋﺸﺭ ﻋﺎﻤﺎ ‪ ،‬ﺃﺼﺒﺢ ﺍﻵﻥ ﺍﻝﺴـﻥ ﺍﻝﻤﻌﺘـﺎﺩ‬
‫ﻝﺯﻭﺍﺠﻬﺎ ﺜﻼﺜﻴﻥ ﻋﺎﻤﺎ ﺃﻭ ﺍﻗل ﻗﻠﻴل ﻭﺭﺒﻤﺎ ﺃﻜﺜﺭ ﻤﻥ ﺫﻝﻙ ﻝﻌﺩﺓ ﺴﻨﻭﺍﺕ )ﻴﻭﺴﻑ ‪. (3 ،2008 ،‬‬
‫ﻭﺭﻏﻡ ﺍﻝﺘﻐﻴﺭ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻝﺫﻱ ﺸﻬﺩﻩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ﺇﻻ ﺃﻥ ﺍﻷﺴﺭﺓ ﺍﻝﺴﻌﻭﺩﻴﺔ ﻤﺎﺯﻝﺕ ﺘﻌﻁﻲ ﻗـﺩﺭﺍ‬
‫ﻭﺍﻋﺘﺒﺎﺭﺍ ﻜﺒﻴﺭﻴﻥ ﻝﺯﻭﺍﺝ ﺒﻨﺎﺘﻬﺎ ‪ ،‬ﻭﻴﺒﻘﻰ ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﻴﺸﻜل ﻗﻴﻤﺎ ﻋﺎﻝﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ‪ ،‬ﻓﻌﺯﻭﺒﺔ ﺍﻝﻔﺘﺎﺓ ﻭﺘﺄﺨﺭ ﺴﻥ ﺯﻭﺍﺠﻬـﺎ ﻻ‬
‫ﻴﻌﺩ ﻤﻥ ﻋﺎﺩﺍﺕ ﺍﻷﺴﺭﺓ ﺍﻝﺴﻌﻭﺩﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺒﺭ ﻋﻨﻪ ﺒﺎﻝﺭﻓﺽ ﻭﺍﻹﺤﺭﺍﺝ ﻭﺘﺒﻘﻰ ﻤﻜﺎﻨﺔ ﺍﻝﻔﺘﺎﺓ ﻏﺎﻤﻀﺔ ﻤﺎ ﻝﻡ ﺘﺘﺯﻭﺝ ﻭﺘﻨﺠﺏ ‪.‬‬
‫ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﺠﺎﻨﺏ ﺘﺫﻜﺭ ﺼﺒﺎﺡ ﺭﻓﺎﻋﻲ ﻭﺸﺎﻫﻴﻥ ﺭﺴﻼﻥ ) ‪ " (133 ، 2007‬ﺃﺼﺒﺤﺕ ﻁﻤﻭﺤﺎﺕ ﺍﻝﻔﺘﻴﺎﺕ ﻫﺫﻩ ﺍﻷﻴﺎﻡ‬
‫ﺘﺘﺴﻡ ﺒﺎﻝﻘﻠﻕ ﻭﺍﻝﺘﻭﺘﺭ ‪ ،‬ﺒﻌﺩ ﺃﻥ ﻭﺼل ﺴﻥ ﺍﻝﻔﺘﺎﺓ ﺇﻝﻰ ‪ 35‬ﻋﺎﻤﺎ ﺃﻭ ﺃﻗل ﻤﻥ ‪ -4‬ﻋﺎﻤﺎ ‪ ،‬ﻭﻻ ﻨﺒﺎﻝﻎ ﺇﺫﺍ ﻗﻠﻨـﺎ ﺃﻥ ﺴـﻥ ﺒﻌـﺽ‬
‫ﺍﻝﻔﺘﻴﺎﺕ ﻭﺼل ﺇﻝﻰ ‪ 50‬ﻋﺎﻤﺎ ﺩﻭﻥ ﺯﻭﺍﺝ ‪ ،‬ﻤﻤﺎ ﺃﺩﻯ ﺇﻝﻰ ﺘﻌﺭﻀﻬﻥ ﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻭﺭﻫﻥ ﻤـﻥ ﻜـل ﺠﺎﻨـﺏ ‪،‬‬
‫ﻭﺃﺼﺒﺤﺕ ﺍﻝﺤﻴﺎﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻬﻥ ﺒﻼ ﻤﻌﻨﻰ ﻭﺒﺎﺕ ﻭﺍﻀﺤﺎ ﻤﻤﺎ ﻨﺸﺎﻫﺩﻩ ﺍﻭ ﻨﻼﺤﻅﻪ ﻋﻠﻰ ﻫﺅﻻﺀ ﺍﻝﻔﺘﻴﺎﺕ ﺃﻨﻬﻥ ﻓﻘـﺩﻥ ﺍﻻﺘـﺯﺍﻥ‬
‫ﺍﻻﻨﻔﻌﺎﻝﻲ ﻓﻲ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﺍﻨﻌﻜﺱ ﻋﻠﻰ ﺴﻠﻭﻜﻴﺎﺘﻬﻥ " ‪.‬‬
‫ﻭﺘﺸﻴﺭ ﻋﻔﺎﻑ ﻋﻭﻴﺱ ) ‪ (2000‬ﺃﻥ ﻏﻴﺭ ﺍﻝﻤﺘﺯﻭﺠﺔ ﻫﻲ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻝﻼﻜﺘﺌﺎﺏ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻘﻠﻕ ﻭﺍﻝﺘﻭﺘﺭ ﻭﺍﻹﺤﺴﺎﺱ‬
‫ﺒﺎﻝﻨﻘﺹ ﻤﻤﺎ ﻴﺩﻓﻊ ﺒﻌﺽ ﺍﻝﻔﺘﻴﺎﺕ ﻝﻼﻨﺘﺤﺎﺭ ﺃﻭ ﺍﻻﺘﺠﺎﻩ ﺇﻝﻰ ﻋﻼﻗﺎﺕ ﻏﻴﺭ ﺸﺭﻋﻴﺔ ) ﺸﻬﺭﺯﺍﺩ ‪. ( 190 ،2001،‬‬
‫ﻜﻤﺎ ﺇﻥ ﺍﻝﺘﺄﺨﺭ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ﻗﺩ ﻴﺸﻌﺭ ﺍﻝﻔﺘﻴﺎﺕ ﺒﺎﻝﻔﺸل ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻻﻀﻁﻬﺎﺩ ﻭﻀﻌﻑ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ ﻭﻓﻘـﺩﺍﻥ‬
‫ﺍﻝﺼﻼﺕ ﺍﻝﻌﺎﻁﻔﻴﺔ ﻭﺍﻝﺸﻌﻭﺭ ﺒﻘﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ) ﺍﻝﻤﺎﻝﻜﻲ ‪. ( 5 ، 2001 ،‬‬
‫ﻭﻴﺭﻯ ﻋﻠﻤﺎﺀ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺃﻥ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﺃﻭﻓﺭ ﺼﺤﺔ ﻤﻥ ﺍﻝﻌﺎﺯﻴﻴﻥ ﻭﺃﻁﻭل ﻋﻤﺭﺍ ‪ ،‬ﻭﺒﻴﻨﺕ ﺩﺭﺍﺴﺎﺕ ﺃﺠﺭﺍﻫﺎ ﻋﻠﻤﺎﺀ‬
‫ﻨﻔﺱ ﻓﻲ ﺠﺎﻤﻌﺔ ﺸﻴﻜﺎﻏﻭ ﻋﻥ ﺤﺎﻻﺕ ﺍﻝﺠﻨﻭﻥ ﻋﻨﺩ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻭﻏﻴﺭ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ‪ ،‬ﻓﻭﺠﺩﻭﺍ ﺃﻥ ﻨﺴﺒﺔ ﺍﻝﻤﺠﺎﻨﻴﻴﻥ‬
‫ﻤﻥ ﺍﻝﻌﺎﺯﻴﻴﻥ ﺒﻠﻐﺕ ‪ %83‬ﻭﺘﻭﺼﻠﻭﺍ ﺃﻴﻀﺎ ﺃﻥ ﻋﺩﺩﺍ ﻜﺒﻴﺭﺍ ﻤﻥ ﺍﻝﻔﺘﻴﺎﺕ ﻗﺩ ﺃﺼﺒﻥ ﺒﺄﻤﺭﺍﺽ ﻋﺼﺒﻴﺔ ﻜﺎﻝﺼﺭﻉ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬
‫ﻓﻲ ﺍﻝﺩﻭﺭﺓ ﺍﻝﺩﻤﻭﻴﺔ ﻭﺍﻝﺠﻬﺎﺯ ﺍﻝﻌﺼﺒﻲ ﻭﺒﺎﻝﺯﻭﺍﺝ ﻴﻤﻜﻥ ﺍﻝﺸﻔﺎﺀ ﻤﻥ ﻫﺫﻩ ﺍﻷﻤﺭﺍﺽ ) ﺍﻝﺴﻨﺎﺩ ‪. (126 ،2013 ،‬‬
‫ﻜﻤﺎ ﺒﻴﻨﺕ ﺩﺭﺍﺴﺔ ﺴﻨﺩ ) ‪ ( 1999‬ﺃﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺘﺩﻨﻲ ﻤﻔﻬـﻭﻡ ﺍﻝـﺫﺍﺕ ﻭﺍﻻﻜﺘﺌـﺎﺏ ﻭﺍﻝﻘﻠـﻕ‬
‫ﻭﺍﻝﻬﺴﺘﻴﺭﻴﺎ‪ ،‬ﻭﺍﻭﻀﺤﺕ ﺩﺭﺍﺴﺔ ﻤﻭﻫﻭﻨﻲ ‪ ( Mohaney)2006‬ﺒﺄﻥ ﺍﻝﻤﺘﺎﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻴﺸـﻌﺭﻥ ﺒﺎﻝﻭﺤـﺩﺓ ﻭﺍﻀـﻁﺭﺍﺏ‬
‫ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺨﺠل ﻭﻋﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻝﻌﻨﺎﺩ ‪،‬ﻭﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﺭﻓﺎﻋﻲ ﻭﺭﺴﻼﻥ )‪ ( 2007‬ﺇﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴـﺎ‬
‫ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ ) ‪ (2008‬ﺇﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺘﺩﻨﻲ ﻤﻔﻬﻭﻡ ﺍﻝـﺫﺍﺕ‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻻﻨﻁﻭﺍﺀ ‪ ،‬ﻭﺍﻨﺘﻬﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻨﻌﻴﻤﻲ ﻭﺍﻝﺠﺒﺎﺭﻱ) ‪ (2010‬ﺇﻥ ﺍﻝﻤﺘﺎﺨﺭﺍﺕ ﺯﻭﺍﺠﻴـﺎ ﻴﻌـﺎﻨﻴﻥ ﻤـﻥ ﻗﻠـﻕ‬
‫ﺍﻝﻤﺴﺘﻘﺒل ‪ ،‬ﻜﻤﺎ ﻭﺃﺸﺎﺭﺕ ﺩﺭﺍﺴﺔ ﻨﻭﺍﺭ ) ‪ (2010‬ﺇﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﺴﻠﺒﻴﺔ‪.‬‬
‫ﻤﻥ ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻴﺘﺒﻴﻥ ﻝﻨﺎ ﺤﺠﻡ ﺍﻵﺜﺎﺭ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺘﺄﺨﺭ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ﻝﺩﻯ ﺍﻝﻔﺘﺎﺓ ‪ ،‬ﻭﺘﺴﻌﻰ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺇﻝﻰ ﺘﻐﻁﻴﺔ ﺍﻝﻘﺼﻭﺭ ﺍﻝﺒﺤﺜﻲ ﻤﻥ ﺨﻼل ﺍﻝﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺔ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ ﻤﺘﻌﻤﻘﺔ ﻝﺤﺎﻝﺔ ﻓﺘﺎﺓ ﻋﺎﻨﺱ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻵﺜـﺎﺭ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻨﺘﺠﺕ ﻋﻥ ﺘﺄﺨﺭ ﺴﻥ ﺯﻭﺍﺠﻬﺎ ﻤﻥ ﺨﻼل ﺒﻌﺽ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻻﺴﻘﺎﻁﻴﺔ ) ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ( ‪.‬‬

‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬

‫ﺍﺤﺘﻠﺕ ﻅﺎﻫﺭﺓ ﺘﺄﺨﺭ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ) ﺍﻝﻌﻨﻭﺴﺔ ( ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻷﺨﻴـﺭﺓ ‪ ،‬ﻭﻴﻅﻬـﺭ‬
‫ﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ﻭﺘﻭﻀﻴﺢ ﺤﺠﻤﻬﺎ ﻭﺃﺜﺎﺭﻫﺎ ﻋﻠﻰ ﺍﻝﻔﺘﺎﺓ ﻭﺍﻝﻤﺠﺘﻤﻊ ‪ ،‬ﻭﻤﻥ ﺨﻼل‬
‫ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻭﺍﻝﺘﺤﻘﻴﻘﺎﺕ ﻭﺍﻝﻤﻘﺎﻻﺕ ﺍﻝﺼﺤﻔﻴﺔ ‪ ،‬ﻭﻤﻥ ﺨﻼل ﻤﺎ ﻝﻤﺴﺘﻪ ﺍﻝﺒﺎﺤﺜﺔ ﻭﺸﻌﺭﺕ ﺒﻪ ﻤﻥ ﻤﻌﺎﻨﺎﺓ ﻭﻭﺍﻗﻊ ﻤﺅﻝﻡ ﻋﻨﺩ‬
‫ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻐﻴﺭ ﻤﺘﺯﻭﺠﺎﺕ ‪ ،‬ﻓﻠﻠﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ﺨﺼﻭﺼﺘﻴﻪ ﺍﻝﺫﻱ ﻴﺨﺘﻠﻑ ﻓﻴﻬﺎ ﻋﻥ ﻏﻴـﺭﻩ ﻤـﻥ ﺍﻝﻤﺠﺘﻤﻌـﺎﺕ ‪،‬‬
‫ﻓﺎﻝﺭﺠل ﻓﻲ ﺤﻴﺎﺓ ﺍﻝﻤﺭﺃﺓ ﻤﺴﺎﻝﺔ ﻀﺭﻭﺭﻴﺔ ﻓﻬﻭ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﺸﺅﻭﻨﻬﺎ ﻭﺍﻝﻤﺴﺌﻭل ﻋﻥ ﺨﺩﻤﺘﻬﺎ ﺒﺼﻔﺔ ﻤﺒﺎﺸﺭﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻘﻁﺎﻋﺎﺕ‬
‫ﺍﻝﺼﺤﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﻤﺭﺍﺠﻌﺔ ﺍﻝﺩﻭﺍﺌﺭ ﺍﻝﺤﻜﻭﻤﻴﺔ ﻭﻏﻴﺭﻫﺎ ‪.‬‬
‫ﻜﻤﺎ ﻭﺭﺩ ﻓﻲ ﺃﺨﺭ ﺇﺤﺼﺎﺌﻴﺔ ﺃﻋﺩﺘﻬﺎ ﻤﻨﻅﻤﺔ‪ ) RNW.‬ﺇﺫﺍﻋﺔ ﻫﻭﻻﻨﺩﻴﺔ ﻋﺎﻝﻤﻴﺔ ﻤﺘﻌﺎﻭﻨﺔ ﻤﻊ ﺠﻤﻌﻴﺎﺕ ﻭﻫﻴﺌﺎﺕ ﻏﻴـﺭ‬
‫ﺤﻜﻭﻤﻴﺔ ﻭﻤﺭﺍﻜﺯ ﺃﺒﺤﺎﺙ ﻋﺭﺒﻴﺔ( ﻋﺎﻡ ‪2013‬ﺃﻥ ﻋﺩﺩ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﺴﻌﻭﺩﻴﺎﺕ ﺍﻝﻠﻭﺍﺘﻲ ﻝﻡ ﻴﺘﺯﻭﺠﻥ ﻭﺒﻠﻐﻥ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ﻭﺼـل‬
‫ﺇﻝﻰ ‪2,000000‬ﻓﺘﺎﺓ ﺒﻨﺴﺒﺔ ‪.%45‬‬
‫ﻨﺤﻥ ﺃﻤﺎﻡ ﻫﺫﺍ ﺍﻝﺤﺠﻡ ﺍﻝﻜﺒﻴﺭ ﻝﻅﺎﻫﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ‪ ،‬ﻭﺍﻝﺫﻱ ﺒﺩﻭﺭﻫﺎ ﺴﺘﻔﺭﺯ ﻋﺩﺩﺍ ﻤﻥ ﺍﻵﺜﺎﺭ ﺍﻝﺘﻲ ﺘﻬﺩﺩ ﺍﻝﻤﺠﺘﻤﻊ ‪ ،‬ﻭﺘﺅﺜﺭ‬
‫ﻓﻲ ﺘﻤﺎﺴﻜﻪ‪ ،‬ﻭﺘﻅﻬﺭ ﺨﻁﻭﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ﻋﻠﻰ ﻋﺩﺓ ﻤﺴﺘﻭﻴﺎﺕ‬
‫‪ -‬ﺨﻁﻭﺭﺘﻬﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻔﺘﺎﺓ ‪ :‬ﺒﺤﻴﺙ ﺘﺼﺎﺏ ﺍﻝﻔﺘﺎﺓ )ﺍﻝﻌﺎﻨﺱ( ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻵﻻﻡ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻓﺘﺸﻌﺭ ﺒﺎﻝﺤﺯﻥ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻝﻘﻠـﻕ‬
‫ﻋﻠﻰ ﻤﺴﺘﻘﺒﻠﻬﺎ ﻭﺍﻝﻨﻔﻭﺭ ﻤﻥ ﺍﻝﻨﺎﺱ ﺨﺸﻴﺔ ﺍﻝﺴﺨﺭﻴﺔ ﻭﺍﻝﺘﻠﻤﻴﺢ ﺍﻝﺠﺎﺭﺡ‪ ،‬ﻭﻫﺫﺍ ﻗﺩ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺍﻝﻌﺩﻴﺩ ﻤـﻥ ﺍﻵﻻﻡ ﺍﻝﻌﻀـﻭﻴﺔ ‪،‬‬
‫ﻭﺍﻷﺨﻁﺭ ﺃﻥ ﺍﻝﻔﺘﺎﺓ ﻗﺩ ﺘﻨﺤﺭﻑ ﻋﻥ ﺍﻝﻁﺭﻴﻕ ﺍﻝﺴﻭﻱ ﺍﻝﺘﻤﺎﺴ‪‬ﺎ ﻝﻠﺴﻜﻥ ﻭﺍﻝﻌﺎﻁﻔﺔ‪.‬‬
‫ﺙ ﺍﻝﻌﻨﻭﺴﺔ ﺁﺜﺎﺭ‪‬ﺍ ﻨﻔﺴﻴﺔ ﺴﻴﺌﺔ ﻋﻠﻰ ﻜل ﺃﺴﺭﺓ ﻓﻴﻬﺎ ﻋﺎﻨﺱ ‪ ،‬ﺤﻴﺙ ﻴﺸﻌﺭ ﺃﻓﺭﺍﺩﻫﺎ‬
‫‪ -‬ﺨﻁﻭﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻸﺴﺭﺓ ‪ :‬ﹸﺘﺤ‪ ‬ﺩ ﹸ‬
‫ﺒﺎﻝﻬﻡ ﻭﺍﻝﻐﻡ ‪ ،‬ﺒل ﺍﻝﺨﺯﻱ ﻭﺍﻝﻌﺎﺭ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﺤﻴﺙ ﺍﻝﺨﻭﻑ ﻤﻥ ﻨﻅﺭﺍﺕ ﺍﻝﻨﺎﺱ ﻭﺘﻔﺴﻴﺭﻫﺎ ﺒﻐﻴﺭ ﻤﻌﻨﺎﻫﺎ ﻭﺍﻋﺘﺒﺎﺭﻫﺎ‬
‫ﻨﻭﻋ‪‬ﺎ ﻤﻥ ﺍﻻﺘﻬﺎﻡ ﻝﻬﻡ ﻭﻝﺒﻨﺎﺘﻬﻡ‪ ،‬ﻤﻤﺎ ﻴﺅﺜﺭ ﺒﺼﻭﺭﺓ ﺴﻠﺒﻴﺔ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ‪.‬‬
‫‪ -‬ﺨﻁﻭﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺘﻤﻊ ‪:‬‬

‫ﺤﻴﺙ ﻴﺅﺩﻱ ﺍﻨﺘﺸﺎﺭ ﻅﺎﻫﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ﻷﺨﻁﺎﺭ ﺸﺩﻴﺩﺓ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﺇﺫ ﻴﺤﺩﺙ ﺍﻝﺘﻔﻜﻙ ﻭﺍﻝﺘﺤﻠـل ﻓـﻲ ﺍﻝﻤﺠﺘﻤـﻊ‪،‬‬
‫ﻭﺘﻨﺘﺸﺭ ﺍﻷﺤﻘﺎﺩ ﻭﺍﻝﻀﻐﺎﺌﻥ ﺒﻴﻥ ﺃﻓﺭﺍﺩﻩ‪ ،‬ﻜﻤﺎ ﻴﻨﺘﺸﺭ ﺍﻝﻔﺴﺎﺩ ﻭﺍﻝﺭﺫﺍﺌل ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ‪ ،‬ﺍﻝﺘﻲ ﺘﻨﺩﻓﻊ ﺇﻝﻴﻬﺎ ﺒﻌﺽ ﺍﻝﻔﺘﻴﺎﺕ ﻓﻲ ﻅـل‬
‫ﺍﻝﺩﻭﺍﻓﻊ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻴﻌﺎﻨﻴﻥ ﻤﻨﻬﺎ ‪ .‬ﻜﻤﺎ ﺘﻨﺒﺕ ﻭﺘﺘﺭﻋﺭﻉ ﻓﻲ ﻅل ﻤﺸﻜﻠﺔ ﺍﻝﻌﻨﻭﺴﺔ ﺒﻌﺽ ﺍﻝﻌﺎﺩﺍﺕ ﺍﻝﺠﺎﻫﻠﻴﺔ ‪ ،‬ﻜﺎﻝﺴﺤﺭ ﻭﺍﻝﺩﺠل‬
‫ﻭﺍﻝﺸﻌﻭﺫﺓ‪ ،‬ﻅﻨ‪‬ﺎ ﻤﻥ ﺍﻝﺒﻌﺽ ﺃﻥ ﻫﺫﺍ ﺴﻴﺅﺩﻱ ﺇﻝﻰ ﺯﻭﺍﺝ ﺒﻨﺎﺘﻬﻡ‪ ).‬ﻋﻠﻭﺍﻨﻲ ‪( 3 ،2011،‬‬
‫ﻭﻝﻌل ﻤﻥ ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻴﺘﻀﺢ ﺍﻝﺩﺍﻓﻊ ﻹﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ‪ ،‬ﻓﻬﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺤﺎﻭل ﺘﻐﻁﻴﺔ ﺍﻝﻘﺼﻭﺭ ﻓـﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ‪،‬ﻓﻤﻌﻅﻤﻬﺎ ﻻ ﺘﺘﺨﻁﻰ ﻜﻭﻨﻬﺎ ﺩﺭﺍﺴﺎﺕ ﻭﺼﻔﻴﺔ ﻭﻝﻴﺴﺕ ﺘﺤﻠﻴﻠﻴﺔ ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺒﺭﺯ ﻤﺩﻯ‬
‫ﺤﺎﺠﺔ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﺇﻝﻰ ﻓﻬﻡ ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻫﻡ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝـﺩﻴﻬﻥ " ﺇﻥ ﻭﺠـﺩﺕ " ﻝﻨـﺘﻤﻜﻥ ﻤـﻥ‬
‫ﻤﺴﺎﻋﺩﺘﻬﻥ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺩﻋﻡ ﺍﻝﻨﻔﺴﻲ ﻝﻬﻥ ﻭﻭﻀﻊ ﺍﻝﺨﻁﻁ ﺍﻝﻭﻗﺎﺌﻴﺔ ﻭﺍﻝﻌﻼﺠﻴﺔ ﻝﻬﻥ ‪.‬ﻭﺒﻬﺫﺍ ﻴﻤﻜﻥ ﺒﻠﻭﺭﺓ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴـﺔ ﻓـﻲ‬
‫ﺍﻝﺴﺅﺍل ﺍﻝﺘﺎﻝﻲ ‪ :‬ﻤﺎ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻌﺎﻨﺱ ؟‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬

‫ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﺤﺎﻝﺔ ﻓﺘﺎﺓ ﻋﺎﻨﺱ ﻤﻥ ﺨﻼل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻌﻤﻘﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ ‪ ،‬ﻭﺍﻝﺫﻱ ﺒﺩﻭﺭﻩ ﻴﻅﻬﺭ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺎﻨﻴﻬﺎ ﺍﻝﻌﺎﻨﺱ ﻤﻥ ﺨـﻼل ﺍﺨﺘﺒـﺎﺭ ﺘﻔﻬـﻡ ﺍﻝﻤﻭﻀـﻭﻉ‬
‫ﺍﻻﺴﻘﺎﻁﻲ ) ‪ ( TAT‬ﻭﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻷﺨﺭﻯ ﻜﻤﻘﻴﺎﺱ ﺍﻻﻜﺘﺌﺎﺏ ﻭ ﺍﺨﺘﺒـﺎﺭ ﺘﻘـﺩﻴﺭ ﺍﻝـﺫﺍﺕ‬
‫ﻭﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻤﻘﻴﺎﺱ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻭﻤﻘﻴﺎﺱ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬

‫‪ -1‬ﺘﻨﺒﺜﻕ ﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺘﺘﻨﺎﻭﻝﻪ ﻭﻫﻭ ﻤﻭﻀﻭﻉ ﺘﺄﺨﺭ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ﻋﻨـﺩ ﺍﻝﻔﺘﻴـﺎﺕ ‪ ،‬ﻫـﺫﻩ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺒﺎﺘﺕ ﺘﺸﻐل ﺒﺎل ﻜﺜﻴﺭ ﻤﻥ ﺃﻓﺭﺍﺩﺍﻝﻤﺠﺘﻤﻊ ﻭﻴﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﻤﺸﻜﻼﺕ ﻨﻔﺴﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ ﺨﻁﻴﺭﺓ ‪.‬‬
‫‪ -2‬ﺘﻨﻔﺭﺩ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻅﺎﻫﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ‪ ،‬ﻓﻬﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻋﺘﻤﺩﺕ ﻋﻠـﻰ ﺍﻝﻤـﻨﻬﺞ‬
‫ﺍﻝﻭﺼﻔﻲ ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﻝﻭﺼﻑ ﺍﻝﻅﺎﻫﺭﺓ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﻤﺘﻐﻴﺭﺍﺕ ﻨﻔﺴﻴﺔ ‪ ،‬ﺃﻤﺎ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻬﻲ ﺘﻌﺘﻤـﺩ ﻋﻠـﻰ ﺍﻝﻤـﻨﻬﺞ‬
‫ﺍﻝﺘﺤﻠﻴﻠﻲ ﺃﻱ ﺘﻘﺩﻴﻡ ﺼﻭﺭﺓ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ ﻤﺘﻌﻤﻘﺔ ﺒﺄﺩﺍﺓﺍﺴﻘﺎﻁﻴﺔ ‪ ،‬ﻭﺫﻝﻙ ﺘﻤﻬﻴﺩﺍ ﻝﻠﻭﻗﺎﻴﺔ ﻭﺍﻝﻌﻼﺝ ‪.‬‬
‫‪ -3‬ﺇﻥ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺩﻻﻻﺕ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﻝﻠﻔﺘﺎﺓ ﺍﻝﻌﺎﻨﺱ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﻤﻬﺘﻤﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻼﺝ ﻭﺍﻹﺭﺸﺎﺩ ﺍﻝﻨﻔﺴﻲ ﻋﻠـﻰ‬
‫ﻭﻀﻊ ﺍﻝﺨﻁﻁ ﻭﺍﻝﺒﺭﺍﻤﺞ ﺍﻹﺭﺸﺎﺩﻴﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺤﻤﺎﻴﺔ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻤﻥ ﻫﺎﺠﺱ ﺍﻝﻌﻨﻭﺴﺔ ‪.‬‬
‫‪ -4‬ﺍﺴﺘﻔﺎﺩﺓ ﺍﻝﺩﺍﺭﺴﻴﻥ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﺍﺘﺒﻌﺕ ﻭﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﺘﻲ ﻁﺒﻘﺕ ﻭﻁﺭﻕ‬
‫ﺘﻔﺴﻴﺭﻫﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻠﺘﻁﺒﻴﻕ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﻤﻤﺎﺜﻠﺔ ‪.‬‬
‫‪ -5‬ﺇﺜﺭﺍﺀ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺤﻠﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ﺃﻭ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫـﺫﺍ‬
‫ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ ﻴﻌﺩ ﻗﻠﻴل ﺠﺩﺍ ) ﺤﺴﺏ ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺔ ( ‪.‬‬
‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬‬
‫ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ‪ :‬ﻫﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﻯ ﺍﻝﺩﻴﻨﺎﻤﻴﺔ ﺍﻝﻤﺤﺩﺩﺓ ﺍﻝﺸﻜل ﻭﺍﻝﻤﺘﺩﺍﺨﻠﺔ ﻭﺍﻝﻤﺘﻔﺎﻋﻠﺔ ﻤﻌﺎ ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓـﻲ ﺒﻌﻀـﻬﺎ‬
‫ﺍﻝﺒﻌﺽ ﻭﺘﻨﺸﺄ ﻤﻥ ﺨﺒﺭﺍﺕ ﺍﻹﺸﺒﺎﻉ ﻭﺍﻹﺤﺒﺎﻁ ﺍﻝﺘﻲ ﻴﺘﻌﺭﺽ ﻝﻬﺎ ﺍﻝﻔﺭﺩ ‪ ،‬ﻭﺘﻜﻭﻥ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﺍﻝﺒﻨﻴﺔ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﻤﻴﺯﺓ ﻝﻠﻔﺭﺩ‪.‬‬
‫ﻭﺘﺸﻤل ﻫﺫﻩ ﺍﻝﻘﻭﻯ ‪ :‬ﺼﻭﺭﺓ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺼﻭﺭﺓ ﺍﻝﻭﺍﻝﺩﻴﺔ ﻭﻜﻔﺎﺀﺓ ﺍﻷﻨﺎ ﻭﺍﻝﺤﺎﺠـﺎﺕ ﻭﺍﻝﺼـﺭﺍﻋﺎﺕ ﻭﻤﻴﻜﺎﻨﺯﻤـﺎﺕ ﺍﻝـﺩﻓﺎﻉ‬
‫ﻭﺼﻭﺭﺓ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺨﺎﺭﺠﻲ ) ﺍﻝﺒﻴﺌﺔ (‪ ) .‬ﺘﻔﺎﺤﺔ ‪. (143 ، 2003 ،‬‬
‫ﺍﻝﻌﺎﻨﺱ ‪ :‬ﻫﻲ ﺍﻝﻔﺘﺎﺓ ﺍﻝﺘﻲ ﺘﻌﺩﺕ ﺴﻥ ‪ 30‬ﻋﺎﻤﺎ ‪ ،‬ﻭﻝﻡ ﻴﺘﻘﺩﻡ ﻝﻬﺎ ﺃﻱ ﺭﺠل ﻭﻓﺎﺘﻬﺎ ﻗﻁﺎﺭ ﺍﻝﺯﻭﺍﺝ ‪ ) .‬ﺍﻝﺭﻓـﺎﻋﻲ ﻭﺭﺴـﻼﻥ ‪،‬‬
‫‪. (147 ، 2007‬‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ‪:‬‬
‫ﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ )‪ : (1991‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﺭﺠﺔ ﻓﻘﺩﺍﻥ ﺍﻝﻌﺎﻨﺱ ﻝﻠﺭﺠل ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﻭﺭﺓ ﺍﻝﺭﺠل‬
‫ﺍﻝﺴﻠﺒﻴﺔ ﻭﻫل ﻴﻭﺠﺩ ﻋﺩﻭﺍﻥ ﻤﻭﺠﻪ ﺇﻝﻰ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺫﻜﻭﺭﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻹﻤﺎﺭﺍﺘﻲ ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ‪،‬‬
‫ﺤﻴﺙ ﺃﺠﺭﻴﺕ ﻋﻠﻰ ﺜﻼﺙ ﺤﺎﻻﺕ ﻝﻔﺘﻴﺎﺕ ﻋﻭﺍﻨﺱ ﺘﺠﺎﻭﺯﻥ ﺴﻥ ﻝـ ‪ 34‬ﻋﺎﻤﺎ ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻘﺎﺒﻠـﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴـﺔ ﻭ‬
‫ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻝﻬﻨﺭﻱ ﻤﻭﺭﺍﻱ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ ‪ :‬ﻏﻴﺎﺏ ﻝﻠﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﺠﻨﺴـﻴﻥ‬
‫ﻭﺴﻠﺒﻴﺔ ﺍﻝﺭﺠل ﻭﺼﻭﺭﺓ ﺍﻷﻨﺜﻰ ﺍﻝﻤﺸﻭﻫﺔ ﻓﻬﻲ ﺇﻤﺎ ﺃﻨﺜﻰ ﻤﺘﺴﻠﻁﺔ ﺍﻭ ﺃﻨﺜﻰ ﻏﻴﺭ ﻤﺘﺤﺭﺭﺓ ﻭﻋﺎﺠﺯﺓ ﻭﻗﺎﺼﺭﺓ ‪ ،‬ﻜـﺫﻝﻙ ﻭﺠـﻭﺩ‬
‫ﻋﺩﻭﺍﻥ ﻤﻭﺠﻪ ﺇﻝﻰ ﺍﻝﺴﻠﻁﺔ ﺍﻷﺒﻭﻴﺔ ﻭﻭﺠﻭﺩ ﺃﻓﻜﺎﺭ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺠﺭﻴﻤﺔ ﻭﺍﻝﺜﺄﺭ ﻭﺍﻻﻨﺘﻘﺎﻡ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﻋﺒﺩ ﺍﻝﺴﻼﻡ ﻭ ﺯﻋﺘﺭ ) ‪ (1992‬ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﻋﻼﻗﺔ ﺘﺄﺨﺭ ﺴﻥ ﺍﻝﺯﻭﺍﺝ ﺒﺎﻻﻏﺘﺭﺍﺏ ﻭﺍﻝﻘﻠـﻕ ﻝـﺩﻯ ﺍﻹﻨـﺎﺙ‬
‫ﺍﻝﻌﺎﻤﻼﺕ ﻭﺍﻝﻐﻴﺭ ﻋﺎﻤﻼﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ ) ‪ (100‬ﻤﻔﺤﻭﺼﺔ ﻤﻨﻬﻥ )‪ (50‬ﻋﺎﻤﻠﺔ ﻭ )‪ (50‬ﻏﻴﺭ ﻋﺎﻤﻠﺔ ‪ ،‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻘﻴﺎﺱ‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻻﻏﺘﺭﺍﺏ ﻭﻤﻘﻴﺎﺱ ﺘﺎﻴﻠﻭﺭ ﻝﻠﻘﻠﻕ ‪ ،‬ﻭﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻝﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻝﻪ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﺍﻝﻌﺎﻤﻼﺕ ﻭﻏﻴﺭ‬
‫ﺍﻝﻌﺎﻤﻼﺕ ﻓﻲ ﺍﻻﻏﺘﺭﺍﺏ ﻭﺍﻝﻘﻠﻕ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﺍﻝﻌﺎﻤﻼﺕ ﺍﻝﻐﻴﺭ ﻋﺎﻤﻼﺕ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺩﻭﺴﺭﻱ )‪ : (1997‬ﻭﺍﻝﺘﻲ ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﺅﺨﺭ ﻭﺘﻌﻴﻕ ﺍﻝﺯﻭﺍﺝ ﻝـﺩﻯ‬
‫ﻤﻌﻠﻤﻲ ﻭﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻤﺘﻭﺴﻁﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﺍﻝﺭﻴﺎﺽ ‪ ،‬ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ) ‪ (838‬ﻤﻨﻬﻡ ) ‪ ( 414‬ﻤﻌﻠﻤﺔ ﻭ‬
‫) ‪ (424‬ﻤﻌﻠﻤﺎ ‪ ،‬ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﻗﺎﺌﻤﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩﻩ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺇﻥ ﻫﻨﺎﻙ ﺜﻼﺜﺔ ﻋﻭﺍﻤـل‬
‫ﻤﺎﺩﻴﺔ ﺘﺤﺘل ﺍﻝﻤﺭﺍﺘﺏ ﺍﻷﻭﻝﻰ ﻓﻲ ﺍﻝﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻫﻲ ﻏﻼﺀ ﺍﻝﻤﻬﻭﺭ ﻭ ﻏﻼﺀ ﺍﻝﻤﻌﻴﺸﺔ ﻭﻜﺜﺭﺓ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝـﺯﻭﺍﺝ ‪ ،‬ﺜـﻡ‬
‫ﻴﻠﻴﻬﺎ ﻋﺎﻤل ﺍﻝﺠﻨﺱ ﺜﻡ ﺍﻝﻤﺼﺎﻝﺢ ﺜﻡ ﺼﻌﻭﺒﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺸﺨﺹ ﺍﻝﻤﻨﺎﺴﺏ ﺜﻡ ﻀﻌﻑ ﻋﺎﻤل ﺍﻝﻭﺍﺯﻉ ﺍﻝﺩﻴﻨﻲ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺴﻨﺩ ) ‪ (1999‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻔﺘﺎﺓ ﺍﻝﻌﺎﻨﺱ ﻭﺍﻝﻤﺘﺯﻭﺠﺔ ﻓﻲ ﻤﻔﻬـﻭﻡ ﺍﻝـﺫﺍﺕ ﻭﺍﻻﻜﺘﺌـﺎﺏ‬
‫ﻭﺍﻝﻘﻠﻕ ﻭﺍﻝﻬﺴﺘﻴﺭﻴﺎ ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ )‪ (40‬ﻤﺸﺎﺭﻜﺔ ﻤﻨﻬﻥ ) ‪ ( 20‬ﻋﺎﻨﺱ ﻭ ) ‪ (20‬ﻤﺘﺯﻭﺠﺔ ‪ ،‬ﺍﻋﺘﻤـﺩﺕ ﺍﻝﺩﺭﺍﺴـﺔ‬
‫ﻋﻠﻰ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻻﻜﻠﻨﻴﻜﻴﺔ ﻭﺍﺨﺘﺒﺎﺭ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﻤﻘﻴﺎﺱ ﺘﺎﻴﻠﻭﺭ ﻝﻠﻘﻠﻕ ﺍﻝﺼﺭﻴﺢ ﻭﻤﻘﻴﺎﺱ ‪ MMPI‬ﻝﻠﻬﺴﺘﻴﺭﻴﺎ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﺨﺘﺒﺎﺭ‬
‫ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪( TAT‬ﻝﻬﻨﺭﻱ ﻤﻭﺭﺍﻱ ‪ ،‬ﻭﺍﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﺒﻴﻥ ﺍﻝﻌﺎﻨﺱ ﻭﺍﻝﻤﺘﺯﻭﺠﺔ ﻓﻲ ﻜل ﻤـﻥ‬
‫ﻤﻔﻬﺔﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻝﻬﺴﺘﻴﺭﻴﺎ ﻝﺼﺎﻝﺢ ﺍﻝﻔﺘﺎﺓ ﺍﻝﻌﺎﻨﺱ ‪ ،‬ﻭﻴﻭﺠﺩ ﺍﺨﺘﻼﻑ ﻓﻲ ﺘﺼﻭﺭ ﻜـل ﻤـﻥ ﺍﻝﻔﺘـﺎﺓ ﺍﻝﻌـﺎﻨﺱ‬
‫ﻭﺍﻝﻤﺘﺯﻭﺠﺔ ﻝﻨﻔﺴﻬﺎ ﻭﺭﺅﻴﺘﻬﺎ ﻝﻠﺭﺠل ﻜﻤﺎ ﻴﻜﺸﻑ ﻋﻨﻬﺎ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺘﺎﺕ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺭﻭﻫﻴﻨﻲ ﻭﻜﺭﺴﺘﻴﻥ ‪ (2001)Rohini& Christine‬ﻭﺍﻝﺘﻲ ﻫﺩﻓﺕ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺍﻝﻌﻨﻑ ﺍﻝﺸﺨﺼﻲ ﻋﻠﻰ‬
‫ﺍﻤﺘﻨﺎﻉ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻌﺎﺯﺒﺎﺕ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ )‪ (150‬ﻁﺎﻝﺒﺔ ﺠﺎﻤﻌﻴﺔ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺒـﺎﺤﺜﻴﻥ ﻗﺎﺌﻤـﺔ ﺒـﺎﻝﻌﻨﻑ‬
‫ﺍﻝﺸﺨﺼﻲ ﻭﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ ‪ ،‬ﻭﺃﻭﻀﺤﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺇﻥ ﺒﻌﺽ ﺍﻝﻁﺎﻝﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺭﻀﻥ ﻝﻬﺠﻭﻡ ﺠﺴﺩﻱ ﺃﺼﺒﺢ ﻝﺩﻴﻬﻥ ﻤﻭﻗـﻑ‬
‫ﺴﻠﺒﻲ ﺘﺠﺎﻩ ﺍﻝﺫﻜﻭﺭ ﻭﻋﺩﻭﺍﻨﻴﺔ ﻭﻨﺘﻴﺠﺔ ﻝﺫﻝﻙ ﺍﻤﺘﻨﻌﻥ ﻋﻥ ﺍﻝﺯﻭﺍﺝ‬
‫ﺩﺭﺍﺴﺔ ﻤﻭﻫﻭﻨﻲ ‪ : ( Mohaney)2006‬ﻫﺩﻓﺕ ﻝﻤﻌﺭﻓﺔ ﺼﻔﺎﺕ ﺍﻝﻌﺎﻨﺴﺎﺕ ﻭﺍﻝﻤﺘﺯﻭﺠﺎﺕ ﻤﻥ ﺨﻼل ﺍﺴـﺘﻁﻼﻉ ﺃﺭﺍﺀ‬
‫ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ ﻭﺍﻝﺘﻲ ﺒﻠﻎ ﻋﺩﺩﻫﻡ )‪ ( 950‬ﻁﺎﻝﺏ ﻭﻁﺎﻝﺒﺔ ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﺴﺘﺒﻴﺎﻥ ﺍﻝﺼﻔﺎﺕ ﺍﻝﺸﺨﺼـﻴﺔ ‪ ،‬ﻭﺃﻅﻬـﺭﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺃﻥ ﻏﺎﻝﺒﻴﺔ ﺍﻝﻁﻠﺒﺔ ﻴﺭﻭﻥ ﺇﻥ ﺍﻝﻤﺘﺯﻭﺠﺎﺕ ﺘﺩﻭﺭ ﺤﻴﺎﺘﻬﻡ ﺤﻭل ﺍﻝﺴﻌﺎﺩﺓ ﻭﺍﻷﻤﻥ ﻭﺍﻝﺤﺏ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻝﻌﻁﻑ ‪ ،‬ﻭﻭﺼﻔﻭﺍ‬
‫ﺍﻝﻌﺎﻨﺴﺎﺕ ﺒﺄﻨﻬﻥ ﻴﺸﻌﺭﻥ ﺒﺎﻝﻭﺤﺩﺓ ﻭﺍﻀﻁﺭﺍﺏ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺨﺠل ﻭﻋﺩﻡ ﺍﻝﺴﻌﺎﺩﺓ ﻭﺍﻝﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻝﺠﻤﻭﺩ ﻭ‬
‫ﺍﻝﻌﻨﺎﺩ ﻭﻴﻌﺸﻥ ﺒﻘﻠﻕ ﺒﺸﺄﻥ ﻤﺴﺘﻘﺒﻠﻬﻥ ﻭﻴﻨﺘﺎﺒﻬﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺘﺩﻫﻭﺭ ﺠﻭﺩﺓ ﺍﻝﺤﻴﺎﺓ ﻭﻴﻌﺎﻨﻴﻥ ﻤﻥ ﻋﺩﻡ ﺍﻷﻤﻥ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺨﺎﺼﺔ ﺒﻌﺩ‬
‫ﻭﻓﺎﺓ ﺍﻝﻭﺍﻝﺩﻴﻥ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ ) ‪1427‬ﻩ( ‪ :‬ﻭﻗﺩ ﻫﺩﻓﺕ ﺍﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻔﺭﻭﻕ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﻭﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻝـﺩﻯ ﺍﻝﻤﻌﻠﻤـﺎﺕ‬
‫ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻤﺘﺯﻭﺠﺎﺕ ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (340‬ﻤﻌﻠﻤﺔ ﻤﻨﻬﻥ ) ‪ (148‬ﻤﻌﻠﻤـﺔ ﻤﺘـﺄﺨﺭﺓ ﻓـﻲ‬
‫ﺍﻝﺯﻭﺍﺝ ﻭ ) ‪ (192‬ﻤﻌﻠﻤﺔ ﻤﺘﺯﻭﺠﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺠﺩﺓ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﺒﻴﻙ ﻝﻼﻜﺘﺌﺎﺏ ﻭﻤﻘﻴﺎﺱ ﺘﻨﺴﻲ ﻝﻤﻔﻬـﻭﻡ‬
‫ﺍﻝﺫﺍﺕ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻨﻪ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻭﺍﻝﻤﺘﺯﻭﺠﺎﺕ ﻓﻲ ﺍﻻﻜﺘﺌﺎﺏ ﻭﻤﻔﻬـﻭﻡ ﺍﻝـﺫﺍﺕ ‪،‬‬
‫ﺒﻴﻨﻤﺎ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻨﻬﻥ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﺍﻝﺠﺴﻤﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺭﻓﺎﻋﻲ ﻭﺭﺴﻼﻥ ) ‪ (2007‬ﻭﺍﻝﺘﻲ ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻝـﺩﻯ ﺍﻝﻔﺘﻴـﺎﺕ ﺍﻝﻤﺘـﺄﺨﺭﺍﺕ‬
‫ﺯﻭﺍﺠﻴﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﻴﻥ ﺍﻝﺴﻌﻭﺩﻱ ﻭﺍﻝﻤﺼﺭﻱ ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺒﻠﻐﺕ )‪ (600‬ﻤﻔﺤﻭﺼﺔ ﻤﻨﻬﻥ ) ‪ (300‬ﻓﺘﺎﺓ ﻤﻥ‬
‫ﺍﻝﺠﻨﺴﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ﻭ ) ‪ (300‬ﻓﺘﺎﺓ ﻤﻥ ﺍﻝﺠﻨﺴﻴﺔ ﺍﻝﻤﺼﺭﻴﺔ ‪ ،‬ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻥ ﻤﻥ ‪ 43 -30‬ﻋﺎﻤﺎ ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴـﺔ‬
‫ﻤﻘﻴﺎﺱ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺇﻥ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘـﺄﺨﺭﺍﺕ‬
‫ﺯﻭﺍﺠﻴﺎ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﺒﻴﻥ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺼـﺭﻴﺔ‬
‫ﻝﺩﻯ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ )‪ : (2008‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﻭﻕ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻻﻨﺒﺴﺎﻁﻴﺔ ﻝﺩﻯ‬
‫ﺍﻝﻌﺎﻨﺴﺎﺕ ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻤﺘﺯﻭﺠﺎﺕ ‪ ،‬ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ) ‪ (200‬ﻤﻔﺤﻭﺼﺔ ﻤﻨﻬﻥ ) ‪ ( 100‬ﻋﺎﻨﺱ ﻭ ) ‪ (100‬ﻤﺘﺯﻭﺠﺔ‬
‫ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻤﺘﻔﺭﻗﺔ ﺒﻤﺼﺭ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﺘﻨﺴﻲ ﻝﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﻤﻘﻴﺎﺱ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ ﻤﻥ ﺇﻋﺩﺍﺩ ﺃﻤـﺎل‬
‫ﺃﺒﺎﻀﻪ ﻭﻤﻘﻴﺎﺱ ﻫﺎﻤﻠﺘﻭﻥ ﻝﻠﻘﻠﻕ ﻭﻗﺎﺌﻤﺔ ﺍﻴﺯﻨﻙ ﻝﻠﺸﺨﺼﻴﺔ ﻭ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻝﻬﻨـﺭﻱ ﻤـﻭﺭﺍﻱ‪ ،‬ﻭﺍﻨﺘﻬـﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻝﻪ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻝﻌﺎﻨﺴﺎﺕ ﻭﺍﻝﻤﺘﺯﻭﺠﺎﺕ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻻﻨﻁﻭﺍﺀ ﻝﺼﺎﻝﺢ‬
‫ﺍﻝﻌﺎﻨﺴﺎﺕ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﻨﻌﻴﻤﻲ ﻭﺍﻝﺠﺒﺎﺭﻱ) ‪ : (2010‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻝـﺩﻯ ﺍﻝﻤﺩﺭﺴـﺎﺕ‬
‫ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ) ‪ (100‬ﻤﺩﺭﺴﺔ ﻤﺘﺄﺨﺭﺓ ﺯﻭﺍﺠﻴﺎ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﻜﺭﻜﻭﻙ ‪،‬‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻘﻴﺎﺱ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ‪ ،‬ﻭﺍﻨﺘﻬﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺩﺭﺴـﺎﺕ ﺍﻝﻤﺘـﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴـﺎ‬
‫ﻴﻌﺎﻨﻴﻴﻥ ﻤﻥ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ‪ ،‬ﻭﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺍﻝﻌﻤﺭ ‪ 45 – 30‬ﺴﻨﺔ ‪ ،‬ﻭﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓـﻲ‬
‫ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﺘﺒﻌﺎ ﻝﻤﺘﻐﻴﺭ ﺴﻨﻭﺍﺕ ﺍﻝﺨﺩﻤﺔ ‪ 11 -1‬ﺴﻨﺔ ﻭﺃﻜﺜﺭ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﻨﻭﺍﺭ)‪ : (2010‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻜﺸﻑ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻨﺸﺎﻁ ﺍﻝﻤﻌﺭﻓﻲ ﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺴـﻠﺒﻴﺔ‬
‫ﺍﻝﺘﻔﻜﻴﺭ ﻝﺩﻯ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ) ‪ (157‬ﻓﺘﺎﺓ ﻋﺎﻤﻠﺔ ﻭﻏﻴﺭ ﻋﺎﻤﻠﺔ ﻭﺠﻤﻴﻌﻬﻥ ﻤﺘﺄﺨﺭﺍﺕ‬
‫ﺯﻭﺍﺠﻴﺎ ‪ ،‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻝﺭﻭﺯﻨﺒﻴﺭﻍ ﻭﻤﻘﻴﺎﺱ ﺴﻠﻡ ﺍﺨﺘﻼل ﺍﻝﻨﺸﺎﻁ ﺍﻝﻤﻌﺭﻓﻲ ﻝﻤـﺎﻴﺭﺱ ﻭﺭﻭﻝـﻴﻥ ‪،‬‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﻪ ﺩﺍﻝﺔ ﺒﻴﻥ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺴﻠﺒﻴﺔ ﺍﻝﺘﻔﻜﻴﺭ ‪ ،‬ﻭﺘﻌﺎﻨﻲ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴـﺎ‬
‫ﺍﻝﻐﻴﺭ ﻋﺎﻤﻼﺕ ﻤﻥ ﺘﺩﻨﻲ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ‪ ،‬ﻭﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﺴﻠﺒﻴﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺒﻴﻥ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴـﺎ ﺍﻝﻌـﺎﻤﻼﺕ ﻭ‬
‫ﺍﻝﻐﻴﺭ ﻋﺎﻤﻼﺕ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺴﻴﻘﻭﺍﺭﺙ ﻭﺁﺨﺭﻭﻥ ‪ ( 2012)Siegwarth & etal‬ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠـﻰ ﺘـﺄﺜﻴﺭﺍﺕ ﺍﻝﻘﻠـﺏ‬
‫ﻭﺍﻷﻭﻋﻴﺔ ﺍﻝﺩﻤﻭﻴﺔ ﻭﻗﻴﺎﺱ ﻤﻌﺩل ﻀﺭﺒﺎﺕ ﺍﻝﻘﻠﺏ )‪ (HR‬ﺍﻻﻨﻘﺒﺎﻀﻲ ﻭﻀﻐﻁ ﺍﻝﺩﻡ ﺍﻻﻨﺒﺴـﺎﻁﻲ )‪ SBP‬و‪ (DBP‬ﻭﻤﺴـﺘﻭﻯ‬
‫ﺍﻝﻘﻠﻕ ﺃﺜﻨﺎﺀ ﺍﺨﺘﺒﺎﺭ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻌﻘﻠﻲ )ﺍﻝﺤﺴﺎﺏ ﺍﻝﺫﻫﻨﻲ‪ ،‬ﺘﺘﺒﻊ ﻤﺭﺁﺓ(‪،‬ﻋﻠﻰ ‪ 32‬ﻤﻔﺤﻭﺼﺔ ﻤﻥ ﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺘﺘﺭﺍﻭﺡ‬
‫ﺃﻋﻤﺎﺭﻫﻥ ﻤﻥ ‪ 42 -28‬ﺴﻨﺔ‪،‬ﻤﻨﻬﻥ )‪ 17‬ﻤﺘﺯﻭﺠﺔ ﻭ ‪ 15‬ﻏﻴﺭ ﻤﺘﺯﻭﺠﺔ ( ‪،‬ﻭﺃﻅﻬﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺘﺤﺴﻥ ﺃﺩﺍﺀ ﺍﻝﻤﻬﺎﻡ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬
‫ﺒﺸﻜل ﺃﻓﻀل ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺘﺯﻭﺠﺎﺕ ‪،‬ﻭﺍﺭﺘﻔﺎﻉ ﻤﻠﺤﻭﻅ ﺒﻤﺴﺘﻭﻯ ﺍﻝﻘﻠﻕ ﻭﺍﻝﺘﻭﺘﺭ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﻌﺎﺯﺒﺎﺕ ﺃﺜﻨـﺎﺀ ﺇﺠـﺭﺍﺀ‬
‫ﺍﺨﺘﺒﺎﺭ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻌﻘﻠﻲ ‪.‬‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺴﻨﺎﺩ )‪ : (2013‬ﻭﻗﺩ ﻫﺩﻓﺕ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺃﺴﺒﺎﺏ ﺍﻝﻌﻨﻭﺴﺔ ﻜﻤﺎ ﻴﺭﺍﻫﺎ ﻁﻠﺒﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻓﻲ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴـﺔ‬
‫ﺒﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ ‪ ،‬ﺃﺠﺭﻴﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (91‬ﻁﺎﻝﺏ ﻭﻁﺎﻝﺒﺔ ‪ ،‬ﻭﺼﻤﻤﺕ ﺍﺴﺘﺒﺎﻨﻪ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ ﺘﺘﻔـﻕ‬
‫ﻤﻊ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﻤﻥ ﺃﻫﻡ ﺃﺴﺒﺎﺏ ﺍﻝﻌﻨﻭﺴﺔ ﻤﺎ ﻴﻌﻭﺩ ﺇﻝﻰ ﺍﻷﺴﺒﺎﺏ ﺍﻝﻨﻔﺴﻴﺔ ﺜﻡ ﺍﻝﻤﺎﺩﻴﺔ ﺜﻡ ﺍﻝﺜﻘﺎﻓﻴﺔ‬
‫ﻭﺍﻝﻌﻠﻤﻴﺔ ﻭﺃﺨﻴﺭﺍ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺒﻴﻭﻝﻭﺠﻴﺔ ﺍﻝﺠﺴﻤﻴﺔ ‪ ،‬ﻜﻤﺎ ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﻋﻠﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺘﻌﺯﻯ ﻝﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﻭﺍﻝﺠﺎﻤﻌـﺔ‬
‫ﻭﺍﻝﺘﺨﺼﺹ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ‪:‬‬

‫‪ -1‬ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺃﻨﻬﺎ ﺃﺸﺎﺭﺕ ﺇﻝىﺎﻵﺜﺎﺭ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻝﻌﻨﻭﺴﺔ ‪،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﻭﻀﺢ‬
‫ﺨﻁﻭﺭﺓ ﻫﺫﻩ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺇﻨﻬﺎ ﺒﺎﺘﺕ ﻤﻌﻀﻠﺔ ﺘﺅﺭﻕ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ‪.‬‬
‫‪ -2‬ﺍﺯﺩﻴﺎﺩ ﻋﺩﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻅﺎﻫﺭﺓ ﺍﻝﻌﻨﻭﺴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﻤﻤﺎ ﻴﻭﻀﺢ ﺇﻥ ﻫﺫﻩ ﺍﻝﻘﻀـﻴﺔ‬
‫ﻤﻬﻤﺔ ﻝﺩﻯ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ﻭﺫﻝﻙ ﻻﻋﺘﺒﺎﺭﺍﺕ ﺩﻴﻨﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫‪ -3‬ﺍﻋﺘﻤﺎﺩ ﺃﻏﻠﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻝﺫﻱ ﻴﻬﺩﻑ ﺇﻝﻰ ﻭﺼﻑ ﺍﻝﻅـﺎﻫﺭﺓ ﻭﻗﻴـﺎﺱ ﺤﺠﻤﻬـﺎ ﻭﺘﺤﻠﻴـل‬
‫ﺃﺴﺒﺎﺒﻬﺎﻭﺇﻴﺠﺎﺩ ﺍﻝﻌﻼﻗﺎﺕ ﻭﺍﻻﺭﺘﺒﺎﻁﺎﺕ ﻤﻊ ﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ‪ ،‬ﻤﺎﻋﺩﺍ ﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ )‪ (1991‬ﻓﻘﺩ ﺍﺴﺘﻨﺩﺕ ﻋﻠـﻰ ﺍﻝﻤـﻨﻬﺞ‬
‫ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ) ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ( ‪.‬‬
‫‪ -4‬ﺍﺘﻔﻘﺕ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ )‪ (1991‬ﻤﻥ ﺤﻴﺙ ﺍﺴﺘﻨﺎﺩﻫﺎ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ) ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ( ‪ ،‬ﻭﺘﺨﺘﻠﻑ‬
‫ﻤﻌﻬﺎ ﻤﻥ ﺤﻴﺙ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ‪ ،‬ﻓﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﺭﺠﺔ ﻓﻘﺩﺍﻥ ﺍﻝﻌﺎﻨﺱ ﻝﻠﺭﺠل ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﻭﺭﺓ‬
‫ﺍﻝﺭﺠل ﺍﻝﺴﻠﺒﻴﺔ ﻭﻫل ﻴﻭﺠﺩ ﻋﺩﻭﺍﻥ ﻤﻭﺠﻪ ﺇﻝﻰ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺫﻜﻭﺭﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻹﻤﺎﺭﺍﺘﻲ ‪ ،‬ﺃﻤﺎ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﺘﻬﺩﻑ ﺇﻝﻰ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻌﺎﻨﺱ ﺒﺼﻭﺭﺓ ﺸﺎﻤﻠﺔ ﻭﻻ ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻨﻅﺭﺓ ﺍﻝﻌـﺎﻨﺱ ﻝﻠﺭﺠـل ﻭﺍﻝﺴـﻠﻁﺔ‬
‫ﺍﻝﺫﻜﻭﺭﻴﺔ ﻓﻘﻁ ‪.‬‬
‫‪ -5‬ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﻌﺭﺽ ﺍﻝﺴﺎﺒﻕ ﻗﻠﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ‪،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺩﻋﻭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺇﻝﻰ ﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺒﻬﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻭﺇﺠﺭﺍﺀ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺒﻨﻴﺔ ﻋﻠﻴﻪ ﻓﻲ ﺸﺘﻰ ﺍﻝﻤﻭﺍﻀﻴﻊ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﻼﺤﻅﺔ ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻘﺩﻡ ﺼـﻭﺭﺓ‬
‫ﺇﻜﻠﻴﻨﻴﻜﻴﺔ ﻤﺘﻌﻤﻘﺔ ﺘﻭﻀﺢ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﺩﻻﺌل ﺍﻝﻨﻔﺴﻴﺔ ‪.‬‬

‫ﺇﺠـﺭﺍﺀﺍﺕ ﺍﻝـﺩﺭﺍﺴﺔ ‪:‬‬

‫ﻤﻨﻬﺞ ﺍﻝﺩﺭﺍﺴﺔ ‪ :‬ﺘﻌﺘﻤﺩ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻭﺫﻝﻙ ﻝﺘﻌـﺭﻑ ﻋﻠـﻰ‬
‫ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻌﺎﻨﺱ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺠﺎﺒﺎﺘﻬﺎ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ‪ ،‬ﻤﺘﺨﺫﺓ ﻤﻥ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ ﺇﻁﺎﺭﺍ ﻝﻬﺎ ﻭﺫﻝﻙ‬
‫ﻝﺩﺭﺍﺴﺘﻬﺎ ﺩﺭﺍﺴﺔ ﺸﻤﻭﻝﻴﺔ ﻋﻤﻴﻘﺔ ‪.‬‬
‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬ﺍﻗﺘﺼﺭﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺤﺎﻝﺔ ﻭﺍﺤﺩﺓ ) ﻓﺘﺎﺓ ﻋﺎﻨﺱ ( ﺘﺒﻠﻎ ﻤﻥ ﺍﻝﻌﻤﺭ ‪ 36‬ﻋﺎﻤﺎ ‪ ،‬ﺤﺎﺼـﻠﺔ ﻋﻠـﻰ ﺍﻝﺸـﻬﺎﺩﺓ‬
‫ﺍﻝﺠﺎﻤﻌﻴﺔ ) ﺒﻜﺎﻝﻭﺭﻴﻭﺱ( ﻭﻻ ﺘﻌﻤل ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﻻ ﺘﻌﺎﻨﻲ ﻤﻥ ﻭﺠﻭﺩ ﻋﺎﻫﺎﺕ ﺠﺴﻤﻴﺔ ﻭﺃﻤﺭﺍﺽ ﻤﺯﻤﻨﺔ ﻭﻝـﻡ ﻴﺴـﺒﻕ ﻝﻬـﺎ‬
‫ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﻋﻴﺎﺩﺍﺕ ﻨﻔﺴﻴﺔ ﻭﻫﻲ ﻤﻥ ﺃﺴﺭﺓ ﻤﺘﻭﺴﻁﺔ ﺍﻗﺘﺼﺎﺩﻴﺎ ﻭﺍﺠﺘﻤﺎﻋﻴﺎ ﻭﻭﺍﻝﺩﻫﺎ ﻋﻠﻰ ﻗﻴﺩ ﺍﻝﺤﻴﺎﺓ ‪ ،‬ﻭﻋﺩﺩ ﺍﺨﻭﺘﻬﺎ ﺃﺭﺒﻌﺔ‬
‫ﻤﻨﻬﻡ ‪ 3‬ﺫﻜﻭﺭ ﻭﺍﺨﺕ ﻭﺍﺤﺩﺓ ﺍﺼﻐﺭ ﻤﻨﻬﺎ ﻭﻤﺘﺯﻭﺠﺔ ‪ .‬ﻭﺘﺭﺘﻴﺒﻬﺎ ﻤﻴﻼﺩﻴﺎ ﺍﻝﺜﺎﻨﻴﺔ ﺤﻴﺙ ﻴﻜﺒﺭﻫﺎ ﺍﺨﻭﻫﺎ ﻭﻫﻭ ﻤﺘﺯﻭﺝ ‪ ،‬ﻭﻫﻲ‬
‫ﻤﻥ ﺍﻝﻤﻘﻴﻤﺎﺕ ﺒﻤﻨﻁﻘﺔ ﺍﻻﺤﺴﺎﺀ ﺒﺎﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ‪.‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ‪:‬ﻝﻘﺩ ﺠﺎﺀ ﺍﺨﺘﺒﺎﺭ ﺍﻷﺩﺍﺓ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻫﻲ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻝﻬﻨﺭﻱ ﻤﻭﺭﺍﻱ ﻤﻘﺼـﻭﺩﺍ‬
‫ﺒﻌﺩ ﺍﻝﻭﻋﻲ ﺒﺄﻫﻤﻴﺘﻪ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ ﻤﻥ ﺍﻝﻤﻨﻅﻭﺭ ﺍﻝﺴﻴﻜﻭﺩﻴﻨﺎﻤﻲ ‪ ،‬ﻝﻜﻭﻨﻪ ﻴﻜﺸﻑ ﻋﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ ﻤﻥ ﺠﺫﻭﺭﻫﺎ ‪ ،‬ﻜﻤـﺎ ﺘـﻡ‬
‫ﺍﺨﺘﻴﺎﺭ ﺒﻌﺽ ﺍﻷﺩﻭﺍﺕ ﺍﻷﺨﺭﻯ ﺍﻝﺘﻲ ﺘﻌﻴﻥ ﺍﻝﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻓﻬﻡ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻬﻤﺎ ﺩﻗﻴﻘﺎ ‪.‬‬
‫ﻭﻤﻥ ﺜﻡ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ ‪:‬‬
‫‪ -1‬ﺍﺴﺘﻤﺎﺭﺓ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ) ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ (ﺍﻝﻤﻌﺘﻤﺩﺓ ﻤﻥ ﺇﺩﺍﺭﺓ ﺍﻝﺘﻭﺠﻴﻪ ﻭﺍﻹﺭﺸﺎﺩ ﺒﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺒﺎﻝﻤﻤﻠﻜﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ )‪1408‬ﻫـ( ‪.‬‬
‫‪ -2‬ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻝﻬﻨﺭﻱ ﻤﻭﺭﺍﻱ ) ﺍﻝﻨﺴﺨﺔ ﺍﻝﻌﺭﺒﻴﺔ ( ﺇﻋﺩﺍﺩ ﻤﺤﻤﺩ ﻋﺜﻤﺎﻥ ﻨﺠﺎﺘﻲ ﻭ ﺃﻨﻭﺭ ﺤﻤﺩﻱ )ﺏ ﺕ‬
‫( ‪ ،‬ﻭﻴﻌﺩ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺇﺤﺩﻯ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﺴﻌﺔ ﺍﻻﻨﺘﺸﺎﺭ ‪ ،‬ﻜﻭﻨﻪ ﻴﺴﺘﺨﺩﻡ ﻋﻠﻰ ﻨﻁﺎﻕ ﻭﺍﺴﻊ ﻓﻲ ﺃﻋﻤﺎل ﺍﻝﻌﻴﺎﺩﺍﺕ‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﻨﻔﺴﻴﺔ ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ‪ ،‬ﻭﻴﺘﻜﻭﻥ ﻤﻥ ‪ 31‬ﺒﻁﺎﻗﺔ ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔﺇﻝﻰ ﺒﻁﺎﻗﺔ ﺒﻴﻀﺎﺀ ‪ ،‬ﻭﺘﺘﺒﺎﻴﻥ ﺍﻝﺒﻁﺎﻗﺎﺕ ﻓﻲ‬
‫ﺩﺭﺠﺔ ﻏﻤﻭﻀﻬﺎ ﺃﻭ ﺘﺤﺩﻴﺩ ﺒﻨﻴﺎﺘﻬﺎ ‪ ،‬ﻭﺘﻌﺭﺽ ﻋﻠﻰ ﺍﻝﻤﻔﺤﻭﺹ ﻭﺍﺤﺩﺓ ﺒﻌﺩ ﺍﻷﺨﺭﻯ ‪ ،‬ﻭﻴﻁﻠﺏ ﻤﻨﻪ ﺃﻥ ﻴﺴﺘﺠﻴﺏ ﺒﺫﻜﺭ‬
‫ﺍﻝﻘﺼﺔ ﺍﻝﺘﻲ ﺘﺨﻁﺭ ﺒﺒﺎﻝﻪ ﻋﻨﺩ ﺭﺅﻴﺔ ﺍﻝﺼﻭﺭﺓ ‪.‬‬
‫ﻭﻗﺩ ﺍﺨﺘﺎﺭﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺃﺭﺒﻊ ﻋﺸﺭﺓ ﺒﻁﺎﻗﺔ ) ‪ ( 14‬ﺘﺘﻔﻕ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻌﻴﻨﺔ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺒﻌﺩﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺴﻌﻭﺩﻴﺔ ﻤﻨﻬﺎ ﺩﺭﺍﺴﺔ ﻝﻴﻠﻰ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩ ﺍﻝﺤﺎﻓﻅ )‪ (1997‬ﻭﺩﺭﺍﺴﺔ ﺴﻤﻴﺭﺓ ﺃﺒﻜﺭ )‪1410‬ﻩ( ‪.‬‬
‫‪ -3‬ﻤﻘﻴﺎﺱ ﺒﻴﻙ ﻝﻼﻜﺘﺌﺎﺏ ‪:‬ﺍﻋﺩ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺒﻴﻙ ‪ (1961 ) Beck‬ﻭﻗﺎﻡ ﺍﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺨﺎﻝﻕ ) ‪ (1981‬ﺒﺘﺭﺠﻤﺘﻪ ﻭﻨﻘﻠﻪ‬
‫ﻝﻠﻌﺭﺒﻴﺔ ‪ ،‬ﻭﻗﺎﻤﺕ ﻓﺎﺩﻴﺎ ﺍﻝﺸﺭﺒﺘﺠﻲ ) ‪1407‬ﻩ( ﺒﺘﻘﻨﻴﻨﻪ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ‪.‬ﺘﺒﻠﻎ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪21‬ﻋﺒﺎﺭﺓ ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ ﻁﺭﻴﻘﺔ ﺜﺭﺴﺘﻭﻥ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ ﻭﺫﻝﻙ ﺒﺎﺨﺘﻴﺎﺭ ﺍﺤﺩ ﺍﻝﺒﺩﺍﺌل ﻋﻠﻰ ﺍﻝﻌﺒﺎﺭﺍﺕ ‪ ،‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ‬
‫ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (53 -21‬ﻭ ﺘﺩل ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻜﺘﺌﺎﺏ ﻤﺭﺘﻔﻊ ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ‬
‫ﺍﻜﺘﺌﺎﺏ ﻤﻨﺨﻔﺽ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﻤﻌﺭﺏ ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺎﻝﺼﺩﻕ ﺍﻝﻌﺎﻤﻠﻲ ﻭ ﺍﻝﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺎﻜﺭﻭﻨﺒﺎﺥ ‪.‬‬
‫‪ -4‬ﺍﺨﺘﺒﺎﺭ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ‪:‬ﺍﻋﺩ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﺍﻷﺼل ﻫﻴﻠﻤﺭﻴﺘﺵ ﻭﺁﺨﺭﻭﻥ ‪ (1970) Helmreich , et al‬ﻭﻗﺎﻡ ﻋﺎﺩل ﻋﺒﺩ‬
‫ﺍﷲ )‪ (1991‬ﺒﺘﺭﺠﻤﺘﻪ ﻭﺘﻌﺭﻴﺒﻪ ‪ ،‬ﻭﻗﺎﻤﺕ ﻨﻭﺍل ﺍﻝﺤﻤﻀﺎﻥ )‪ (1998‬ﺒﺘﻘﻨﻴﻨﻪ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ‪.‬ﺘﺒﻠﻎ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ‪32‬ﻋﺒﺎﺭﺓ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻁﺭﻴﻘﺔ ﻝﻴﻜﺭﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ ) ﺃﺒﺩﺍ – ﻨﺎﺩﺭﺍ – ﺃﺤﻴﺎﻨﺎ – ﻏﺎﻝﺒﺎ – ﺩﺍﺌﻤﺎ‬
‫( ﻭﺃﻋﻁﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻝﺘﺎﻝﻴﺔ ) ‪ ( 4-3-2-1 -0‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (128 -32‬ﻭ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ‬
‫ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﺭﺘﻔﻊ ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﻤﻌﺭﺏ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺼﺩﻕ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻭ‬
‫ﺍﻝﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ‪. .‬‬
‫‪ -5‬ﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪:‬ﻤﻘﻴﺎﺱ ﻓﺭﻋﻲ ﻤﻥ ﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﺃﻋﺩﺘﻪ ﻓﺎﻁﻤﺔ ﺍﻝﻬﻭﻴﺵ )‪1434‬ﻩ( ‪ .‬ﺘﺒﻠﻎ ﻋﺩﺩ‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪36‬ﻋﺒﺎﺭﺓ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻁﺭﻴﻘﺔ ﻝﻴﻜﺭﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ ) ﻏﺎﻝﺒﺎ –ﺃﺤﻴﺎﻨﺎ‪ -‬ﻻ ﻴﺤﺩﺙ (‬
‫ﻭﺃﻋﻁﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻝﺘﺎﻝﻴﺔ ) ‪ (1-2-3‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (108 -36‬ﻭ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﺭﺘﻔﻌﺔ‬
‫ﻋﻠﻰ ﺴﻭﺀ ﺘﻭﺍﻓﻕ ﺍﺠﺘﻤﺎﻋﻲ ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﺤﺴﻥ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﻤﻌﺩﺓ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺼﺩﻕ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻭ‬
‫ﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ﻭ ﺼﺩﻕ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺍﻝﻁﺭﻓﻴﺔ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺠﺯﺌﺔ‬
‫ﺍﻝﻨﺼﻔﻴﺔ ﻭﺍﻝﻔﺎﻜﺭﻭﻨﺒﺎﺥ‪.‬‬
‫‪ -6‬ﻤﻘﻴﺎﺱ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ‪ :‬ﺃﻋﺩﺕ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﺯﻴﻨﺏ ﺸﻘﻴﺭ )‪ (2005‬ﻭﻗﺎﻡ ﺨﺎﻝﺩ ﺍﻝﻌﻨﺯﻱ )‪1431‬ﻩ( ﺒﺘﻘﻨﻴﻨﻪ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ‬
‫ﺍﻝﺴﻌﻭﺩﻴﺔ ‪.‬ﺘﺒﻠﻎ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ 28‬ﻋﺒﺎﺭﺓ ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﻁﺭﻴﻘﺔ ﻝﻴﻜﺭﺕ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ ) ﻤﻌﺘﺭﺽ‬
‫ﺠﺩﺍ – ﻤﻌﺘﺭﺽ ﺃﺤﻴﺎﻨﺎ – ﻜﺜﻴﺭﺍ – ﺩﺍﺌﻤﺎ – ﺘﻤﺎﻤﺎ ( ﻭﺃﻋﻁﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻝﺘﺎﻝﻴﺔ )‪ (0-1-2-3-4‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (112 -0‬ﻭ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﻗﻠﻕ ﻤﺴﺘﻘﺒل ﻤﺭﺘﻔﻊ ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﻨﺨﻔﻀﺔ‬
‫ﻋﻠﻰ ﻗﻠﻕ ﻤﺴﺘﻘﺒل ﻤﻨﺨﻔﺽ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﻤﻌﺩﺓ ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ‬
‫ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺼﺩﻕ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻭ ﺍﻝﺼﺩﻕ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻭ ﺼﺩﻕ ﺍﻝﺘﻤﻴﺯ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ﻭﺍﻝﻔﺎﻜﺭﻭﻨﺒﺎﺥ ‪.‬‬
‫‪ -7‬ﻤﻘﻴﺎﺱ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ‪:‬ﻤﻘﻴﺎﺱ ﻓﺭﻋﻲ ﻤﻥ ﻤﻘﻴﺎﺱ ﻤﻨﺴﻭﺘﺎ ﻤﺘﻌﺩﺩ ﺍﻷﻭﺠﻪ ﺘﻌﺭﻴﺏ ﻝﻭﻴﺱ ﻤﻠﻴﻜﻪ )‪ (1973‬ﻭﻗﺎﻡ ﺍﺤﻤﺩ ﺤﻨﺘﻭل )‬
‫‪ (2004‬ﺒﺘﻘﻨﻴﻨﻪ ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ‪.‬ﺘﺒﻠﻎ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪27‬ﻋﺒﺎﺭﺓ ‪،‬ﻭﺘﺘﻁﻠﺏ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺒﺎﻻﺨﺘﻴﺎﺭ ﺒﻴﻥ ) ﻨﻌﻡ – ﻻ ( ﻭﺃﻋﻁﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻝﺘﺎﻝﻴﺔ ) ‪ ( 1-2‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (54 -27‬ﻭ‬
‫‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻋﺩﻡ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ‪ .‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﻤﻌﺭﺏ‬ ‫ﺘﺩل ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺼﺩﻕ ﺍﻹﻜﻠﻴﻨﻴﻜﻲ ﻭ‬
‫ﺼﺩﻕ ﺍﻝﺘﻤﻴﺯ ﻭﺼﺩﻕ ﺍﻻﺘﺴﺎﻕ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺠﺯﺌﺔ ﺍﻝﻨﺼﻔﻴﺔ ‪.‬‬
‫‪ -8‬ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ‪ :‬ﺍﻋﺩ ﻫﺫﺍ ﺍﻝﻤﻘﻴﺎﺱ ﺴﻠﻴﻤﺎﻥ ﺍﻝﺭﻴﺤﺎﻨﻲ )‪ (1985‬ﻭﻗﺎﻤﺕ ﻤﻨﻴﺭﺓ ﺍﻝﺸﻤﺴﺎﻥ ) ‪1417‬ﻫـ( ﺒﺘﻘﻨﻴﻨﻪ‬
‫ﻋﻠﻰ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ ‪..‬ﺘﺒﻠﻎ ﻋﺩﺩ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪52‬ﻋﺒﺎﺭﺓ ‪،‬ﻭﺘﺘﻁﻠﺏ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻨﻭﺩ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﻻﺨﺘﻴﺎﺭ ﺒﻴﻥ ) ﻨﻌﻡ‬
‫– ﻻ ( ﻭﺃﻋﻁﻲ ﺍﻷﻭﺯﺍﻥ ﺍﻝﺘﺎﻝﻴﺔ ) ‪ ( 1-2‬ﻭﺘﺘﺭﺍﻭﺡ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻤﺎﺒﻴﻥ )‪ ، (104 -52‬ﻭ ﺘﺩل ﺍﻝﺩﺭﺠﺔ‬
‫‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺩل ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﺘﻔﻜﻴﺭ ﻏﻴﺭ ﻋﻘﻼﻨﻲ ﻤﻨﺨﻔﺽ ‪ .‬ﻭﻗﺩ‬ ‫ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺘﻔﻜﻴﺭ ﻏﻴﺭ ﻋﻘﻼﻨﻲ ﻤﺭﺘﻔﻊ‬
‫ﺍﺴﺘﺨﺩﻡ ﻤﻌﺩ ﺍﻝﻤﻘﻴﺎﺱ ﻁﺭﻕ ﻋﺩﺓ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪ ،‬ﻓﺒﺎﻝﻨﺴﺒﺔ ﻝﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻡ ﺼﺩﻕ‬
‫ﺍﻝﻤﺤﻜﻤﻴﻥ ﻭ ﺍﻝﺼﺩﻕ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻭ ﺍﻝﺼﺩﻕ ﺍﻝﻌﺎﻤﻠﻲ ‪ ،‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺇﻋﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺍﻻﺘﺴﺎﻕ‬
‫ﺍﻝﺩﺍﺨﻠﻲ‪.‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﻔﺴﻴﺭﻫﺎ ‪:‬‬

‫ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺴﺅﺍل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺌﻴﺱ ‪ :‬ﻤﺎ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻌﺎﻨﺱ ؟‬
‫ﺘﻡ ﺘﻁﺒﻴﻕ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻭﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﻋﻠﻰ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﻭﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻥ ﻤﺎ ﻴﻠﻲ ‪:‬‬

‫ﺃﻭﻻ ‪:‬ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ‪:‬‬

‫ﺃﺴﻔﺭ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺒﻴﻙ ﻝﻼﻜﺘﺌﺎﺏ ﻋﻠﻰ ﺤﺼﻭل ﺍﻝﺤﺎﻝﺔ ﻋﻠﻰ ﺩﺭﺠﺔ ‪ ، 32‬ﻭﺤﺼﻠﺕ ﺍﻝﺤﺎﻝﺔ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ‬
‫ﻋﻠﻰ ‪ 60‬ﺩﺭﺠﺔ ‪ ،‬ﻭﺤﺼﻠﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻋﻠﻰ ‪ 93‬ﺩﺭﺠﺔ ‪ ،‬ﻭﺤﺼﻠﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻋﻠـﻰ‬
‫‪ 70‬ﺩﺭﺠﺔ ‪ ،‬ﻭﺤﺼﻠﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻋﻠﻰ ‪ 47‬ﺩﺭﺠﺔ ‪ ،‬ﻭﺤﺼﻠﺕ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ﻋﻠﻰ ‪ 80‬ﺩﺭﺠﺔ‬
‫‪ .‬ﻭﺒﻤﻘﺎﺭﻨﺔ ﻫﺫﻩ ﺍﻝﺩﺭﺠﺎﺕ ﺒﺎﻝﺩﺭﺠﺎﺕ ﺍﻝﺘﺎﺌﻴﺔ ﻝﻜل ﻤﻘﻴﺎﺱ ﻋﻨﺩ ﺍﻝﻌﻤﺭ ﺍﻝﺯﻤﻨﻲ ﻝﻠﺤﺎﻝﺔ ‪ ،‬ﻴﺘﻀـﺢ ﻤﻌﺎﻨﺎﺘﻬـﺎ ﻤـﻥ ﺍﻻﻜﺘﺌـﺎﺏ ﻭ‬
‫ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺸﻌﻭﺭﻫﺎ ﺒﻘﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻭﻤﻌﺎﻨﺎﺘﻬﺎ ﻤﻥ ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ‪.‬‬

‫ﺜﺎﻨﻴﺎ ‪ :‬ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ‪:‬‬

‫ﺘﻡ ﺍﻨﺘﻘﺎﺀ ﺃﺭﺒﻊ ﻋﺸﺭﺓ ﺒﻁﺎﻗﺔ ﻤﻥ ﺠﻤﻠﺔ ﺒﻁﺎﻗﺎﺕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺠﻨﺱ ﺍﻝﺤﺎﻝﺔ ﻭﻋﻤﺭﻫﺎ‬
‫ﺍﻝﺯﻤﻨﻲ ﻭﻫﺫﻩ ﺍﻝﺒﻁﺎﻗﺎﺕ ﻫﻲ‪:‬‬
‫‪ ،5, 12f, 14, 19, 10, 18Gf, 3Gf, 17Gf, 15, 6Gf,13Mf, 9Gf, 4, 2‬ﺘﻡ ﺘﻁﺒﻴﻘﻬـﺎ ﺨـﻼل ﺃﺭﺒـﻊ ﺠﻠﺴـﺎﺕ ‪،‬‬
‫ﺍﺴﺘﻐﺭﻗﺕ ﻜل ﺠﻠﺴﺔ ﺜﻼﺙ ﺴﺎﻋﺎﺕ ) ﺘﻡ ﺇﻋﻁﺎﺀ ﻭﻗﺕ ﻝﻠﺤﺎﻝﺔ ﺨﻼل ﺍﻝﺠﻠﺴﺎﺕ ﻁﺒﻘﺕ ﻋﻠﻴﻬﺎ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ( ‪،‬‬
‫ﻭﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﺤﻠﻴل ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ ‪ ،‬ﻭﺘﻡ ﺇﻴﺭﺍﺩ ﻨﺼﻭﺹ ﺍﻝﻘﺼﺹ ﻜﻤﺎ ﺠـﺎﺀﺕ‬
‫ﺒﺎﻝﻔﻌل ﻋﻠﻰ ﻝﺴﺎﻥ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻡ ﺘﻔﺴﻴﺭﻫﺎ ﻓﻲ ﻀﻭﺀ ﺃﺴﻠﻭﺏ ﺍﻝﺘﺄﻭﻴل ﺍﻝﻁﻠﻴﻕ ﺃﺜﻨﺎﺀ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ‪.‬‬
‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﻋﺭﺽ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﺤﺎﻝﺔ ﻋﻠﻰ ﻜل ﺒﻁﺎﻗﺔ ﻤﻊ ﺘﺤﻠﻴﻠﻬﺎ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ :( 2‬ﺒﻨﺕ ﺘﺤﻤل ﻜﺘﺒﻬﺎ ﻭﻫﻲ ﻓﻲ ﺤﻴﺭﺓ ﺒﻴﻥ ﺃﻥ ﺘﺘﻭﺠﻪ ﻝﻠﺠﺎﻤﻌﺔ ﻭﺘﻜﻤل ﺩﺭﺍﺴﺘﻬﺎ ﺃﻭ ﺘﺭﺠﻊ ﻋﺸﺎﻥ ﺘﺴﺎﻋﺩ ﺃﻤﻬﺎ‬
‫ﻭﺃﺒﻭﻫﺎ ﻓﻲ ﺍﻝﺤﻘل ‪ ،‬ﻝﻜﻥ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﻗﺭﺭﺕ ﺃﻥ ﺘﻜﻤل ﺩﺭﺍﺴﺘﻬﺎ ﻻﻥ ﺘﻌﻠﻴﻤﻬﺎ ﻫﻭ ﺇﻝﻲ ﻴﻀﻤﻥ ﻤﺴﺘﻘﺒﻠﻬﺎ ﻭﻤﺎ ﺍﺤﺩ ﻴﺴـﺘﺎﻫل‬
‫ﺍﻝﺘﻀﺤﻴﺔ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺍﻝﻘﺼﺔ ﺘﺼﻭﺭ ﺍﻝﺼﺭﺍﻉ ﺍﻝﻨﻔﺴﻲ ﻝﺩﻯ ﺍﻝﺤﺎﻝﺔ ﻭﻋﺠﺯﻫﺎ ﻋﻥ ﺍﻝﻤﻭﺍﺌﻤﺔ ﺒﻴﻥ ﻤﻁﺎﻝﺏ ﺍﻝﻭﺍﻗﻊ ﻭﺒﻴﻥ ﻤﻁﺎﻝـﺏ ﺍﻝـﺫﺍﺕ ‪،‬‬
‫ﻭﻋﺠﺯﻫﺎ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻀﺤﻴﺔ ‪ ،‬ﻓﻤﻥ ﺠﻬﺔ ﺘﺭﻴﺩ ﻤﺴﺎﻋﺩﺓ ﺃﻤﻬﺎ ﻭﻭﻝﺩﻫﺎ ‪ ،‬ﻓﻬﻡ ﻜﺒﻴﺭﻴﻥ ﺒﺎﻝﺴﻥ ﻭﻤﺤﺘﺎﺠﻴﻥ‬
‫ﺍﻝﻤﺴﺎﻋﺩﺓ ﻭﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﺘﺭﻴﺩ ﺇﻜﻤﺎل ﺩﺭﺍﺴﺘﻬﺎ ﻭﺘﺴﺘﻘل ﻋﻨﻬﻡ ﻭﺘﺘﺤﺭﺭ ﻤﻥ ﺍﻝﺴﻠﻁﺔ ﺍﻝﻭﺍﻝﺩﻴـﺔ ﻭﺍﻝﺘﻘﺎﻝﻴـﺩ ﻭﺍﻷﻋـﺭﺍﻑ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺴﺎﺌﺩﺓ ‪ ،‬ﻭﻭﺍﻀﺢ ﺇﻥ ﺍﻝﻘﺼﺔ ﺘﻌﺒﺭ ﻋﻥ ﺸﻌﻭﺭ ﺍﻝﺤﺎﻝﺔ ﺒﻘﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ : (4‬ﻫﺫﻭل ﺍﻤﺭﺃﺓ ﻭﺭﺠل ﻜﺎﻥ ﺒﻴﻨﻬﻡ ﻗﺼﺔ ﺤﺏ ﻭﺍﻝﻤﺭﺃﺓ ﺘﺤﺏ ﺍﻝﺭﺠل ﺤﺒﺎ ﺸﺩﻴﺩ ﻭﻤﺤﺘﺎﺠﺔ ﻝﻪ ‪ ،‬ﻝﻜﻥ ﺍﻝﺭﺠـل‬
‫ﻗﺭﺭ ﺇﻨﻬﺎﺀ ﺍﻝﻌﻼﻗﺔ ﻋﻨﺩﻤﺎ ﻁﻠﺒﺕ ﻤﻨﻪ ﺍﻝﻤﺭﺃﺓ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﺒﺤﺠﺔ ﺃﻥ ﺍﻝﻤﻬﻭﺭ ﻏﺎﻝﻴﺔ ﻭﺭﺍﺘﺒﻪ ﻗﻠﻴل ﻭﻤﺎ ﻴﻜﻔﻲ ﺘﻜﺎﻝﻴﻑ ﺍﻝﺯﻭﺍﺝ ‪،‬‬
‫ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﺴﻜﻴﻨﺔ ﺠﻠﺴﺕ ﺘﺘﺭﺠﺎﻩ ﺒﺄﻥ ﻻ ﻴﺘﺭﻜﻬﺎ ﻭﺃﻥ ﻴﺭﺍﺠﻊ ﻨﻔﺴﻪ ﻷﻨﻬﺎ ﻤﺎ ﺘﻘﺩﺭ ﺘﻌﻴﺵ ﺒﺩﻭﻨﻪ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺘﻌﺒﺭ ﺍﻝﻘﺼﺔ ﻋﻥ ﻤﺩﻯ ﺤﺎﺠﺔ ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ ﺍﻝﺤﺏ ﻭﺍﻝﻌﺎﻁﻔﺔ ‪ ،‬ﻭﻤﺩﻯ ﺍﻓﺘﻘﺎﺭ ﺍﻝﺤﺎﻝﺔ ﻝﻤﺸﺎﻋﺭ ﺍﻷﻤﻥ ﻭﺍﻷﻤﺎﻥ ‪ ،‬ﻓﻴﺒـﺩﻭ‬
‫ﺃﻥ ﺍﻝﺤﺎﻝﺔ ﺘﻘﻤﺼﺕ ﺸﺨﺼﻴﺔ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﺍﻝﺼﻭﺭﺓ ‪ ،‬ﻓﺄﺜﻨﺎﺀ ﺴﺭﺩ ﺍﻝﻘﺼﺔ ﻜﺎﻨﺕ ﺍﻝﺤﺎﻝﺔ ﺘﺘﻜﻠﻡ ﺒﻁﺭﻴﻘﺔ ﺩﺭﺍﻤﻴﺔ ﻤﺅﺜﺭﺓ ‪ ،‬ﻓﺭﺒﻤﺎ‬
‫ﻤﺭﺕ ﺍﻝﺤﺎﻝﺔ ﺒﻨﻔﺱ ﻫﺫﻩ ﺍﻝﺘﺠﺭﺒﺔ ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺴﺒﺏ ﻝﻬﺎ ﻤﺯﻴﺩﺍ ﻤﻥ ﺍﻝﻤﻌﺎﻨﺎﺓ ‪ ،‬ﻓﻬﻲ ﺘﺫﻜﺭ ﺃﺴﺒﺎﺒﺘﺄﺨﺭ ﺍﻝﺯﻭﺍﺝ ﻤﻥ ﺍﻝﻤﻬـﻭﺭ‬
‫ﺍﻝﻐﺎﻝﻴﺔ ﻭﻗﻠﺔ ﺭﻭﺍﺘﺏ ﺍﻝﻤﻭﻅﻔﻴﻥ ﻭﺘﻜﺎﻝﻴﻑ ﺍﻝﺯﻭﺍﺝ ﺍﻝﻤﺭﺘﻔﻌﺔ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗـﻡ ) ‪ : ( 9Gf‬ﻫﺫﻭل ﺃﺨﺘﻴﻥ ﻭﺤﺩﺓ ﻤﻨﻬﻡ ﺘﺭﻜﺕ ﺃﺨﺘﻬﺎ ﻭﺤﻴﺩﺓ ﻷﻨﻬﺎ ﻤﺴﺘﻌﺠﻠﺔ ‪ ،‬ﺘﺭﻴﺩ ﺃﻥ ﺘﺤﻅﺭ ﺍﺒﻨﻬﺎ ﻤﻥ ﺍﻝﻤﺩﺭﺴﺔ‬
‫ﻷﻨﻪ ﻴﻨﺘﻅﺭﻫﺎ ‪ ،‬ﻫﻲ ﺘﺤﺏ ﺍﺒﻨﻬﺎ ﻭﺩﺍﺌﻤﺎ ﺘﺘﻜﻠﻡ ﻋﻨﻪ ‪ ،‬ﺃﻤﺎ ﺍﻷﺨﺕ ﻓﺯﻋﻠﺕ ﻤﻥ ﺃﺨﺘﻬﺎ ﻭﺍﺨﺘﺒﺄﺕ ﻭﺭﺍﺀ ﺍﻝﺸﺠﺭﺓ ﻭﺠﻠﺴﺕ ﺘﺒﻜﻲ‬
‫ﻭﻫﻲ ﺯﻋﻼﻨﺔ ﻤﻥ ﺘﺼﺭﻑ ﺃﺨﺘﻬﺎ ﻷﻨﻬﺎ ﺘﺭﻜﺘﻬﺎ ﻭﺭﺍﺤﺕ ﻜﻤﺎﻥ ﻷﻨﻬﺎ ﻏﻴﺭ ﻤﺘﺯﻭﺠﺔ ﻭ ﻤﺎﻋﻨﺩﻫﺎ ﺃﻭﻻﺩ ﺘﺭﺍﻋﻴﻬﻡ ﻭﺘﺸـﻭﻑ‬
‫ﻤﺼﺎﻝﺤﻬﻡ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﻤﻥ ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﻴﻤﻜﻨﻨﺎ ﺃﻥ ﻨﺴﺘﺸﻑ ﺍﻝﺼﺭﺍﻉ ﺍﻝﻘﺎﺌﻡ ﺒﻴﻥ ﺍﻝﺤﺎﻝﺔ ﻭﺃﺨﺘﻬﺎ ‪ ) ،‬ﻤﻥ ﺨﻼل ﺍﻝﻤﻘﺎﺒﻠﺔ ﺃﺘﻀﺢ ﺇﻥ ﺍﻝﺤﺎﻝﺔ ﻝﻬﺎ‬
‫ﺃﺨﺕ ﻤﺘﺯﻭﺠﺔ ﻭﺍﺼﻐﺭ ﻤﻨﻬﺎ ﺴﻨﺎ ( ﻭﻫﻭ ﺼﺭﺍﻉ ﻤﻔﻌﻡ ﺒﺎﻝﻐﻴﺭﺓ ﻭﺍﻝﺤﺴﺭﺓ ‪ ،‬ﻓﻤﻜﺎﻨﺯﻡ ﺍﻹﺴﻘﺎﻁ ﻴﻅﻬﺭ ﺒﺼﻭﺭﺓ ﻭﺍﻀـﺤﺔ ‪،‬‬
‫ﻓﺎﻝﺤﺎﻝﺔ ﺘﺘﺤﺴﺭ ﻋﻠﻰ ﻨﻔﺴﻬﺎ ﻭﺘﺸﻜﻭ ﻤﻥ ﺍﻝﻔﺭﺍﻍ ﻭﺍﻝﻭﺤﺩﺓ ‪ ،‬ﻓﻬﻲ ﺘﺸﺎﻫﺩ ﺃﺨﺘﻬﺎ ﺘﻤﺎﺭﺱ ﺩﻭﺭ ﺍﻷﻡ ‪ ،‬ﻭﻫﻲ ﻤﺤﺭﻭﻤـﺔ ﻤـﻥ‬
‫ﺤﻘﻬﺎ ﻜﺄﻡ ﻭﻝﻴﺱ ﻝﺩﻴﻬﺎ ﺃﻭﻻﺩ ﺘﺭﻋﺎﻫﻡ ﻭﺘﺨﺎﻑ ﻋﻠﻴﻬﻡ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ :( 13Mf‬ﺭﺠل ﻭﻋﺩ ﺒﻨﺕ ﺒﺎﻝﺯﻭﺍﺝ ﻭﻏﺭﺭ ﺒﻬﺎ ﻭﺍﺨﺫ ﻤﻨﻬﺎ ﺇﻝﻲ ﻴﺭﻴﺩﻩ ﺜﻡ ﺨﻠﻑ ﺒﻭﻋﺩﻩ ﻭﻨﺩﻡ ﻋﻠﻰ ﻓﻌﻠﺘـﻪ ‪،‬‬
‫ﺍﻝﺒﻨﺕ ﺘﺠﺎﻭﺒﺕ ﻤﻌﺎﻩ ﺜﻡ ﻨﺩﻤﺕ ‪ ،‬ﻷﻨﻬﺎ ﺨﺎﻓﺕ ﻤﻥ ﺍﻝﻔﻀﻴﺤﺔ ﻭﻤﻥ ﻋﻘﺎﺏ ﻭﺍﻝﺩﻫﺎ ﻭﺃﺨﻭﻨﻬﺎ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺘﻜﺸﻑ ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﻋﺩﺩ ﻤﻥ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﺤﺎﻝﺔ ‪ ،‬ﻓﻬﻲ ﺘﻭﺤﻲ ﺒﺭﻏﺒﺔ ﺠﻨﺴﻴﺔ ﻤﻜﺒﻭﺘﺔ ﻝﺩﻯ ﺍﻝﺤﺎﻝـﺔ ‪ ،‬ﻜـﺫﻝﻙ‬
‫ﺍﺘﺠﺎﻫﻬﺎ ﺍﻝﺴﻠﺒﻲ ﻨﺤﻭ ﺍﻝﺫﻜﻭﺭ ﻭﺨﻴﺎﻨﺘﻬﻡ ﻭﻏﺩﺭﻫﻡ ‪ ،‬ﻜﺫﻝﻙ ﺍﺴﺘﻴﺎﺀﻫﺎ ﻤﻥ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺫﻜﻭﺭﻴﺔ ﻭﺨﻭﻓﻬﺎ ﻤـﻥ ﻋﻘـﺎﺏ ﻭﺍﻝـﺩﻫﺎ‬
‫ﻭﺇﺨﻭﺘﻬﺎ ﺍﻝﺫﻜﻭﺭ ) ﻋﺩﻭﺍﻥ ﻤﻜﺒﻭﺕ ( ‪ ،‬ﻭﻤﺠﻤل ﺍﺤﺩﺍﺙ ﺍﻝﻘﺼﺔ ﺘﺴﻘﻁ ﺸﻌﻭﺭ ﺍﻝﺤﺎﻝـﺔ ﺒﻌـﺩﻡ ﺍﻷﻤـﺎﻥ ﻭﻋـﺩﻡ ﺘﻭﺍﻓﻘﻬـﺎ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ )‪ : (6Gf‬ﻫﺫﻩ ﻤﻭﻅﻔﺔ ﻤﻊ ﻤﺩﻴﺭﻫﺎ ﻓﻲ ﺍﻝﻌﻤل ‪ ،‬ﻫﻲ ﻏﻴﺭ ﻤﺭﺘﺎﺤﺔ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺩﻴﺭ ﻷﻨﻪ ﻤﺘﺴﻠﻁﻭﺠﺎﻑ ﻭﻤﺘﻜﺒـﺭ‬
‫ﻭﻏﻴﺭ ﺤﻨﻭﻥ ‪ ،‬ﻭﻫﻲ ﺍﻵﻥ ﺨﺎﻴﻔﺔ ﻤﻨﻪ ﻷﻨﻪ ﻫﺩﺩﻫﺎ ﺒﺎﻝﻁﺭﺩ ﻤﻥ ﺍﻝﻌﻤل ﺃﻥ ﺃﺨﻁﺄﺕ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻷﻭﺭﺍﻕ ﺍﻝﺘﻲ ﻁﻠﺒﻬﺎ ﻤﻨﻬﺎ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﻤﺭﺓ ﺃﺨﺭﻯ ﺘﻌﻭﺩ ﺍﻝﺤﺎﻝﺔ ﻭﺘﻅﻬﺭ ﺴﻭﺀ ﻋﻼﻗﺘﻬﺎ ﻤﻊ ﻭﺍﻝﺩﻫﺎ ﺘﺤﺩﻴﺩﺍ ) ﻋﺩﻭﺍﻥ ﻤﻜﺒﻭﺕ( ﻨﺘﻴﺠﺔ ﺨﺒﺭﺍﺕ ﺴﻴﺌﺔ ﻗﻭﺍﻤﻬـﺎ‬
‫ﻗﺴﻭﺓ ﺍﻷﺏ ﻭﺘﺴﻠﻁﻬﻭﺇﺸﻌﺎﺭﻫﺎ ﺃﻨﻬﺎ ﺃﺼﺒﺤﺕ ﺤﻤل ﺜﻘﻴل ﻋﻠﻴﻪ ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﺘﻌﻴﺵ ﺒﺄﺠﻭﺍﺀ ﻤﻬﺩﺩﺓ ﺨﺎﻝﻴﺔ ﻤﻥ ﺍﻷﻤﻥ ‪ ،‬ﺍﻷﻤـﺭ‬
‫ﺍﻝﺫﻱ ﻴﺼﻭﺭ ﻴﺠﻌﻠﻬﺎ ﺘﺘﺼﻭﺭ ﺃﻨﻬﺎ ﻋﺩﻴﻤﺔ ﺍﻝﺠﺩﻭﻯ ) ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ ( ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ :( 15‬ﻫﺫﺍ ﺍﻝﺭﺠل ﻴﺎﺌﺱ ﻭﻭﺤﻴﺩ ﻭﻴﺤﺏ ﺇﻥ ﻴﺯﻭﺭ ﺍﻝﻤﻘﺎﺒﺭ ‪ ،‬ﻭﻫﻭ ﻴﻔﻀل ﺍﻝﺠﻠﻭﺱ ﺒﻴﻥ ﺍﻷﻤﻭﺍﺕ ﻋﻥ ﺍﻝﺠﻠﻭﺱ‬
‫ﻤﻊ ﺍﻝﻨﺎﺱ ﻷﻨﻬﻡ ﻤﺨﺎﺩﻋﻴﻥ ﻭﺃﻨﺎﻨﻴﻴﻥ ‪ ،‬ﻭﻴﺘﻤﻨﻰ ﻫﺫﺍ ﺍﻝﺭﺠل ﻝﻭ ﺃﻥ ﻴﻤﻭﺕ ﻭﻴﺠﺎﻭﺭ ﺍﻷﻤﻭﺍﺕ ﺇﻝﻰ ﺍﻷﺒﺩ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺘﻜﺸﻑ ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﻋﻥ ﺍﻝﻨﻅﺭﺓ ﺍﻝﺘﺸﺎﺅﻤﻴﺔ ﻝﺩﻯ ﺍﻝﺤﺎﻝﺔ ﻭﺭﻏﺒﺘﻬﺎ ﺒﺎﻝﻤﻭﺕ ‪ ،‬ﺃﻭ ﺍﻋﺘﺒﺎﺭ ﻤﺠﺘﻤﻌﻬﺎ ﻗـﺩ ﺤﻜـﻡ ﻋﻠﻴﻬـﺎ‬
‫ﺒﺎﻝﻤﻭﺕ ﺒﺴﺒﺏ ﻋﻨﻭﺴﺘﻬﺎ ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﺘﺤﺕ ﺘﺄﺜﻴﺭ ﻤﻜﺎﻨﺯﻡ ﺍﻹﺒﺩﺍل ‪ ،‬ﻭﻫﻲ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻜﺘﺌﺎﺏ ﻭﺍﻨﻐﻼﻕ ﻭﻫﻲ ﺘـﺭﻯ ﺇﻥ ﻜـل‬
‫ﺍﻝﻨﺎﺱ ﻤﺨﺎﺩﻋﻴﻥ ﻭﺃﻨﺎﻨﻴﻴﻥ ) ﻋﺩﻡ ﺘﻭﺍﻓﻕ ﺍﺠﺘﻤﺎﻋﻲ ( ﻜﻤﺎ ﺃﻥ ﺍﻝﻘﺼﺔ ﺘﻭﻀﺢ ﻤﺎ ﻭﺼﻠﺕ ﺇﻝﻴﻪ ﺍﻝﺤﺎﻝﺔ ﻤﻥ ﺸـﻌﻭﺭ ﺒﺎﻝﻴـﺄﺱ‬
‫ﻭﻓﻘﺩﺍﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺤﻴﺎﺓ ‪ ،‬ﻜﻤﺎ ﺘﺸﻴﺭ ﺇﻝىﺄﻓﻜﺎﺭ ﺍﻝﺤﺎﻝﺔ ﻏﻴﺭ ﺍﻝﻌﻘﻼﻨﻴﺔ ﻭﻋﺩﻭﺍﻨﻬﺎ ﺍﻝﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺫﺍﺘﻬﺎ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ )‪ : 17 (Gf‬ﻫﺫﻩ ﺒﻨﺕ ﻭﺍﻗﻔﺔ ﻋﻠﻰ ﺍﻝﺠﺴﺭ ﻭ ﺠﺎﻝﺴﺔ ﺘﻨﺎﺩﻱ ﻋﻠﻰ ﺍﻝﻨﺎﺱ ﺇﻝﻰ ﺒﺎﻝﻤﺭﻜﺏ ﻝﻜﻨﻬﻡ ﺭﺍﺤـﻭﺍ ﻭﺘﺭﻜﻭﻫـﺎ‬
‫ﻭﺤﻴﺩﺓ ‪ ،‬ﻫﻲ ﻓﻲ ﻤﺩﻴﻨﺔ ﻏﺭﻴﺒﺔ ﻤﺎﺘﻌﺭﻑ ﺍﺤﺩ ‪ ،‬ﻭﺨﺎﻴﻔﺔ ﻤﻥ ﺍﻝﺒﻨﺎﻴﺔ ﺍﻝﻜﺒﻴﺭﺓ ﺇﻝﻲ ﻭﺭﺍﻫﺎ ﻤﻤﻜﻥ ﺘﻘﻊ ﻋﻠﻴﻬﺎ ‪ ،‬ﻭﻤﻥ ﺤـﺭﺍﺭﺓ‬
‫ﺍﻝﺸﻤﺱ ﻤﻤﻜﻥ ﺘﺤﺭﻗﻬﺎ ‪ ،‬ﻻﻥ ﻤﺎ ﻓﻲ ﺤﺩ ﻴﺴﺎﻋﺩﻫﺎ ﻭﻫﻲ ﻀﻌﻴﻔﺔ ﻭﻤﺴﻜﻴﻨﺔ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﺘﻜﺸﻑ ﻋﻥ ﻤﺩﻯ ﻋﺠﺯ ﺍﻝﺤﺎﻝﺔ ﻭﻗﻠﺔ ﺤﻴﻠﺘﻬﺎ ﻓﻬﻲ ﻓﻲ ﻤﺠﺘﻤﻊ ) ﻜﻤﺎ ﻋﺒﺭﺕ ﻋﻨﻪ ‪ :‬ﻤﺩﻴﻨﺔ ﻜﺒﻴﺭﺓ ﺒﻨﺎﻴـﺎﺕ‬
‫ﻀﺨﻤﺔ ﺸﻤﺱ ﺤﺎﺭﻗﺔ ( ﻻ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﻌﻴﺵ ﻓﻴﻪ ﺒﺩﻭﻥ ﻭﺠﻭﺩ ﺸﺨﺹ ﻴﺴﺎﻋﺩﻫﺎ ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻜﻭﻥ ﻫـﺫﺍ ﺍﻝﺸـﺨﺹ ﻫـﻭ‬
‫ﺍﻝﺭﺠل ‪ ،‬ﻓﻬﻭ ﺍﻝﻘﺎﺌﻡ ﺍﻷﻭل ﻋﻠﻰ ﻤﺼﺎﻝﺤﻬﺎ ﻭﺭﻋﺎﻴﺔ ﺸﺅﻭﻨﻬﺎ ‪ ،‬ﻓﻬﻲ ﺘﺘﻜﻠﻡ ﺒﻤﻨﻁﻕ ﺍﻝﺘﺒﺭﻴﺭ ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺘﺴﻘﻁ ﻭﻀـﻌﻬﺎ ‪،‬‬
‫ﻓﻬﻲ ﻤﺴﻜﻴﻨﺔ ﻭﻀﻌﻴﻔﺔ ) ﺘﻘﺩﻴﺭ ﺫﺍﺕ ﻤﻨﺨﻔﺽ ( ﻭﻭﺤﻴﺩﺓ ﻭﻤﺤﺒﻁﺔ ﺤﻴﺙ ﻝﻡ ﺘﺴﺘﻘل ﻤﺭﻜﺏ ﺍﻝﻨﺠﺎﺓ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ : ( 3Gf‬ﺒﻨﺕ ﻤﺎﺴﻜﺔ ﺍﻝﺒﺎﺏ ﻭﺘﺤﺎﻭل ﺍﻝﺨﺭﻭﺝ ﺒﺱ ﻤﺎﻗﺩﺭﺕ ‪.‬‬
‫ﻤﺩﺍﺨﻠﺔ ‪ :‬ﻝﻤﺎﺫﺍ ﻝﻡ ﺘﺴﺘﻁﻴﻊ ﺍﻝﺨﺭﻭﺝ ؟‬
‫ﻷﻨﻬﺎ ﺩﺍﺌﻤﺎ ﺘﺸﻜﻭ ﻤﻥ ﺼﺩﺍﻉ ﻤﺴﺘﻤﺭ ‪ ،‬ﺫﻫﺒﺕ ﻝﻠﺩﻜﺘﻭﺭ ﻭﻭﺼﻑ ﻝﻬﺎ ﻋﻼﺝ ﻝﻠﺼﺩﺍﻉ ﻝﻜﻥ ﻤﺎ ﺴﺘﻔﺎﺩﺕ ﻤﻨﻪ ‪.‬‬
‫ﻤﺩﺍﺨﻠﺔ ‪ :‬ﻤﺎ ﺴﺒﺏ ﺍﻝﺼﺩﺍﻉ ؟‬
‫ﻷﻨﻬﺎ ﺘﻌﺒﺎﻨﺔ ﻭﻤﻀﺎﻴﻘﺔ ﻜﺜﻴﺭ ﻭﻤﻐﻠﻭﺏ ﻋﻠﻰ ﺃﻤﺭﻫﺎ ﻭﺯﻫﻘﺎﻨﺔ ﻜل ﺸﻲ ﻤﻤل ﻭﺭﻭﺘﻴﻨﻲ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﺘﺼﻭﺭ ﺍﻹﻗﺩﺍﻡ ﻭﺍﻹﺤﺠﺎﻡ ﻭﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻻﻗﺘﺭﺍﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ ﻝﻶﺨﺭﻴﻥ ﻭﺍﻝﻌﺯﻝﺔ ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻨﻬﻡ ‪ ،‬ﻭﻫـﻲ‬
‫ﻋﻠﻠﺕ ﺴﺒﺏ ﻋﺩﻡ ﺨﺭﻭﺠﻬﺎ ﺇﻝﻰ ﺼﺩﺍﻋﻬﺎ ﺍﻝﻤﺴﺘﻤﺭ ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﻋﻠﻰ ﻤﺎ ﻴﺒﺩﻭ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻝﺼﺩﺍﻉ ﻭﺍﻝﺘﻭﺘﺭ ﺍﻝﻌﺼﺒﻲ ﺒﺴـﺒﺏ‬
‫ﺍﻝﻀﻐﻭﻁﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺤﺒﻁﺔ ﻭﺸﻌﻭﺭﻫﺎ ﺒﺎﻝﻌﺠﺯ ﻭﻓﻘﺩﺍﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺤﻴﺎﺓ ‪.‬‬
‫‪ : ( 18Gf‬ﻓﻲ ﻫﺫﻩ ﺍﻝﻠﺤﻅﺔ ﻭﻗﻊ ﺨﻼﻑ ﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻷﻡ ﻭﺒﻨﺘﻬﺎ ‪ ،‬ﺍﻝﺒﻨﺕ ﺘﺭﻴﺩ ﺘﺨﺭﺝ ﻤﻊ ﺼﺩﻴﻘﺎﺘﻬﺎ ﻝﻜﻥ ﺍﻷﻡ‬ ‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ )‬
‫ﻤﻨﻌﺘﻬﺎ ‪ ،‬ﺍﻝﺒﻨﺕ ﻜﺎﻨﺕ ﻻﺒﺴﺔ ﻭﻤﺘﻬﻴﺌﺔ ﻝﻠﺨﺭﻭﺝ ‪.‬‬
‫ﻤﺩﺍﺨﻠﺔ ‪ :‬ﻭﻴﻥ ﺘﺭﻴﺩ ﺘﺭﻭﺡ ﻤﻊ ﺼﺩﻴﻘﺎﺘﻬﺎ ؟‬
‫ﺘﺭﻴﺩ ﺘﺭﻭﺡ ﻝﺤﻔل ﺍﺴﺘﻘﺒﻼ ﻷﻨﻬﺎ ﺯﻫﻘﺎﻨﺔ ﻤﻥ ﺍﻝﺒﻴﺕ ﻭﺍﻝﻲ ﻓﻴﻪ ‪.‬‬
‫ﻤﺩﺍﺨﻠﺔ ‪ :‬ﻝﻴﻪ ﺃﻤﻬﺎ ﻤﻨﻌﺘﻬﺎ ﻤﻥ ﺍﻝﺨﺭﻭﺝ ؟‬
‫ﻻﻥ ﺍﻷﻡ ﺩﺍﺌﻤﺎ ﺘﺸﻙ ﺒﺘﺼﺭﻓﺎﺕ ﺒﻨﺘﻬﺎ ﻭﻤﺎ ﺘﺼﺩﻗﻬﺎ ‪ ،‬ﻭﺍﻝﺒﻨﺕ ﺍﻨﻬﺎﺭﺕ ﻤﻥ ﺍﻝﺒﻜﺎﺀ ﻭﺍﻷﻡ ﻤﺎﺭﺤﻤﺕ ﺒﻜﺎﺀ ﺒﻨﺘﻬﺎ ﻭﺘﻭﺴﻠﻬﺎ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴـل ‪ :‬ﻫﺫﻩ ﺍﻝﻘﺼﺔ ﺘﻌﻜﺱ ﻨﺯﻋﺎﺕ ﺍﻝﻌﺩﺍﺀ ﻭﺍﻝﻤﺸﺎﻋﺭ ﺍﻝﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺍﻷﻡ ‪ ،‬ﻜﻤﺎ ﺘﻭﺤﻲ ﺒﻭﺠﻭﺩ ﺘﻔﻜﻙ ﺍﺴـﺭﻱ ﻭﺸـﻙ ﻓـﻲ‬
‫ﺘﺼﺭﻓﺎﺕ ﺍﻝﺤﺎﻝﺔ ﻭﺤﺠﺯ ﺤﺭﻴﺘﻬﺎ ‪ ،‬ﻓﻁﺎﻝﻤﺎ ﺃﻨﻬﺎﻤﺎﺯﻝﺕ ﻓﺘﺎﺓ ﻭﻝﻡ ﺘﺘﺯﻭﺝ ﻓﻬﻲ ﺘﺤﺕ ﻭﺼﺎﻴﺔ ﻭﻤﺭﺍﻗﺒﺔ ﻋﺎﺌﻠﺘﻬﺎ ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ‬
‫ﻴﺅﺩﻱ ﺇﻝﻰ ﻤﻌﺎﻨﺎﺓ ﺍﻝﺤﺎﻝﺔ ﺒﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ )‪ : ( 10‬ﺒﻨﺕ ﺸﺎﺒﺔ ﻓﻲ ﺤﻀﻥ ﻭﺍﻝﺩﻫﺎ ‪ ،‬ﻫﻲ ﻤﻠﺘﺼﻘﺔ ﺒﻪ ﻭﻫﻭ ﻀﺎﻤﻬﺎ ﺒﺤﻨﺎﻥ ﻭﻴﻘﻭل ﻝﻬﺎ ﺃﻨﺎ ﻤﻌﻙ ﻭﻤﺎ ﺃﺘﺨﻠـﻰ‬
‫ﻋﻨﻙ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺘﻭﺤﻲ ﺍﻝﻘﺼﺔ ﺒﻭﺠﻭﺩ ﺘﻨﺎﻗﻀﺎﺕ ﺤﻭل ﻋﻼﻗﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻊ ﻭﺍﻝﺩﻫﺎ ‪ ،‬ﻓﺄﺤﻴﺎﻨﺎ ﻴﻜﻭﻥ ﻋﻨﺩﻫﺎ ﻋﺩﻭﺍﻥ ﻤﻭﺠﻪ ﻀﺩ ﻭﺍﻝﺩﻫﺎ ‪،‬‬
‫ﻭﺃﺤﻴﺎﻨﺎ ﺃﺨﺭﻯ ﺘﻅﻬﺭ ﻤﺩﻯ ﺤﺎﺠﺘﻬﺎ ﺇﻝﻴﻪ ) ﻤﻜﺎﻨﺯﻡ ﺍﻹﻨﻜﺎﺭ ( ﺭﺒﻤﺎ ﻷﻨﻬﺎ ﺘﺭﻏﺏ ﺒﺭﻋﺎﻴﺘﻪ ﻭﺤﻨﺎﻨﻪ ﻨﺤﻭﻫﺎ ‪ ،‬ﻓﻬﻭ ﺍﻝﺒﺎﻗﻲ ﻝﻬﺎ‬
‫ﻭﺴﻨﺩﻫﺎ ﻭﺍﻝﻤﺴﺌﻭل ﻋﻥ ﺸﺅﻭﻨﻬﺎ ‪ ،‬ﺨﺎﺼﺔ ﺇﻥ ﺍﻝﺤﺎﻝﺔ ﻝﻡ ﺘﺤﻀﻰ ﺒﻔﺭﺼﺔ ﺍﻝﻌﻤل ﻭﺍﻝﻭﻅﻴﻔﺔ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗـﻡ ) ‪ :( 19‬ﻤﺴﺠﺩ ﻤﻬﺠﻭﺭ ﻭﺭﻴﺎﺡ ﻋﺎﺼﻔﺔ ‪ ،‬ﺍﻝﻨﻭﺍﻓﺫ ﻭﺍﻷﺒﻭﺍﺏ ﻤﻔﺘﻭﺤﺔ ﻭﻴﺸﻊ ﻤﻨﻬﺎ ﻨـﻭﺭ ‪ ،‬ﻝﻜـﻥ ﺍﻝﻤﺴـﺠﺩ‬
‫ﻤﻬﺠﻭﺭ ﻭﻤﺎ ﻓﻴﻪ ﻤﺼﻠﻴﻥ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﻓﺴﺭﺕ ﺍﻝﺤﺎﻝﺔ ﺼﻭﺭﺓ ﺍﻝﻤﻨﺯل ﺍﻝﻤﻬﺠﻭﺭ ﺒﺎﻝﺼﻭﺭﺓ ﻋﻠﻰ ﺍﻨﻪ ﻤﺴﺠﺩ ‪ ،‬ﻭﻫﺫﺍ ﻴﻭﺤﻲ ﺒﻭﺠـﻭﺩ ﺭﻏﺒـﺔ ﻋﻨـﺩ ﺍﻝﺤﺎﻝـﺔ‬
‫ﺇﻝىﺎﻻﻝﺘﺠﺎﺀﺇﻝﻰ ﺍﷲ ﻭﻁﻠﺏ ﺍﻝﻌﻭﻥ ﻤﻨﻪ ‪ ،‬ﻓﻬﻲ ﻋﺒﺭﺕ ﺃﻥ ﺍﻝﻨﻭﺍﻓﺫ ﻭﺍﻷﺒﻭﺍﺏ ﻤﻔﺘﻭﺤﺔ ﻭﻴﺸﻊ ﻤﻨﻬﺎ ﻨﻭﺭ ‪ ،‬ﻤﻤﺎ ﻴـﺩل ﻋﻠـﻰ‬
‫ﺭﻏﺒﺘﻬﺎ ﺒﺎﻝﻬﺩﺍﻴﺔ ﻭﺍﻝﻨﻭﺭ ﺍﻹﻝﻬﻲ ‪ ،‬ﻭﻗﻭﻝﻬﺎ ﺒﺎﻥ ﺍﻝﻤﺴﺠﺩ ﻤﻬﺠﻭﺭ ﻭﻤﺎ ﻓﻴﻪ ﻤﺼﻠﻴﻥ ‪ ،‬ﻴﻔﺴﺭ ﺒﺘﺭﺩﺩﻫﺎ ﺒﻁﻠﺏ ﺍﻝﻬﺩﺍﻴﺔ ‪ ،‬ﻓﻭﺍﻀﺢ‬
‫ﺃﻥ ﺍﻝﺤﺎﻝﺔ ﺘﻌﻴﺵ ﻓﻲ ﺼﺭﺍﻉ ﺒﻴﻥ ﺭﻏﺒﺘﻬﺎ ﺒﺘﻘﻭﻴﺔ ﻭﺍﺯﻋﻬﺎ ﺍﻝﺩﻴﻨﻲ ﺃﻭ ﺇﻥ ﺘﺒﻘﻰ ﻋﻠﻰ ﻤﺎ ﻫﻲ ﻋﻠﻴﻪ ) ﻤـﻥ ﺨـﻼل ﺍﻝﻤﻘﺎﺒﻠـﺔ‬
‫ﺍﺘﻀﺢ ﺇﻥ ﺍﻝﺤﺎﻝﺔ ﺘﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺼﻼﺓ ﻝﻜﻡ ﻋﻨﺩﻫﺎ ﻤﺸﻜﻠﺔ ﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻓﻲ ﺼﻼﺘﻬﺎ ﻭﺍﻝﺴﻬﻭ ﻭﺍﻝﻨﺴﻴﺎﻥ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺀ ﺍﻝﺼﻠﻭﺍﺕ‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ :(14‬ﻫﺫﺍ ﺭﺠل ﻤﺴﺠﻭﻥ ﻴﺭﻴﺩ ﺃﻥ ﻴﻬﺭﺏ ﻤﻥ ﺍﻝﺴﺠﻥ ﻭﻴﺨﺭﺝ ﻤﻥ ﺍﻝﻅﻼﻡ ﺍﻝﻰ ﺍﻝﻨﻭﺭ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪:‬ﺘﺩل ﺍﻝﻘﺼﺔ ﻋﻠﻰ ﺃﻥ ﺍﻝﺴﺠﻥ ﺍﻝﺫﻱ ﺘﻌﻴﺵ ﻓﻴﻪ ﺍﻝﺤﺎﻝﺔ ﻭﺘﻁل ﻤﻥ ﺍﻝﻨﺎﻓﺫﺓ ﻤﻨﺘﻅﺭﺓ ﺍﻝﻌﺭﻴﺱ ﺍﻝﻘﺎﺩﻡ ﺇﻝﻴﻬـﺎ ‪ ،‬ﺃﻭ ﺘﺤـﺎﻭل‬
‫ﺍﻝﻬﺭﻭﺏ ﻤﻌﻪ ‪ ،‬ﻓﻬﻭ ﻤﻥ ﺴﻴﺨﺭﺠﻬﺎ ﻤﻥ ﻤﺸﻜﻠﺘﻬﺎ ‪ ،‬ﻜﺫﻝﻙ ﻴﺩل ﻋﻠﻰ ﺍﻝﻤﺨﺎﻭﻑ ﻭﺍﻝﻨﻅﺭﺓ ﺍﻝﻤﻜﺘﺌﺒﺔ ﺍﻝﺘﺸﺎﺅﻤﻴﺔ ﻭﺍﻝﻘﻠـﻕ ﻤـﻥ‬
‫ﺍﻝﻤﺴﺘﻘﺒل ﻭﺍﻝﻤﻴﻭل ﺍﻻﻨﺘﺤﺎﺭﻴﺔ ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ : ( 12f‬ﻫﺫﻩ ﻓﺘﺎﺓ ﻓﻲ ﺸﺒﺎﺒﻬﺎ ﻭﺍﻝﻤﺭﺃﺓ ﺍﻷﺨﺭﻯ ﻓﻲ ﺸﻴﺨﻭﺨﺘﻬﺎ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪ :‬ﺘﻭﺤﻲ ﺍﻝﻘﺼﺔ ﺒﺤﺎﻝﺔ ﺍﻝﻘﻠﻕ ﺍﻝﺘﻲ ﺘﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻝﺤﺎﻝﺔ ﻤﻥ ﺃﻥ ﻴﻀﻴﻊ ﻋﻤﺭﻫﺎ ﻭﻴﺨﺘﻔﻲ ﺠﻤﺎﻝﻬﺎ ﻭﻴﻤﻀﻲ ﻋﻤﺭﻫﺎ ﻭﺘﺼﺒﺢ‬
‫ﻓﻲ ﺸﻴﺨﻭﺨﺘﻬﺎ ﻭﺘﻅﻬﺭ ﻋﻠﻴﻬﺎ ﻋﻼﻤﺎﺕ ﺍﻝﻜﺒﺭ ﻭﺍﻝﺸﻴﺨﻭﺨﺔ ‪ ،‬ﻜﺫﻝﻙ ﻴﻅﻬﺭ ﻤﻔﻬﻭﻡ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺴﻠﺒﻲ ﻋﻥ ﺫﺍﺘﻬـﺎ ﻭﻗﻠﻘﻬـﺎ ﻤـﻥ‬
‫ﺍﻝﻤﺴﺘﻘﺒل ‪.‬‬
‫ﺍﻝﺒﻁﺎﻗﺔ ﺭﻗﻡ ) ‪ : ( 5‬ﺸﺎﺒﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻹﻫﻤﺎل ﻭﻗﻠﺔ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﺍﻝﻨﺎﺱ ﺇﻝﻲ ﺤﻭﻝﻬﺎ ‪ ،‬ﻓﺠﺄﺓ ﻁﺭﻕ ﺍﻝﺒﺎﺏ ﻭﻓﺘﺤﺘﻪ ‪ ،‬ﻭﻝﻡ ﺘﺠﺩ‬
‫ﺍﺤﺩ ‪ ،‬ﺒﺱ ﻝﻘﺕ ﻤﺯﻫﺭﻴﺔ ﻋﻠﻰ ﺍﻝﻁﺎﻭﻝﺔ ﻓﻴﻬﺎ ﻭﺭﻭﺩ ﺒﺄﻝﻭﺍﻥ ﺯﺍﻫﻴﺔ ‪ ،‬ﺘﻔﺎﺠﺄﺕ ﻭﺘﺴﺄﻝﺕ ﻤﻊ ﻨﻔﺴﻬﺎ ﻤﻴﻥ ﺍﻝﻤﺭﺴل ‪ ،‬ﻭﺒﻨﻔﺱ‬
‫ﺍﻝﻭﻗﺕ ﺸﻌﺭﺕ ﺒﻔﺭﺡ ﻭﺍﺭﺘﻴﺎﺡ ‪.‬‬
‫ﺍﻝﺘﺤﻠﻴل ‪:‬ﺘﻌﻜﺱ ﺍﻝﻘﺼﺔ ﻤﺩﻯ ﺍﻓﺘﻘﺎﺭ ﺍﻝﺤﺎﻝﺔ ﻝﻠﻤﺴﺎﻨﺩﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺭﻏﺒﺘﻬﺎ ﺒﺎﻝﺤﺏ ﻭﺍﻝﺭﻋﺎﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ‪ ،‬ﻓﻤـﺎﺯﺍل ﻴﺭﺍﻭﺩﻫـﺎ‬
‫ﺍﻷﻤل ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻓﺭﺼﺔ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﻭﻴﻅﻬﺭ ﺫﻝﻙ ﺒﻘﻭﻝﻬﺎ ‪ :‬ﻝﻘﺕ ﻤﺯﻫﺭﻴﺔ ﻓﻴﻬﺎ ﻭﺭﻭﺩ ﺒﺄﻝﻭﺍﻥ ﺯﺍﻫﻴﺔ ﻭ ﺸﻌﺭﺕ ﺒﺎﻝﻔﺭﺡ‬
‫ﻭﻻﺭﺘﻴﺎﺡ ‪.‬‬

‫ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﻨﻬﺎﺌﻲ ﻝﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻝﻠﺤﺎﻝﺔ ‪:‬‬

‫ﺒﺎﺴﺘﻘﺭﺍﺀ ﺘﺤﻠﻴل ﺍﻝﻘﺼﺹ ﺍﻝﺘﻲ ﺍﺴﺘﺠﺎﺒﺕ ﻝﻬﺎ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﻴﺘﻀﺢ ﻤﺩﻯ ﻤﻌﺎﻨﺎﺘﻬﺎ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﻭﺍﻝﻤﺸـﻜﻼﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺒﺭﻭﻓﻴل ﻗﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﻭﺩﻴﻨﺎﻤﻴﺎﺘﻬﺎ ﻋﻠﻰ ﻤﺠﻤل ﻗﺼﺹ ﺼـﻭﺭ ﺍﺨﺘﺒـﺎﺭ‬
‫ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ ‪:‬‬

‫‪ -1‬ﻜﺸﻑ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻋﻥ ﺼﻭﺭﺓ ﻤﻀﻁﺭﺒﺔ ﻨﺎﺘﺠﺔ ﻋﻥ ﺘﺄﺨﺭ ﺴﻥ ﺯﻭﺍﺝ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﺘﻌﻴﺵ ﻓﻲ ﺼﺭﺍﻉ ﺒﻴﻥ‬
‫ﺍﻝﻭﺍﻗﻊ ﻭﺒﻴﻥ ﻤﻁﺎﻝﺏ ﺫﺍﺘﻬﺎ ‪ ،‬ﻭﺘﻌﺎﻨﻲ ﻤﻥ ﺘﻨﺎﻗﻀﺎﺕ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﻭﺍﻝﺩﻫﺎ ﻓﻬﻲ ﺒﺤﺎﺠﺔ ﺇﻝﻴﻪ ﻭﺒﻨﻔﺱ ﺍﻝﻭﻗﺕ ﺘﺭﻓﺽ ﺴﻠﻁﺘﻪ‬
‫ﻭﺘﺤﻜﻤﻪ ﺒﻬﺎ ‪ ،‬ﻜﻤﺎ ﺇﻥ ﻋﻼﻗﺘﻬﺎ ﻤﻊ ﻭﺍﻝﺩﺘﻬﺎ ﻤﻀﻁﺭﺒﺔ ‪ ،‬ﻜﻤﺎ ﺃﻥ ﻋﻼﻗﺘﻬﺎ ﻤﻊ ﺃﺨﺘﻬﺎ ﻭﺍﻷﺸﺨﺎﺹ ﺍﻵﺨﺭﻴﻥ ﻴﻌﺘﺭﻴﻬﺎ ﺴﻭﺀ‬
‫ﺍﻝﺘﻭﺍﻓﻕ ﻓﻬﻲ ﺘﺭﻯ ﺃﻨﻬﻡ ﺃﻓﻀل ﺤﻅ ﻤﻨﻬﺎ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫‪ -2‬ﻴﻔﺼﺢ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻋﻥ ﻤﺸﺎﻋﺭ ﻋﺩﻡ ﺍﻷﻤﻥ ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻤﺴﺘﻘﺒل ﻭﺍﻝﻤﺠﻬﻭل ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﻤﺭﺍﻗﺒﺘﻬﺎ ﻭﺤﺠﺯ‬
‫ﺤﺭﻴﺘﻬﺎ ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻨﺯﻭﺍﺀ ﺸﺒﺎﺒﻬﺎ ﻭﻅﻬﻭﺭ ﻋﻼﻤﺎﺕ ﺍﻝﺸﻴﺨﻭﺨﺔ ‪.‬‬
‫‪ -3‬ﻴﻅﻬﺭ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻥ ﺍﻝﺤﺎﻝﺔ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻷﻋﺭﺍﺽ ﺍﻝﺴﻴﻜﻭﺒﺎﺘﻴﺔ ﻤﺘﻤﺜﻼ ﺒﺎﻝﺼﺩﺍﻉ ﻭﺍﻝﺘﻭﺘﺭ ﺍﻝﻌﺼﺒﻲ ‪.‬‬
‫‪ -4‬ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﺃﻥ ﺍﻝﺤﺎﻝﺔ ﻝﺩﻴﻬﺎ ﻀﻌﻑ ﻓﻲ ﺍﻝﻭﺍﺯﻉ ﺍﻝﺩﻴﻨﻲ ‪.‬‬
‫‪ -5‬ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﺃﻥ ﺍﻝﺤﺎﻝﺔ ﻝﺩﻴﻬﺎ ﻤﻴﻭل ﺍﻨﺘﺤﺎﺭﻴﺔ ﺃﻭ ﺭﻏﺒﺔ ﺒﺎﻝﻤﻭﺕ ‪.‬‬
‫‪ -6‬ﻤﻤﺎ ﻴﺯﻴﺩ ﻤﻥ ﻤﻌﺎﻨﺎﺓ ﺍﻝﺤﺎﻝﺔ ﻫﻲ ﻤﻌﺭﻓﺘﻬﺎ ﺒﻁﺒﻴﻌﺔ ﻤﺠﺘﻤﻌﻬﺎ ﺍﻝﻤﺤﺎﻓﻅ ‪ ،‬ﻓﺎﻝﺭﺠل ﻋﻨﺼﺭ ﺃﺴﺎﺴﻲ ﻓﻴﻪ ﻭﻫﻭ ﺍﻝﻤﺴﺌﻭل ﻋﻥ‬
‫ﺸﺅﻭﻨﻬﺎ ﻭﻗﻀﺎﺀ ﺤﻭﺍﺌﺠﻬﺎ ‪ ،‬ﻭﻓﻘﺩﺍﻥ ﺍﻝﺭﺠل ﻴﻌﻨﻲ ﺘﻌﻁﻴل ﻝﺤﺎﺠﺎﺘﻬﺎ ‪.‬‬
‫‪ -7‬ﺍﺘﻔﻘﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻌﻤﻘﺔ ﻤﻥ ﺨﻼل ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﺘﻌﺎﻨﻲ ﻤﻥ‬
‫ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻴﺄﺱ ﻭ ﻭﺘﺩﻨﻲ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﻋﺩﻡ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻌﻼﻗﺎﺘﻬﺎ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻀﻁﺭﺒﺔ ﻭﻝﺩﻴﻬﺎ ﻗﻠﻕ‬
‫ﻤﻥ ﺍﻝﻤﺴﺘﻘﺒل ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﺍﻝﻤﻭﺠﻪ ﻨﺤﻭ ﺫﺍﺘﻬﺎ ﺃﻭ ﻨﺤﻭ ﺍﻵﺨﺭﻴﻥ ﻜﻤﺎ ﻴﺭﺍﻭﺩﻫﺎ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﻏﻴﺭ ﺍﻝﻌﻘﻼﻨﻴﺔ ﻨﺘﻴﺠﺔ ﻝﺸﻌﻭﺭﻫﺎ‬
‫ﺒﺎﻝﻀﻌﻑ ﻭﺍﻝﻌﺠﺯ ‪.‬‬
‫‪ -8‬ﺃﻅﻬﺭ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻋﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺍﻝﻤﻔﺭﻁ ﻝﻤﻴﻜﺎﻨﺯﻤﺎﺕ ﺍﻝﺩﻓﺎﻉ ) ﺍﻝﺤﻴل ﺍﻝﺩﻓﺎﻋﻴﺔ ﺍﻝﻼﺸﻌﻭﺭﻴﺔ ( ﻜﺎﻝﻜﺒﺕ‬
‫ﻭﺍﻹﺴﻘﺎﻁ ﻭﺍﻝﺘﻘﻤﺹ ﻭﺍﻝﺘﺒﺭﻴﺭ ﻭﺍﻹﻨﻜﺎﺭ ﻭﺍﻹﺒﺩﺍل ‪ ،‬ﺤﻴﺙ ﺘﺘﻤﺭﺩ ﺫﺍﺕ ﺍﻝﺤﺎﻝﺔ ﻀﺩ ﻋﺠﺯﻫﺎ ‪ ،‬ﻓﺘﺤﺎﻭل ﺇﺜﺒﺎﺕ ﺫﺍﺘﻬﺎ ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺘﻠﻙ ﺍﻝﺤﻴل ﻭﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻝﺘﻭﺘﺭ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻀﻌﻑ ﻭﺍﻝﻌﺠﺯ ‪.‬‬
‫‪ -9‬ﻜﺸﻑ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻭﻤﻥ ﺨﻼل ﺍﻷﺭﺒﻊ ﻋﺸﺭ ﺒﻁﺎﻗﺔ ‪ ،‬ﺘﻨﺎﺴﻕ ﻭﺘﻨﺎﻏﻡ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﻓﺎﻝﻘﺼﺹ ﺒﺩﺕ‬
‫ﻤﺘﺴﻠﺴﻠﺔ ‪ ،‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﻜﻔﺎﺀﺓ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ) ‪ ( TAT‬ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ‪.‬‬
‫‪ -10‬ﺍﺘﻔﻘﺕ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻌﻤﻘﺔ ﻤﻥ ﺨﻼل ﺍﻝﺒﻨﺎﺀ ﺍﻝﻘﺼﺼﻲ ﻝﻠﺤﺎﻝﺔ ﻭ ﻨﺘﺎﺌﺞ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻤﻊ ﻨﺘﺎﺌﺞ ﻋﺩﺩ ﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﺤﻴﺙ ﺃﻥ ﺍﻝﻔﺘﺎﺓ ﺍﻝﻌﺎﻨﺱ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻝﺴﻠﻁﺔ ﺍﻝﺫﻜﻭﺭﻴﺔ ﻜﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ )‪ (1991‬ﻭﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻝﻘﻠﻕ‬
‫ﻜﺩﺭﺍﺴﺔ ﻋﺒﺩ ﺍﻝﺴﻼﻡ ﻭﺯﻋﺘﺭ )‪ (1992‬ﻭﺩﺭﺍﺴﺔ ﺴﻨﺩ ) ‪ (1999‬ﻭﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ )‪ (2008‬ﻭﺘﺸﻜﻭ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻜﺩﺭﺍﺴﺔ‬
‫ﺴﻨﺩ )‪ (1999‬ﻭﺩﺭﺍﺴﺔ ﻤﻭﻫﻭﻨﻲ ‪ ( Mohaney)2006‬ﻜﻤﺎ ﺃﻥ ﺍﻝﻌﺎﻨﺱ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻜﺩﺭﺍﺴﺔ ﺴﻨﺩ‬
‫)‪ (1999‬ﻭﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ )‪ (2008‬ﻭﺩﺭﺍﺴﺔ ﻨﻭﺍﺭ )‪ (2010‬ﻭﻝﺩﻴﻬﺎ ﻗﻠﻕ ﻤﺴﺘﻘﺒل ﻜﺩﺭﺍﺴﺔ ﻤﻭﻫﻭﻨﻲ ‪Mohaney)2006‬‬
‫( ﻭﺩﺭﺍﺴﺔ ﺍﻝﻨﻌﻴﻤﻲ ﻭﺍﻝﺠﺒﺎﺭﻱ )‪ (2010‬ﻭﺸﻌﻭﺭ ﺒﺎﻝﻌﺩﻭﺍﻨﻴﺔ ﻜﺩﺭﺍﺴﺔ ﺭﻭﻫﻴﻨﻲ ﻭﻜﺭﺴﺘﻴﻥ ‪) Rohini&Christine‬‬
‫‪ (2001‬ﻭﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ ) ‪(2008‬ﻜﻤﺎ ﺘﻌﺎﻨﻲ ﺍﻝﻌﺎﻨﺱ ﻤﻥ ﺴﻭﺀ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻜﺩﺭﺍﺴﺔ ﻤﻭﻫﻭﻨﻲ‬
‫‪ ( Mohaney)2006‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺘﻌﺎﻨﻲ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ﻜﺩﺭﺍﺴﺔ ﻨﻭﺍﺭ) ‪ . (2010‬ﻭﺘﺨﺘﻠﻑ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺒﻠﻭﻱ )‪1427‬ﻩ( ﻭﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻥ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻻ ﻴﻌﺎﻨﻴﻥ ﻤﻥ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻨﺨﻔﺎﺽ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﺘﻭﺼﻴﺎﺕ ‪:‬‬
‫ﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺘﻭﺼﻲ ﺍﻝﺒﺎﺤﺜﺔ ﺒﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ -1‬ﺍﻝﻌﻤل ﻋﻠﻰ ﻋﻼﺝ ﺤﺎﻝﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ ﻭﺍﻝﺭﻋﺎﻴﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻬﺎ ﻤﻥ ﺨﻼل ﺒﻨﺎﺀ ﺒﺭﻨﺎﻤﺞ ﻋﻼﺠﻲ ﻝﻬﺎ ﻗﺎﺌﻡ ﻋﻠـﻰ‬
‫ﺍﺤﺩ ﻁﺭﻕ ﺍﻝﻌﻼﺝ ﺍﻝﻨﻔﺴﻲ ﻜﺎﻝﻌﻼﺝ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﺃﻭ ﺍﻝﻌﻼﺝ ﺍﻝﻤﻌﺭﻓﻲ ﺍﻝﺴﻠﻭﻜﻲ ﺃﻭ ﺍﻝﻌﻼﺝ ﺍﻝﻤﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻝﻌﻤﻴـل ‪،‬‬
‫ﻤﺩﻋﻭﻤﺎ ﺒﺎﻝﻌﻼﺝ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺩﻴﻨﻲ ﺒﻬﺩﻑ ﺘﻘﻭﻴﺔ ﺍﻝﻭﺍﺯﻉ ﺍﻝﺩﻴﻨﻲ ﻝﺩﻴﻬﺎ ‪.‬‬
‫‪ -2‬ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻋﻤل ﺒﺭﺍﻤﺞ ﻋﻼﺠﻴﺔ ﻭﺇﺭﺸﺎﺩﻴﺔﻝﺩﻯ ﺍﻝﻌﺎﻨﺴﺎﺕ ﻝﺘﺤﻘﻴﻕ ﻤﺴـﺘﻭﻯ ﺍﻝﺘﻭﺍﻓـﻕ ﺍﻝﻨﻔﺴـﻲ‬
‫ﻝﺩﻴﻬﻥ ﻭﺘﺯﻭﻴﺩﻫﻡ ﺒﺎﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﺴﻤﺢ ﻝﻬﻡ ﺒﺎﻝﺘﻜﻴﻑ ﺍﻻﻴﺠﺎﺒﻲ ﻤﻊ ﻭﺍﻗﻌﻬﻥ ﻭﻤﺴﺘﻘﺒﻠﻬﻥ ﺃﻥ ﺘﺄﺨﺭ ﺯﻭﺍﺠﻬﻥ ‪.‬‬
‫‪ -3‬ﺇﻨﺸﺎﺀ ﻨﻭﺍﺩﻱ ﺨﺎﺼﺔ ﺒﺎﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻋﻥ ﺍﻝﺯﻭﺍﺝ ﻤﻥ ﺍﺠل ﺍﻝﺘﻌﺎﺭﻑ ﻭﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ ﻭﺇﻨﺸﺎﺀ ﺍﻝﺼـﺩﺍﻗﺎﺕ ﻭﺍﻝﻘﻴـﺎﻡ‬
‫ﺒﺄﻨﺸﻁﺔ ﺜﻘﺎﻓﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ ‪.‬‬
‫‪ -4‬ﺘﻭﻋﻴﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺒﺨﻁﻭﺭﺓ ﻤﺸﻜﻠﺔ ﺍﻝﻌﻨﻭﺴﺔ ﻭﺫﻝﻙ ﻤﺤﺎﻭﻝﺔ ﺤﻠﻬﺎ ﺒﺼﻭﺭﺓ ﺍﻴﺠﺎﺒﻴﺔ ﺒﻨﺎﺀﺓ ﻭﺴـﺭﻴﻌﺔ ﻜﻌـﺩﻡ ﺍﻝﻤﻐـﺎﻻﺓ‬
‫ﺒﺎﻝﻤﻬﻭﺭ ﻭﺇﻨﺸﺎﺀ ﻤﺴﺎﻜﻥ ﻤﺘﻭﺍﻀﻌﺔ ﻝﻠﺸﺒﺎﺏ ﺍﻝﻤﻘﺒل ﻋﻠﻰ ﺍﻝﺯﻭﺍﺝ ‪.‬‬
‫‪ -5‬ﺍﻝﻌﻤل ﻋﻠﻰ ﺇﻨﺸﺎﺀ ﺠﻤﻌﻴﺎﺕ ﺨﻴﺭﻴﺔ ﺘﺴﺎﻫﻡ ﻓﻲ ﺯﻭﺍﺝ ﺍﻝﺸﺒﺎﺏ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ‪.‬‬
‫‪ -6‬ﺃﻗﺎﻤﺔ ﺩﻭﺭﺍﺕ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺘﻘﺩﻴﻡ ﻤﺤﺎﻀﺭﺍﺕ ﻝﻠﺸﺒﺎﺏ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻜﻡ ﺨﻼل ﺭﺠﺎل ﺍﻝﺩﻴﻥ ﻭﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﻭﻋﻠـﻡ ﺍﻻﺠﺘﻤـﺎﻉ‬
‫ﻝﺘﻭﻋﻴﺘﻬﻡ ﺒﺄﻫﻤﻴﺔ ﺍﻝﺯﻭﺍﺝ ﻭﺘﻜﻭﻴﻥ ﺍﻷﺴﺭﺓ ﻭﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﻨﻭﻉ ﻭﺍﻝﺒﻘﺎﺀ ﻭﺇﻨﺸﺎﺀ ﻤﺠﺘﻤﻊ ﺴﻠﻴﻡ ﻭﻤﺘﻤﺎﺴﻙ ‪.‬‬
‫‪ -7‬ﺘﻭﻋﻴﺔ ﺍﻝﺸﺒﺎﺏ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻋﻥ ﻁﺭﻴﻕ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﻘﺭﻭﺀﺓ ﻭﺍﻝﻤﺴﻤﻭﻋﺔ ﻭﺍﻝﻤﺭﺌﻴﺔ ﺒﺄﻫﻤﻴـﺔ ﺍﻝـﺯﻭﺍﺝ ﻝﻠﺤـﺩ ﻤـﻥ‬
‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﻭﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻜﻴﺎﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ‪.‬‬
‫‪ -8‬ﺍﻝﻌﻤل ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﻭﺇﺭﺸﺎﺩ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻠﺘﻌﺎﻤل ﻤﻊ ﺃﺒﻨﺎﺀﻫﻡ ﻓﻲ ﻜل ﻤﺭﺤﻠـﺔ ﻤـﻥ ﻤﺭﺍﺤـل‬
‫ﺤﻴﺎﺘﻬﻡ ﺤﺘﻰ ﻴﺴﺘﻁﻴﻌﻭﻥ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﺘﻜﻴﻑ ﻤﻥ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﻭﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺼﻌﺒﺔ ﺍﻝﺘﻲ ﺘﻌﺘﺭﻴﻬﻡ ‪.‬‬
‫‪ -9‬ﻋﻤل ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻝﻠﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﺩﻯ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﺯﻭﺍﺠﻴﺎ ﻭﺍﻝﻤﺘﺯﻭﺠﺎﺕ‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫ﺍﻝﻤﺭﺍﺠﻊ ‪:‬‬
‫‪ -‬ﺃﺒﻜﺭ ‪ ،‬ﺴﻤﻴﺭﺓ ﺤﺴﻥ ) ‪1410‬ﻩ( ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻻﻏﺘﺭﺍﺏ ﻝﺩﻯ ﻁﺎﻝﺒﺎﺕ ﻜﻠﻴﺎﺕ ﺍﻝﺒﻨﺎﺕ ﺒﺎﻝﻤﻤﻠﻜﺔ " ﺩﺭﺍﺴﺔ ﻨﻔﺴﻴﺔ " ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﻩ ﻏﻴـﺭ‬
‫ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻠﺒﻨﺎﺕ ﺒﺠﺩﺓ‪.‬‬
‫‪ -‬ﺍﻝﺒﻠﻭﻱ ‪ ،‬ﺃﻤل ﻤﺤﻤﺩ ) ‪1427‬ﻩ( ‪ :‬ﺍﻻﻜﺘﺌﺎﺏ ﻭﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻝﻤﻌﻠﻤﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻓﻲ ﺍﻝﺯﻭﺍﺝ ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‬
‫‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﺴﻌﻭﺩ ‪.‬‬
‫‪ -‬ﺘﻔﺎﺤﺔ ‪ ،‬ﺠﻤﺎل ﺍﻝﺴﻴﺩ ) ‪ : (2003‬ﺍﻝﺒﻨﺎﺀ ﺍﻝﻨﻔﺴﻲ ﻝﻌﻴﻨﺔ ﻤﻥ ﺃﺒﻨﺎﺀ ﺍﻝﺸﻭﺍﺭﻉ ) ﺩﺭﺍﺴﺔ ﺤﺎﻝﺔ ( ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ‪،‬‬
‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻨﻴﺎ ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،16‬ﺍﻝﻌﺩﺩ ‪ ، 4‬ﺹ ‪.199 -141‬‬
‫‪ -‬ﺍﻝﺤـﻤﻴﻀـﺎﻥ‪،‬ﻨــﻭﺍل ﻋـﺒﺩﺍﻝﺭﺤﻤﻥ ) ‪ : (1998‬ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ ﺍﻝﻤﺩﺭﺴﻲ ﻭﻋﻼﻗﺘﺔ ﺒﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﻁﺎﻝﺒﺎﺕ ﺍﻝﺼﻑ ﺍﻝﺜـﺎﻨﻲ‬
‫ﺜﺎﻨﻭﻱ ﺒﻤﺩﻴـﻨﺔ ﺍﻝﻬﻔـﻭﻑ ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﻓﻴﺼل ‪.‬‬
‫‪ -‬ﺤﻨﺘﻭل ‪ ،‬ﺃﺤﻤﺩ ) ‪ : (2004‬ﺃﻨﻤﺎﻁ ﺍﻝﺴﻠﻭﻙ ﺍﻻﺠﺭﺍﻤﻲ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺭﺸﺩ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝـﺩﻯ ﻋﻴﻨـﺔ ﻤـﻥ‬
‫ﺍﻝﻤﻭﺩﻋﻴﻥ ﻓﻲ ﺴﺠﻭﻥ ﻤﻨﻁﻘﺔ ﺍﻝﺭﻴﺎﺽ ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ ‪.‬‬
‫‪ -‬ﺍﻝﺭﻓﺎﻋﻲ ﻭ ﺭﺴﻼﻥ ‪ ،‬ﺼﺒﺎﺡ ‪ ،‬ﺸﺎﻫﻴﻥ ) ‪ : (2007‬ﺍﻝﻤﺠﻠﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ‪ ،‬ﺍﻝﻤﺠﻠـﺩ ‪ ،18‬ﺍﻝﻌـﺩﺩ ‪ ، 61‬ﺹ ‪-130‬‬
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‫‪ -‬ﺍﻝﺴﻨﺎﺩ ‪ ،‬ﺠﻼل )‪ : (2013‬ﺍﻝﻌﻨﻭﺴﺔ ﻤﺸﻜﻠﺔ ﺃﻡ ﺤل ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﻁﻠﺒﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺒﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺩﻤﺸـﻕ ‪ ،‬ﻤﺠﻠـﺔ‬
‫ﺍﺘﺤﺎﺩ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻌﺭﺒﻲ ﻝﻠﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ‪ ،‬ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ،11‬ﺍﻝﻌﺩﺩ ‪ ، 3‬ﺹ ‪.156 -122‬‬
‫‪ -‬ﺴﻨﺩ ‪ ،‬ﻓﺎﺘﻥ ) ‪ : (1999‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻌﺎﻨﺱ ﻭﺍﻝﻤﺘﺯﻭﺠﺔ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻝﻘﻠﻕ ﻭﺍﻝﻬﺴـﺘﻴﺭﻴﺎ ‪ ،‬ﺭﺴـﺎﻝﺔ‬
‫ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ ‪.‬‬
‫‪ -‬ﺍﻝﺸﺭﺒﺘﺠﻲ ‪ ،‬ﻓﺎﺩﻴﺎ ) ‪1407‬ﻩ( ‪ :‬ﺘﻘﻴﻴﻡ ﻓﺎﻋﻠﻴﺔ ﺍﻝﻌﻼﺝ ﺍﻝﺴﻠﻭﻜﻲ ﺍﻝﻤﻌﺭﻓﻲ ﻝﺤﺎﻻﺕ ﺍﻻﻜﺘﺌﺎﺏ ﻭﺍﻻﺴﻭﻴﺎﺀ ‪ ،‬ﺭﺴـﺎﻝﺔ ﻤﺎﺠﺴـﺘﻴﺭ ﻏﻴـﺭ‬
‫ﻤﻨﺸﻭﺭﺓ ‪،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﺴﻌﻭﺩ‪.‬‬
‫‪ -‬ﺍﻝﺸﻤﺴﺎﻥ ‪ ،‬ﻤﻨﻴﺭﺓ ﻋﺒﺩ ﺍﷲ ) ‪1417‬ﻩ( ‪ :‬ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻼﻋﻘﻼﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻷﻋﺭﺍﺽ ﺍﻝﻤﺭﻀﻴﺔ ﻝﺩﻯ ﻁﺎﻝﺒﺎﺕ ﺍﻝﺠﺎﻤﻌﺔ ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‬
‫ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﺴﻌﻭﺩ‪.‬‬
‫‪ -‬ﺍﻝﻁﺎﺌﻔﻲ ‪ ،‬ﻋﺒﺩﻩ ﻜﺎﻤل ) ‪ : (2009‬ﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﺴﺭﻴﺔ ﻝﻠﻔﺘﺎﺓ ﺍﻝﻌﺎﻨﺱ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ‪ ،‬ﺍﻝﻤﺅﺘﻤﺭ ﺍﻝﻌﻠﻤـﻲ ﺍﻝـﺩﻭﻝﻲ ﺍﻝﺜـﺎﻨﻲ‬
‫ﻭﺍﻝﻌﺸﺭﻭﻥ ﻝﻠﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺤﻠﻭﺍﻥ ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ، 4‬ﺹ ‪. 2122 -2034‬‬
‫‪ -‬ﺍﻝﻌﻨﺯﻱ ‪ ،‬ﺨﺎﻝﺩ ﺍﻝﺤﻤﻴﺩﻱ ) ‪1431‬ﻩ( ‪ :‬ﺇﺩﺭﺍﻙ ﺍﻝﻘﺒﻭل ﻭﺍﻝﺭﻓﺽ ﺍﻝﻭﺍﻝﺩﻱ ﻝﻸﻓﻜﺎﺭ ﺍﻝﻼﻋﻘﻼﻨﻴﺔ ﻭﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ‪ ،‬ﺭﺴـﺎﻝﺔ ﻤﺎﺠﺴـﺘﻴﺭ‬
‫ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ‪.‬‬
‫‪ -‬ﻋﻠﻭﺍﻨﻲ‪ ،‬ﺭﻨﺩﺍ ﻤﺤﻤﺩ) ‪ :(2011‬ﻤﺸﻜﻠﺔ ﺍﻝﻌﻨﻭﺴﺔ ‪ :‬ﺃﺴﺒﺎﺒﻬﺎ ﻭﻋﻼﺠﻬﺎ ‪http://uqu.edu.sa/page/ar/147488 ،‬‬
‫‪ -‬ﻋﺒﺩ ﺍﻝﺤﺎﻓﻅ ‪ ،‬ﻝﻴﻠﻰ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ )‪ : (1997‬ﻤﺩﻯ ﺼﻼﺤﻴﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻤﺴﺢ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻲ ﻓﻲ ﺘﺸﺨﻴﺹ ﺒﻌﺽ ﺤـﺎﻻﺕ ﺍﻻﻀـﻁﺭﺍﺏ‬
‫ﺍﻝﻨﻔﺴﻲ ﻭﺩﻻﻝﺘﻬﺎ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ‪ ،‬ﻤﺠﻠﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ‪ ،‬ﻋﺩﺩ ﺃﻜﺘـﻭﺒﺭ – ﻨـﻭﻓﻤﺒﺭ‪-‬‬
‫ﺩﻴﺴﻤﺒﺭ ‪ ،‬ﺹ ‪. 152 -132‬‬
‫‪ -‬ﻋﻠﻲ ﻭ ﺯﻋﺘﺭ ‪ ،‬ﻋﻠﻲ ﻋﺒﺩ ﺍﻝﺴﻼﻡ ‪ ،‬ﻤﺤﻤﺩ ﻋﺎﻁﻑ ) ‪ : (1992‬ﺍﻻﻏﺘﺭﺍﺏ ﻭﺍﻝﻘﻠﻕ ﺍﻝﻌﺼﺎﺒﻲ ﻭﻋﻼﻗﺘﻬﻤﺎ ﺒﺘﺄﺨﺭ ﺴﻥ ﺍﻝـﺯﻭﺍﺝ ﻝـﺩﻯ‬
‫ﺍﻹﻨﺎﺙ ﺍﻝﻌﺎﻤﻼﺕ ﻭﺍﻝﻐﻴﺭ ﻋﺎﻤﻼﺕ ‪ ،‬ﻤﺠﻠﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ‪ ،‬ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻜﺘﺎﺏ ‪ ،‬ﺍﻝﻌﺩﺩ ‪ ، 23‬ﺍﻝﺴﻨﺔ ‪. 6‬‬
‫‪ -‬ﺍﻝﻤﺎﻝﻜﻲ ‪ ،‬ﺤﻨﺎﻥ ﻋﺒﺩ ﺍﻝﺭﺤﻴﻡ ) ‪ : (2001‬ﺍﻝﻘﻠﻕ ﻭﻋﻼﻗﺘﻪ ﺒﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻝﺩﻯ ﻜل ﻤﻥ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻌﺎﻤﻠﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻴﻡ ﻭﻏﻴﺭ ﺍﻝﻌﺎﻤﻠﺔ ‪،‬‬
‫ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ‪ ،‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﻘﺭﻯ ‪.‬‬
‫‪ -‬ﻤﺤﻤﺩ ‪ ،‬ﻤﺤﻤﺩ ﺭﻤﻀﺎﻥ ) ‪ : (1991‬ﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻌﺎﻨﺱ – ﺩﺭﺍﺴﺔ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ ‪ ،‬ﺒﺤﻭﺙ ﺍﻝﻤﺅﺘﻤﺭ ﺍﻝﺴﺎﺒﻊ ﻝﻌﻠﻡ ﺍﻝﻨﻔﺱ ﻓﻲ ﻤﺼﺭ‬
‫‪ ،‬ﺍﻝﺠﻤﻌﻴﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺒﺎﻻﺸﺘﺭﺍﻙ ﻤﻊ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺒﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ ‪ ،‬ﺹ ‪.510 -182‬‬
‫‪ -‬ﻤﺨﻴﻤﺭ ‪ ،‬ﺼﻼﺡ ) ‪ : (1978‬ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ – ﺘﺎﺭﻴﺦ ﺍﻝﺤﺎﻝﺔ ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ ‪ ،‬ﻤﻁﺒﻌﺔ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ ‪.‬‬

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 ‫ﻋـﺩﺩ ‪ 14‬جوان ‪2015‬‬ ‫ﻤﺨﺒﺭ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻝﺘﺭﺒﻭﻴﺔ‬ ‫ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭ ﺘﺭﺒﻭﻴﺔ‪،‬‬

‫‪ -‬ﻤﻭﺭﺍﻱ ‪ ،‬ﻫﻨﺭﻱ ) ﺏ ﺕ ( ‪ :‬ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﻋﺜﻤﺎﻥ ﻨﺠﺎﺘﻲ ﻭﺃﻨﻭﺭ ﺤﻤﺩﻱ ‪ ،‬ﻜﺭﺍﺴﺔ ﺘﻌﻠﻴﻤﺎﺕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀـﻭﻉ ‪ ،‬ﺍﻝﻘـﺎﻫﺭﺓ ‪،‬‬
‫ﻤﻁﺒﻌﺔ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ ‪.‬‬
‫‪ -‬ﺍﻝﻨﻌﻴﻤﻲ ﻭ ﺍﻝﺠﺒﺎﺭﻱ ‪ ،‬ﻫﺎﺩﻱ ﺼﺎﻝﺢ ‪ ،‬ﺠﻨﺎﺭ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ ) ‪ : (2010‬ﻗﻠﻕ ﺍﻝﻤﺴﺘﻘﺒل ﻝﺩﻯ ﺍﻝﻤﺩﺭﺴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻋﻥ ﺍﻝـﺯﻭﺍﺝ ﻓـﻲ‬
‫ﻤﺭﻜﺯ ﻤﺤﺎﻓﻅﺔ ﻜﺭﻜﻭﻙ ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﻌﻠﻡ ‪ ،‬ﺒﻐﺩﺍﺩ ‪ ،‬ﺍﻝﻤﺠﻠﺩ ‪ ، 17‬ﺍﻝﻌﺩﺩ ‪ ، 3‬ﺹ ‪.296 -271‬‬
‫‪ -‬ﻨﻭﺍﺭ ‪ ،‬ﺸﻬﺭﺯﺍﺩ )‪ : (2010‬ﻋﻼﻗﺔ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﺒﺎﻝﻨﺸﺎﻁ ﺍﻝﻤﻌﺭﻓﻲ ) ﺴﻠﺒﻴﺔ ﺍﻝﺘﻔﻜﻴﺭ( ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻔﺘﻴﺎﺕ ﺍﻝﻤﺘﺄﺨﺭﺍﺕ ﻋﻥ ﺍﻝﺯﻭﺍﺝ‬
‫‪ ،‬ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ ﻭﺘﺭﺒﻭﻴﺔ – ﻤﺨﺘﺒﺭ ﺘﻁﻭﺭ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ‪ ،‬ﺍﻝﺠﺯﺍﺌﺭ ‪ ،‬ﺍﻝﻌﺩﺩ ‪ ، 5‬ﺹ ‪. 233 -187‬‬
‫‪ -‬ﺍﻝﻬﻭﻴﺵ ‪ ،‬ﻓﺎﻁﻤﺔ ﺨﻠﻑ )‪1434‬ﻫـ ( ‪ :‬ﻤﻘﻴﺎﺱ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻝﻨﻔﺴﻲ ﻝﻔﺌﺔ ﺍﻝﺭﺍﺸﺩﻴﻥ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺴﻌﻭﺩﻱ ‪ ،‬ﺍﻝﺭﻴﺎﺽ ‪ ،‬ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ‬
‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ ‪.‬‬
‫‪ -‬ﻴﻭﺴﻑ ‪ ،‬ﻜﺭﻴﺴﺘﻴﻥ ﺭﺸﺩﻱ ) ‪ : (2008‬ﺍﻝﻔﺭﻭﻕ ﻓﻲ ﻤﻔﻬﻭﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻝﻘﻠﻕ ﻭﺒﻌﺽ ﺴﻤﺎﺕ ﺍﻝﺸﺨﺼـﻴﺔ ﻝـﺩﻯ ﺍﻝﻌﺎﻨﺴـﺎﺕ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﺎﻝﻤﺘﺯﻭﺠﺎﺕ ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ‪ ،‬ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻨﻭﻓﻴﺔ ‪.‬‬

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