ميموار دراسة حالة وفيها الاستطلاعية

‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺟﺎﻣﻌﺔ ﺩ‪ /‬ﻣﻮﻻﻱ ﺍﻟﻄﺎﻫﺮ – ﺳﻌﻴﺪﺓ‪-‬‬
‫ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺷﻌﺒﺔ‪ :‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻣﺬﻛﺮﺓ ﲣﺮﺝ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺳﺘﺮ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻌﻴﺎﺩﻱ‬

‫ﺧﺼﺺ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﳌﻮﺳﻮﻣﺔ ﺑـ‪:‬‬
‫ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫﺓ‪:‬‬ ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﻠﺒﺔ‪:‬‬

‫‪ -‬ﻋﺜﻤﺎﱐ ﻧﻌﻴﻤﺔ‬ ‫‪ -‬ﻣﺴﻌﻮﺩﻱ ﺭﻗﻴﺔ‬
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ٰ
73











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






‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺗﻨﺎﻭﻟﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻮﺿﻮﻉ "ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻨﺪ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ"‪ ،‬ﺣﻴﺚ‬
‫ﺗﻨﺎﻭﻟﻨﺎ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﻟﻜﻮﻥ ﺃﻥ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﺫﺍﺕ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﰲ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻢ‬
‫ﺍﻟﻨﻔﺲ ﻭﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺍﻫﺘﻤﺎﻡ ﻛﺜﺮﺓ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﲝﻴﺚ ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﳎﻤﻮﻉ ﺍﻟﺼﻔﺎﺕ ﺍﳉﺴﺪﻳﺔ‬
‫ﻭﺍﻟﻨﻔﺴﻴﺔ )ﺍﳌﻮﺭﻭﺛﺔ ﻭﺍﳌﻜﺘﺴﺒﺔ(‪ ،‬ﻭﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻟﻌﻮﺍﻃﻒ ﻭﺍﳌﺸﺎﻋﺮ ﻭﺍﻷﺣﺎﺳﻴﺲ‬
‫ﻭﺍﻟﺴﻤﺎﺕ‪ ،‬ﻓﻜﻞ ﻫﺬﻩ ﺍﳌﻜﻮﻧﺎﺕ ﺃﻭ ﺍﻏﻠﺒﻬﺎ ﳝﺘﺰﺝ ﻟﻴﻜﻮﻥ ﺷﺨﺼﻴﺔ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻄﺒﻴﻌﻴﺔ‪.‬‬
‫ﻭﺍﻷﺻﻞ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﺃﻥ ﺗﻜﻮﻥ ﻃﺒﻴﻌﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ ﳛﺪﺙ ﺧﻠﻞ ﰲ ﺃﺣﺪ ﺃﻭ ﺑﻌﺾ ﻫﺬﻩ‬
‫ﺍﳌﻜﻮﻧﺎﺕ ﻳﺼﺒﺢ ﻣﺎ ﻳﻌﺮﻑ ﺑﺎﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻟﻴﻨﺘﺞ ﻟﻨﺎ ﻃﻴﻔﺎ ﻭﺍﺳﻌﺎﹰ ﻣﻦ ﺍﻷﳕﺎﻁ ﺍﻟﺒﺸﺮﻳﺔ ﺍﻟﱵ‬
‫ﻧﺮﺍﻫﺎ ﺭﲟﺎ ﻳﻮﻣﻴﺎ ﻭﻳﺼﻌﺐ ﻋﻠﻴﻨﺎ ﺇﳚﺎﺩ ﺗﻔﺴﲑ ﻟﺒﻌﺾ ﺗﺼﺮﻓﺎ‪‬ﺎ‪.‬‬
‫ﻟﺬﺍ ‪‬ﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻟﻠﺠﻤﻊ ﺑﲔ ﻣﺎ ﻫﻮ ﻧﻈﺮﻱ ﻭﻣﺎ ﻫﻮ ﺗﻄﺒﻴﻘﻲ ﻟﺘﻘﺪﱘ ﺻﻮﺭﺓ‬
‫ﻭﺍﺿﺤﺔ ﻭﻣﺒﺴﻄﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻤﻖ ﺃﻛﺜﺮ ﰲ ﻫﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ‪ ،‬ﻭﳏﺎﻭﻟﺔ ﺍﻹﳌﺎﻡ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﻭﺗﻮﻇﻴﻔﻬﺎ ﰲ ﺍﳉﺎﻧﺐ ﺍﻹﺟﺮﺍﺋﻲ؛ ﻭﺍﻟﺬﻱ ﲤﺜﻞ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳊﺎﻟﺔ ﺍﳌﻨﺎﺳﺒﺔ ﺑﻄﺮﻳﻘﺔ ﻗﺼﺪﻳﺔ ﰒ ﺍﻋﺘﻤﺪﻧﺎ‬
‫ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﺍﻟﻌﻴﺎﺩﻱ ﺍﳌﺘﻤﺜﻞ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪ ،‬ﺍﳌﻘﺎﺑﻼﺕ ﺍﻟﻌﻴﺎﺩﻳﺔ ﻭﺍﳌﻼﺣﻈﺎﺕ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﻭﻛﺬﺍ‬
‫ﻣﻘﻴﺎﺱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺣﺴﺐ )‪ ،(DSM4‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻣﻘﻴﺎﺱ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ‬
‫ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻭﻋﻠﻰ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳌﻌﺘﻤﺪﺓ ﺗﻮﺻﻠﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻥ‪ :‬ﳚﺪ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ‬
‫ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬

‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺇﻫﺪﺍﺀ‬
‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬
‫ﻗﺎﺋﻤﺔ ﺍﻷﺷﻜﺎﻝ‬
‫ﻣﻘﺪﻣﺔ ‪ ..............................................................................‬ﺃ‪/‬ﺝ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﳌﻨﻬﺠﻲ ﻟﻠﺪﺭﺍﺳﺔ‬
‫‪ -1‬ﺍﻹﺷﻜﺎﻟﻴﺔ ‪02 .....................................................................‬‬
‫‪ -2‬ﺍﻟﻔﺮﺿﻴﺔ ‪06 .......................................................................‬‬
‫‪ -3‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ‪06 .......................................................‬‬
‫ﺃ‪ -‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ‪06 ..................................................................‬‬
‫ﺏ‪ -‬ﺍﻷﺳﺒﺎﺏ ﺍﳌﻮﺿﻮﻋﻴﺔ ‪06 ...........................................................‬‬
‫‪ -4‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪06 ...............................................................‬‬
‫ﺃ‪ -‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﻠﻤﻴﺔ‪06 .................................................................‬‬
‫ﺏ‪ -‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ‪07 ..............................................................‬‬
‫‪ -5‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪07 .................................................................‬‬
‫‪ -6‬ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﳌﻔﺎﻫﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ ‪07 .......................................‬‬
‫ﺃ‪ -‬ﺍﻟﺼﻌﻮﺑﺔ ‪07 ..................................................................‬‬
‫ﺏ‪ -‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪07 .............................................................‬‬
‫ﺝ‪ -‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪07 .....................................................‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﲤﻬﻴﺪ ‪09 .......................................................................‬‬
‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪09 ......................................................‬‬
‫‪ -2‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪10 ..............................‬‬
‫‪ -3‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪10 .........................................................‬‬
‫ﺃ‪ -‬ﺍﻟﻘﺮﺍﺭ ﺍﳍﺎﺩﻑ ‪11 .............................................................‬‬
‫ﺏ‪ -‬ﺍﻟﻘﺮﺍﺭ ﺍﻟﺮﺷﻴﺪ ‪11 ...........................................................‬‬
‫ﺝ‪ -‬ﺍﻟﻘﺮﺍﺭ ﺍﳌﱪﻣﺞ ‪11 ............................................................‬‬
‫‪ -4‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺮﺍﺭ‪11 .................................................‬‬
‫ﺃ‪ -‬ﻋﻨﺼﺮ ﺍﳌﺸﻜﻠﺔ ‪11 ............................................................‬‬
‫ﺏ‪ -‬ﺗﻌﺪﺩ ﺍﳊﻠﻮﻝ ﻭﺍﻟﺒﺪﺍﺋﻞ ‪11 ....................................................‬‬
‫ﺝ‪ -‬ﺗﻌﺪﻳﻞ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻄﻮﻳﺮﻩ ‪11 ....................................................‬‬
‫‪ -5‬ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪11 .....................................‬‬
‫ﺃ‪ -‬ﺍﻟﺬﻛﺎﺀ ‪11 ...................................................................‬‬
‫ﺏ‪ -‬ﺍﻟﺘﺼﻤﻴﻢ ‪11 ................................................................‬‬
‫ﺝ‪ -‬ﺍﻻﺧﺘﻴﺎﺭ ‪11 ................................................................‬‬
‫‪ -6‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪12 ......................................................‬‬
‫ﺃ‪ -‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ‪12 .........................................................‬‬
‫ﺏ‪ -‬ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ‪12 .................................................‬‬
‫ﺝ‪ -‬ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ ‪13 .............................................‬‬
‫ﺩ‪ -‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ ﳊﻞ ﺍﳌﺸﻜﻠﺔ ‪13 .........................................‬‬
‫ﻫـ‪ -‬ﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻘﻴﻴﻤﻪ ‪13 ..............................................‬‬
‫‪ -7‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪13 ..........................................‬‬
‫ﺃ‪ -‬ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ‪14 ..........................................................‬‬
‫ﺏ‪ -‬ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ‪14 ......................................................‬‬

‫ﺝ‪ -‬ﺍﳌﻴﻮﻝ ﻭﺍﻟﻄﻤﻮﺣﺎﺕ ‪14 ......................................................‬‬
‫ﺩ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ‪14 ...........................................................‬‬
‫ﻫـ ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻮﺿﻮﻋﻴﺔ ‪14 .....................................................‬‬
‫ﻭ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺬﺍﺗﻴﺔ‪14 ............................................................‬‬
‫ﺯ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﻮﻛﻴﺔ ‪15 .........................................................‬‬
‫‪ -8‬ﻧﻈﺮﻳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ‪15 .....................................................‬‬
‫ﺃ‪ -‬ﺍﻻﲡﺎﻩ ﺍﻟﻨﻔﺴﻲ ‪15 ............................................................‬‬
‫ﺏ‪ -‬ﻧﻈﺮﻳﺔ ﺍﻟﺪﺍﻓﻊ ﺍﻟﻐﺮﻳﺰﻱ ‪15 ....................................................‬‬
‫ﺝ‪ -‬ﻧﻈﺮﻳﺔ ﺍﳊﺎﻓﺰ ﺍﻟﺴﺒﱯ ‪16 ......................................................‬‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ ‪17 ..............................................................‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﲤﻬﻴﺪ ‪19 .......................................................................‬‬
‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪20 .......................................................‬‬
‫ﺃ‪ -‬ﺍﻻﻋﺘﻤﺎﺩ ‪20 .................................................................‬‬
‫ﺏ‪ -‬ﺍﻟﺼﻠﺔ ‪20 .................................................................‬‬
‫‪ -2‬ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ )ﺍﻻﺗﻜﺎﱄ( ‪21 ....................................‬‬
‫‪ -3‬ﺗﻌﺮﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪22 ...................................‬‬
‫‪ -4‬ﺍﳌﻌﺎﻳﺮ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪23 ...........‬‬
‫ﺃ‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻃﺒﻘﺎ ﻝ )‪23 ......... (DSM4‬‬
‫ﺏ‪ -‬ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻃﺒﻘﺎ ﻟـ)‪24 ...... (CIM10‬‬
‫ﺝ‪ -‬ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪24 ...........................................‬‬
‫‪ -5‬ﺧﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻻﺗﻜﺎﻟﻴﺔ( ‪26 ................................‬‬
‫‪ -6‬ﺃﺳﺒﺎﺏ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪28 ..................................‬‬
‫ﺃ‪ -‬ﺃﺳﺒﺎﺏ ﻧﻔﺴﻴﺔ ‪28 .............................................................‬‬
‫ﺏ‪ -‬ﺃﺳﺒﺎﺏ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺃﺳﺮﻳﺔ ‪29 .................................................‬‬

‫ﺝ‪ -‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ‪29 .......................................................‬‬
‫‪ -7‬ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺘﻔﺮﻳﻘﻲ ‪30 .....................................................‬‬
‫‪ -8‬ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪31 ..................................‬‬
‫ﺃ‪ -‬ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ‪31 .....................................................‬‬
‫ﺏ‪ -‬ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ ‪32 ...........................................................‬‬
‫ﺝ‪ -‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺒﻴﺌﻴﺔ ‪32 ............................................................‬‬
‫‪ -9‬ﺍﻟﻌﻼﺝ ‪33 .................................................................‬‬
‫ﺃ‪ -‬ﺍﻟﻌﻼﺝ ﺫﻭ ﺍﻻﲡﺎﻩ ﺍﻟﺘﺤﻠﻴﻠﻲ ‪33 .................................................‬‬
‫ﺏ‪ -‬ﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ ‪34 ........................................................‬‬
‫ﺝ‪ -‬ﺍﻟﻌﻼﺝ ﺍﳉﻤﺎﻋﻲ ‪34 .........................................................‬‬
‫ﺩ‪ -‬ﺍﻟﻌﻼﺝ ﺍﻟﺪﻭﺍﺋﻲ ‪35 ...........................................................‬‬
‫‪ -10‬ﻧﺴﺒﺔ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ‪35 ......................................‬‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ ‪36 ..............................................................‬‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‬
‫ﲤﻬﻴﺪ ‪38 .......................................................................‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ‪39 ...................................................‬‬
‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ‪39 ......................................................‬‬
‫‪ -2‬ﺣﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪39 .........................................................‬‬
‫ﺃ‪ -‬ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳉﻨﺲ ‪39 .................................................‬‬
‫ﺏ‪ -‬ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺴﻦ ‪39 ................................................‬‬
‫‪ -3‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪40 ............................................................‬‬
‫‪ -4‬ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ‪41 ..........................................................‬‬
‫‪ -5‬ﻣﻜﺎﻥ ﻭﺯﻣﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ‪42 .............................................‬‬
‫‪ -6‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ‪43 ..............................................‬‬
‫ﺍﺳﺘﻨﺘﺎﺝ ﻋﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ‪45 ............................................‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ‪46 ......................................................‬‬
‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ‪46 ......................................................‬‬
‫‪ -2‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪46 ..........................................................‬‬
‫‪ -3‬ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪46 ...........................................................‬‬
‫‪ -4‬ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‪46 ..........................................................‬‬
‫ﺃ‪ -‬ﺍﳊﺪﻭﺩ ﺍﻟﺰﻣﺎﻧﻴﺔ ‪46 ............................................................‬‬
‫ﺏ‪ -‬ﺍﳊﺪﻭﺩ ﺍﳌﻜﺎﻧﻴﺔ ‪46 ..........................................................‬‬
‫‪ -5‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪47 .........................................................‬‬
‫‪ -6‬ﺗﻘﻨﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪47 .........................................................‬‬
‫ﺃ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ ‪47 ............................................................‬‬
‫ﺏ‪ -‬ﺍﳌﻼﺣﻈﺔ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ ‪48 .....................................................‬‬
‫ﻃﺮﻳﻘﺔ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ ‪48 .......................................................‬‬
‫ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﻭﻓﻘﺎ ﻟﺴﻠﻢ ﻟﻴﻜﺮﺕ ‪49 ..............................‬‬
‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﻋﺮﺽ ﺍﳊﺎﻟﺔ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻭﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﲤﻬﻴﺪ ‪51 .......................................................................‬‬
‫‪ -1‬ﺗﻘﺪﱘ ﺍﳊﺎﻟﺔ ‪51 .............................................................‬‬
‫ﺃ‪ -‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ ‪51 ...........................................................‬‬
‫ﺏ‪ -‬ﻭﺻﻒ ﺍﳊﺎﻟﺔ ‪51 ............................................................‬‬
‫ﺝ‪ -‬ﺗﺎﺭﻳﺦ ﺍﳊﺎﻟﺔ ‪51 .............................................................‬‬
‫‪ -2‬ﻋﺮﺽ ﳏﺘﻮﻯ ﺍﳌﻘﺎﺑﻼﺕ ‪52 ..................................................‬‬
‫ﺃ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ ‪52 .............................................................‬‬
‫ﺏ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪52 ............................................................‬‬
‫ﺝ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪52 ............................................................‬‬
‫ﺩ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ ‪53 ............................................................‬‬
‫ﻫـ ﺍﳌﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ ‪53 ..........................................................‬‬

‫ﻭ‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ ‪54 ..........................................................‬‬
‫ﻋﺮﺽ ﻣﻠﺨﺺ ﺍﳌﻘﺎﺑﻼﺕ ‪55 .....................................................‬‬
‫‪ -3‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‪55 .......................................................‬‬
‫‪ -4‬ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ‪58 ............................................................‬‬
‫‪ -5‬ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪58 ......................‬‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ ‪60 ...................................................................‬‬
‫ﺧﺎﲤﺔ ‪62 .......................................................................‬‬
‫ﺗﻮﺻﻴﺎﺕ ﻭﺍﻗﺘﺘﺮﺍﺣﺎﺕ ‪63 ........................................................‬‬
‫ﻗﺎﺋﻤﺔ ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ ‪65 .......................................................‬‬
‫ﻣﻼﺣﻖ ‪70 .....................................................................‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﺍﻟﺮﻗﻢ‬

‫‪39‬‬ ‫‪ 01‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳉﻨﺲ‬
‫‪39‬‬ ‫‪ 02‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺴﻦ‬
‫‪40‬‬ ‫‪ 03‬ﺧﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻴﻨﺔ‬
‫‪41‬‬ ‫ﻋﺪﺩ ﺍﳌﺴﺘﺒﻌﺪﻳﻦ ﻭﻣﱪﺭﺍﺕ ﺍﻻﺳﺘﺒﻌﺎﺩ‬ ‫‪04‬‬
‫‪43‬‬ ‫ﺗﻮﺯﻳﻊ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﺣﺴﺐ ﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‬ ‫‪05‬‬
‫‪43‬‬ ‫ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺷﺪﺓ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬ ‫‪06‬‬
‫‪43‬‬ ‫ﺗﻜﺮﺍﺭ ﺍﳊﺎﻻﺕ‬ ‫‪07‬‬
‫‪45‬‬ ‫ﺩﺭﺍﺟﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﻘﻴﺎﺱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬ ‫‪08‬‬
‫‪47‬‬ ‫ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫‪09‬‬
‫‪49‬‬ ‫ﺩﺭﺍﺟﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬ ‫‪10‬‬
‫‪49‬‬ ‫ﺩﺭﺍﺟﺎﺕ ﺍﻟﺼﻌﻮﺑﺔ‬ ‫‪11‬‬
‫‪55‬‬ ‫ﻣﻠﺨﺺ ﻣﻘﺎﺑﻼﺕ ﺍﳊﺎﻟﺔ‬ ‫‪12‬‬

‫ﻗﺎﺋـــﻤﺔ ﺍﻷﺷــﻜﺎﻝ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﺍﻟﺮﻗﻢ‬

12 ‫ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬ 01

‫ﻣﻘﺪﻣـﺔ‬
‫ﻣﻘﺪﻣﺔ‪:‬‬
‫ﻳﻌﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻧﺘﺎﺟﺎ ﻟﻌﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺍﻟﱵ ﺗﺸﻤﻞ ﲨﻴﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﻳﺘﻄﻠﺒﻬﺎ ﻇﻬﻮﺭ‬
‫ﺍﻟﻘﺮﺍﺭ ﺇﱃ ﺣﻴﺰ ﺍﻟﻮﺟﻮﺩ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﺧﻄﻮﺍﺕ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻭﲢﺪﻳﺪﻫﺎ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﳌﺸﻜﻠﺔ‬
‫ﻭﺗﻘﻴﻴﻤﻬﺎ‪ ،‬ﻭﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﺍﻗﺘﺮﺍﺡ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻭﺗﻘﻴﻴﻢ ﻛﻞ ﺣﻞ ﻋﻠﻰ ﺣﺪﻩ ﰒ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻞ‬
‫ﺍﳊﻠﻮﻝ‪ ،‬ﻭﻫﺬﺍ ﻛﻠﻪ ﳚﻌﻞ ﺍﻟﺸﺨﺺ ﺍﳌﻌﲏ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺃﻛﺜﺮ ﺍﻫﺘﻤﺎﻣﺎ ﺑﺎﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﻟﻌﺮﺍﻗﻴﻞ ﺍﻟﱵ‬
‫ﺗﻮﺍﺟﻬﻪ‪.‬‬
‫ﺗﻌﺘﱪ ﺻﻌﻮﺑﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺃﻫﻢ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﱵ ﺗﻄﺮﻗﺖ ﺇﻟﻴﻬﺎ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻟﱵ ﰎ ﻓﺤﺼﻬـﺎ ﻓـﻲ ﺿﻮﺀ ﺍﳌﻨﺎﻫﺞ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻌﻠﻢ ﺍﻟﻨﻔﺲ ﻛﺎﻟﺼﻌﻮﺑﺎﺕ ﺫﺍﺕ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻘﻠﺔ ﺍﻻﺳﺘﻌﺪﺍﺩﻳﺔ ﻭﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﳊﺰﻡ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻨﺠﻢ ﻋﻦ ﺍﻟﺘﻮﻗﻌﺎﺕ ﻏﲑ ﺍﻟﻮﺍﻗﻌﻴﺔ‪،‬‬
‫ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﺘﻌﻠـﻖ ﺑﻘﻠـﺔ ﺍﳌﻌﺮﻓـﺔ ﲟﺮﺍﺣـﻞ ﺍﲣـﺎﺫ ﺍﻟﻘـﺮﺍﺭ‪،‬ﻭﺍﳉﻬﻞ ﺑﺎﻟﻘﺪﺭﺍﺕ ﺍﻟﺒﺪﻧﻴﺔ‪،‬‬
‫ﻭﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻬﻨﻴﺔ‪ ،‬ﻭﻋﺪﻡ ﺍﻟﺘﻤﻜﻦ ﻣﻦ ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻭﺻﻌﻮﺑﺎﺕ ﺃﺧﺮﻯ‬
‫ﳍﺎ ﻋﻼﻗﺔ ﺑﺎﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﺘﻀﺎﺭﺑـﺔ ﻭﺍﳌﺘﻨﺎﻗﻀـﺔ ‪.‬‬
‫ﻳﻮﺍﺟﻪ ﺍﻟﺒﻌﺾ ﺻﻌﻮﺑﺔ ﺑﺎﻟﻐﺔ ﰲ ﺣﺴﻢ ﺍﳌﻮﻗﻒ ﻭ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﻭﻗﺖ ﻵﺧﺮ‪ ،‬ﻭﻗﺪ ﺗﺮﺟﻊ‬
‫ﺗﻠﻚ ﺍﻟﺼﻌﻮﺑﺔ ﺇﱃ ﺍﳋﻮﻑ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﺃﻭ ﺇﱃ ﺍﻹﻓﺮﺍﻁ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻠﺬﺍﻥ ﻳﺴﺒﺒﺎﻥ ﰲ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻷﺣﻴﺎﻥ ﺷﻠﻼ ﻧﻔﺴﻴﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻮﺿﻌﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﺘﺮﻳﺚ ﻭﺍﻟﺘﺤﻔﻆ ﻭﺍﻟﺘﺄﱐ ﲰﺎﺕ ﻻﺯﻣﺔ ﻭﻣﻬﻤﺔ‪ ،‬ﺑﻞ ﻭﻣﻄﻠﻮﺑﺔ ﻋﻨﺪ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍﺕ‬
‫ﻣﺼﲑﻳﺔ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﺮﺩﺩ ﺍﻟﺸﺪﻳﺪ ﻭﺍﻟﻘﻠﻖ ﺍﳊﺎﺩ ﺍﳌﺼﺎﺣﺒﺎﻥ ﻟﻠﺘﻔﻜﲑ ﰲ ﺣﺴﻢ ﺍﳋﻴﺎﺭﺍﺕ ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻻ ﺗﻮﺟﺪ ﳍﺎ ﻣﱪﺭﺍﺕ ﻭﺗﻔﺴﲑﺍﺕ‪ ،‬ﺳﻮﻯ ﻛﻮ‪‬ﺎ ﺯﺍﺋﺪﺓ ﻋﻦ ﺍﳊﺪﻭﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ﳑﺎ‬
‫ﻳﺸﻜﻞ ﺣﺎﻟﺔ ﻣﺮﺿﻴﺔ ﻟﺪﻯ ﺍﻟﺸﺨﺺ‪ ،‬ﻗﺪ ﺗﺼﻞ ﺑﻪ ﺇﱃ ﺣﺪ ﺇﻗﺼﺎﺀ ﺍﻟﺬﺍﺕ ﻭﺇﻟﻐﺎﺋﻬﺎ ﻋﻨﺪ ﻣﻮﺍﺟﻬﺔ‬
‫ﺃﺑﺴﻂ ﺍﻟﺘﺤﺪﻳﺎﺕ‪.‬‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﺗﺮﺟﻊ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺇﱃ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺘﺤﻘﻖ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺃﻭ ﺇﱃ ﻋﺪﻡ ﻭﺿﻮﺡ ﺍﳌﻮﻗﻒ ﺍﻟﺬﻱ ﳚﻌﻞ ﺍﻟﻐﺎﻳﺔ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﻏﺎﻣﻀﺔ ﻭﻣﺘﺄﺭﺟﺤﺔ‪ ،‬ﺃﻭ ﺇﱃ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻮﻗﻌﺔ ﻟﻜﻞ ﺑﺪﻳﻞ‪،‬ﻭﻟﻜﻦ ﻟﻴﺲ ﻣﻦ‬
‫ﺍﻟﻄﺒﻴﻌﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺼﻌﻮﺑﺔ ﺣﺎﻟﺔ ﻭﺟﺪﺍﻧﻴﺔ ﻭﺫﻫﻨﻴﺔ ﻏﲑ ﻣﱪﺭﺓ‪.‬‬
‫أ‬
‫ﻓﺎﻻﻋﺘﻤﺎﺩﻳﺔ ﺣﺎﻟﺔ ﻏﲑ ﺻﺤﻴﺔ ﺗﺘﺠﻠﻰ ﺑﺄﻭﺿﺢ ﺻﻮﺭﻫﺎ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﰲ ﻣﻮﻗﻒ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﻏﻴﺎﺏ ﺃﺑﺴﻂ ﻋﻨﺎﺻﺮ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻛﺎﻟﺘﺤﻠﻴﻞ ﺍﳌﻨﻄﻘﻲ ﻭﺍﳌﺮﻭﻧﺔ ﺍﻟﺬﻫﻨﻴﺔ‪ ،‬ﺇﱃ ﺩﺭﺟﺔ‬
‫ﺑﺼﺒﺢ ﺍﻷﺧﺮ ﻃﺮﻓﺎ ﺿﺮﻭﺭﻳﺎ ﻭﻻﺯﻣﺎ ﳊﺴﻢ ﺍﳌﻮﻗﻒ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﻓﺎﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ ﻳﺮﻯ ﰲ ﺇﻗﺼﺎﺀ‬
‫ﺫﺍﺗﻪ ﳑﺮﺍ ﺍﺿﻄﺮﺍﺭﻳﺎ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﺤﺪﻱ ﺑﺎﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺗﺄﰐ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻛﻤﺴﺎﳘﺔ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺪﻯ ﺗﺄﺛﺮ ﻋﻤﻠﻴﺔ ﺍﲣﺬ ﺍﻟﻘﺮﺍﺭ ﺑﺎﻟﺴﻠﻮﻙ‬
‫ﺍﻟﺸﺨﺼﻲ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺫﺍﺗﻪ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﺄﺛﺮ ﺑﺪﻭﺭﻩ ﺇﻣﺎ ﲟﺆﺛﺮﺍﺕ ﺧﺎﺭﺟﻴﺔ ﺃﻭ ﻣﺆﺛﺮﺍﺕ ﺩﺍﺧﻠﻴﺔ‬
‫ﻛﺎﻟﻀﻐﻮﻁ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻻﲡﺎﻫﺎﺕ‪ ،‬ﻭﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺍﳋﱪﺍﺕ‪ ،‬ﻭﺍﻟﺘﻤﺜﻼﺕ ﺍﻟﺰﺍﺋﻔﺔ ﻭﺍﳌﺸﻮﻫﺔ ﺍﻟﱵ‬
‫ﻳﺘﺮﺗﺐ ﻋﻨﻬﺎ ﻓﻘﺪﺍﻥ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ ﻟﻠﺜﻘﺔ ﰲ ﺃﻫﻠﻴﺘﻪ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻮﻗﻒ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﺼﺒﺢ ﳉﻮﺅﻩ ﺇﱃ ﺍﻟﻐﲑ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻪ ﻃﺮﻳﻘﺔ ﻣﻦ ﻃﺮﻕ ﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﻗﻠﻖ‬
‫ﺍﳌﻮﻗﻒ ‪،‬ﻭﺃﺳﻠﻮﺑﺎ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺴﻜﻨﺔ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻄﺮﻗﻨﺎ ﺇﱃ ﻣﻮﺿﻮﻉ "ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻨﺪ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ"‪ ،‬ﺣﻴﺚ ﻗﻤﻨﺎ ﺑﺘﻘﺴﻴﻤﻬﺎ ﺍﱃ ﺟﺎﻧﺒﲔ ﻭﳘﺎ‪:‬‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ‪ :‬ﺇﺫ ﻳﻀﻢ ﺛﻼﺛﺔ ﻓﺼﻮﻝ‪.‬‬
‫‪ -‬ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﺍﻹﻃﺎﺭ ﺍﳌﻨﻬﺠﻲ ﻟﻠﺪﺭﺍﺳﺔ‬
‫ﻳﻌﺘﱪ ﻛﻤﺪﺧﻞ ﻋﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ‪ ،‬ﺇﺫ ﰎ ﻓﻴﻪ ﻃﺮﺡ ﺍﻹﺷﻜﺎﻟﻴﺔ ﻭﺻﻴﺎﻏﺔ ﺍﻟﻔﺮﺿﻴﺔ ﰒ ﺩﻭﺍﻓﻊ‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﳘﻴﺘﻬﺎ‪ ،‬ﻭﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﳌﻔﺎﻫﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﻭﻳﺘﻀﻤﻦ ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﰒ ﺗﻘﺪﱘ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺮﺍﺭ ﻭﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺃﺷﺮﻧﺎ ﺇﱃ‬
‫ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﰲ ﺍﻷﺧﲑ ﺗﻄﺮﻗﻨﺎ ﺇﱃ ﻧﻈﺮﻳﺎﺕ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﻭﰎ ﺍﻟﺘﻄﺮﻕ ﻓﻴﻪ ﺇﱃ ﻣﻔﻬﻮﻡ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ ﻭﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﳌﻌﺎﻳﲑ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪،‬‬
‫ب‬
‫ﻭﺑﻌﺪ ﺫﻟﻚ ﺍﳋﺼﺎﺋﺺ ﻭﺍﻷﺳﺒﺎﺏ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺘﻔﺮﻳﻘﻲ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﳍﺎ ﰒ‬

‫ﻛﻴﻔﻴﺔ ﺍﻟﻌﻼﺝ ﻭﻧﺴﺒﺔ ﺍﻻﻧﺘﺸﺎﺭ‪.‬‬
‫ﺍﳉﺎﻧﺐ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ :‬ﺇﺫ ﻳﻀﻢ ﻓﺼﻠﲔ‪:‬‬
‫‪ -‬ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‬
‫ﺗﻨﺎﻭﻟﻨﺎ ﻓﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ‬
‫ﺑﺎﳉﺎﻧﺐ ﺍﳌﻴﺪﺍﱐ‪ ،‬ﻭﺍﳌﻨﻬﺞ ﺍﳌﺘﺒﻊ ﻭﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ ﺍﻟﺬﻱ ﺃﺟﺮﻳﺖ ﻓﻴﻪ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﺃﻫﻢ ﺍﻷﺩﻭﺍﺕ‬
‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ‪ :‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ‪ ،‬ﺍﳌﻼﺣﻈﺔ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﻭﻣﻘﻴﺎﺱ‬
‫ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﻗﻤﻨﺎ ﻓﻴﻪ ﺑﺘﻘﺪﱘ ﺍﳊﺎﻟﺔ ﻭﻣﻮﺍﺻﻔﺎ‪‬ﺎ‪ ،‬ﻭﻋﺮﺽ ﻧﺘﺎﺋﺠﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ‬
‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﻭﰲ ﺍﻷﺧﲑ ﰎ ﺧﺘﻢ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﻭﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﻼﺣﻖ‬
‫ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ج‬
‫‪ -1‬ﺍﻹﺷﻜﺎﻟﻴﺔ‬
‫‪ -2‬ﺍﻟﻔﺮﺿﻴﺔ‬
‫‪ -3‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‬
‫‪ -4‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -5‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -6‬ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﳌﻔﺎﻫﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺍﻹﻃﺎﺭ ﺍﳌﻨﻬﺠﻲ ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬
‫‪ -1‬ﺍﻹﺷﻜﺎﻟﻴﺔ‪:‬‬
‫ﲣﺘﻠﻒ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻦ ﺃﳕﺎﻁ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻟﻜﻦ ﺫﻭﻱ ﺍﻟﺸﺨﺼﻴﺎﺕ ﺍﳌﻀﻄﺮﺑﺔ‬
‫ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﻮﺍﻗﻒ ﺍﳊﻴﺎﺓ ﻧﺘﻴﺠﺔ ﻭﺟﻮﺩ ﻗﺼﻮﺭ ﺃﺳﺎﺳﻲ ﰲ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻻﺣﺒﺎﻃﺎﺕ‪ ،‬ﻧﺘﻴﺠﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺒﺎﻛﺮﺓ ﺑﺎﳌﻮﺿﻮﻉ‪ ،‬ﻓﻴﻤﻴﻠﻮﻥ ﺇﱃ ﺍﻟﻔﺸﻞ ﰲ‬
‫ﻣﻌﻈﻢ ﳏﺎﻭﻻ‪‬ﻢ ﻟﻠﺘﻐﻠﺐ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻘﺼﻮﺭ‪ ,‬ﻭﳚﺪﻭﻥ ﺻﻌﻮﺑﺔ ﰲ ﺣﻞ ﺍﻟﻌﻘﺪﺓ ﺍﻟﺪﺭﺍﻣﻴﺔ ﰲ ﺧﱪﺍ‪‬ﻢ‬
‫ﺍﻟﻄﻔﻠﻴﺔ ﺍﻟﱵ ﺗﺘﺮﺻﺪﻫﻢ ﰲ ﻣﻌﻈﻢ ﻣﻮﺍﻗﻒ ﺣﻴﺎ‪‬ﻢ‪ ،‬ﻓﻴﺘﺄﺛﺮﻭﻥ ﻷﻗﻞ ﺍﻟﻀﻐﻮﻁ ﺍﳊﻴﺎﺗﻴﺔ ﻭﳝﻴﻠﻮﻥ ﺇﱃ‬
‫ﺗﻨﻔﲑ ﺍﻵﺧﺮﻳﻦ ﻣﻨﻬﻢ‪ ،‬ﺃﻭ ﺍﻟﻨﻔﻮﺭ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﻭﻓﻘﺎ ﻟﻄﺒﻴﻌﺔ ﺍﻻﺿﻄﺮﺍﺏ‪.‬‬
‫ﻭﰲ ﻇﻞ ﻫﺬﻩ ﺍﳌﺸﺎﻛﻞ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﻭﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﻮﺍﺿﺤﺔ ﻋﻠﻰ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻟﱵ ﺗﻈﻬﺮ ﻟﻨﺎ‬
‫ﻣﻦ ﺧﻼﻝ ﺯﻳﺎﺩﺓ ﻇﻬﻮﺭ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺗﺼﻨﻴﻔﺎ‪‬ﺎ ﻭﻣﻈﺎﻫﺮﻫﺎ‪،‬‬
‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﳒﺪ "ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ"‪ ،‬ﺍﻟﱵ ﻳﺸﻜﻞ ﺍﻻﻋﺘﻤﺎﺩ‬
‫ﻭﺍﻟﺘﻌﻠﻖ ﺍﳌﻈﻬﺮ ﺍﻟﺮﺋﻴﺴﻲ ﻓﻴﻬﺎ ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺑـ"ﺍﻟﻨﻮﻉ ﺍﻻﺗﻜﺎﱄ" ﺍﻟﺬﻱ ﻳﻠﻘﻲ ﺑﺎﻋﺒﺎﺀ ﺫﺍﺗﻪ ﻋﻠﻰ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻣﻊ ﺍﻟﻌﺠﺰ ﻋﻦ ﻋﻨﺎﻳﺔ ﺫﺍﺗﻪ ﺃﻭ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﻋﻠﻴﻪ ﻗﺎﻡ "ﻫﻴﺜﺮﺯ" ‪) 1955‬ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪ (114‬ﺑﺪﺭﺍﺳﺔ ﻫﺪﻓﺖ‬
‫ﺇﱃ ﺗﻘﻀﻲ ﺍﺛﺮ ﺍﻟﻌﻤﺮ ﰲ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻌﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺃﻃﻔﺎﻝ ﺍﻟﺮﻳﺎﺽ ﺑﻌﻤﺮ )‪-02‬‬
‫‪ (04‬ﺳﻨﻮﺍﺕ‪ ،‬ﺇﺫ ﺍﺳﺘﺨﺪﻣﺖ ﺍﳌﻼﺣﻈﺔ ﻛﺄﺩﺍﺓ ﻟﻘﻴﺎﺱ ﺍﻟﺴﻠﻮﻙ ﻣﻦ ﺧﻼﻝ ﺣﺎﻻﺕ ﺍﻻﺗﻜﺎﻝ ﺍﻟﱵ‬
‫ﺗﻈﻬﺮ ﳓﻮ ﺍﳌﻌﻠﻢ ﺃﻭ ﳓﻮ ﻃﻔﻞ ﺁﺧﺮ ﰲ ﺍ‪‬ﻤﻮﻋﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺃﻥ ﺍﻷﻃﻔﺎﻝ ﰲ ﻋﻤﺮ‬
‫ﺳﻨﺘﲔ ﻛﺎﻧﻮﺍ ﻛﺜﺮ ﻗﻴﺎﻣﺎ ﺑﺎﺳﺘﺠﺎﺑﺎﺕ ﻣﺒﺎﺷﺮﺓ ﻻﻟﺘﻤﺎﺱ ﺍﳊﺐ ﻭﺍﳊﻨﺎﻥ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﰲ ﻋﻤﺮ )‪(04‬‬
‫ﺳﻨﻮﺍﺕ؛ ﻛﺎﻻﻟﺘﺼﺎﻕ ﺑﺎﳌﻌﻠﻤﺔ ﻭﺍﳉﻠﻮﺱ ﰲ ﺣﻀﻨﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﻗﺎﻡ ﻛﻞ ﻣﻦ "ﻛﺎﻛﺎﻥ ﻭ ﻣﻮﺱ" ‪ 1960‬ﺑﺪﺭﺍﺳﺘﻬﻤﺎ ﺍﳌﻮﺳﻮﻣﺔ "ﺍﺳﺘﻘﺮﺍﺭ‬
‫ﺍﻟﺴﻠﻮﻙ ﺍﻟﺴﻠﱯ ﻭﺍﻻﺗﻜﺎﱄ ﻣﻦ ﻋﻤﺮ ﺍﻟﻄﻔﻮﻟﺔ ﺇﱃ ﻋﻬﺪ ﺍﻟﺮﺷﺪ"‪ ،‬ﺃﻥ ﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﱵ ﻭﺿﻌﺖ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻫﻮ ﺃﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﻫﻮ ﺳﻠﻮﻙ ﺛﺎﺑﺖ ﻣﻦ ﺍﻟﻄﻔﻮﻟﺔ ﺍﳌﺒﻜﺮﺓ‪ ،‬ﻭﻗﺪ ﻫﺪﻓﺖ ﺇﱃ ﻣﻌﺮﻓﺔ‬
‫ﺍﻟﺜﺒﻮﺕ ﺍﻟﺴﻠﱯ ﻏﲑ ﺍﻟﻔﻌﺎﻝ ﻭﺍﻻﺗﻜﺎﻟﻴﺔ ﻣﻦ ﺳﻦ ﺍﻟﻄﻔﻮﻟﺔ ﻋﱪ ﻣﺮﺣﻠﺔ ﺍﳌﺮﺍﻫﻘﺔ‪ ،‬ﻭﻗﺪ ﺍﺷﺘﻤﻠﺖ ﻋﻴﻨﺔ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﺍﺧﺘﲑﺕ ﻋﺸﻮﺍﺋﻴﺎﹰ ﻋﻠﻰ )‪ (27‬ﺃﻧﺜﻰ ﺗﺮﺍﻭﺣﺖ ﺃﻋﻤﺎﻫﻦ ﻣﻦ )‪ (29-20‬ﺳﻨﺔ‪ ،‬ﺃﻣﺎ‬
‫ﻣﺘﻮﺳﻂ ﺍﻟﺬﻛﺎﺀ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻓﻜﺎﻥ )‪ (120‬ﺩﺭﺟﺔ‪ ،‬ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﳌﻘﺎﺑﻠﺔ ﺃﺩﺍﺓ ﻟﻠﺒﺤﺚ‪.‬‬
‫‪2‬‬
‫ﻭﻗﺪ ﺫﻛﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻟﻠﻮﻡ ﺃﻭ ﺷﺠﺐ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﻭﻣﻌﺎﻗﺒﺘﻪ ﻋﻨﺪ ﺍﻟﺬﻛﻮﺭ ﺍﻟﺒﺎﻟﻐﲔ‪،‬‬
‫ﻳﻘﻮﺩ ﺇﱃ ﺯﻳﺎﺩﺓ ﰲ ﻣﻨﻊ ﺃﻭ ﻛﺒﺖ ﺃﻭ ﺗﻨﺎﻗﺺ ﺍﻻﺗﻜﺎﻟﻴﺔ ﻛﻠﻤﺎ ﺗﻘﺪﻡ ﺍﻷﻭﻻﺩ ﰲ ﺍﻟﻌﻤﺮ‪ ،‬ﻭﺃﻥ ﺍ‪‬ﺘﻤﻊ‬
‫ﻳﻘﺒﻞ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﻋﻨﺪ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻳﺘﻮﻗﻊ ﺑﺎﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺛﺒﻮﺕ ﺍﻟﺬﻛﻮﺭ ﰲ ﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﻻﺗﻜﺎﻟﻴﺔ‬
‫ﻋﻨﺪﻫﻢ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻹﻧﺎﺙ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﻋﻨﺪ ﺍﻟﺬﻛﻮﺭ ﻳﻈﻬﺮ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﺴﺎﻋﺪﺓ ﺍﻷﺩﺍﺋﻴﺔ ﻣﻊ‬
‫ﺍﳌﺸﺎﻛﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﻋﻨﺪ ﺍﻹﻧﺎﺙ ﻫﻮ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻻﺗﻜﺎﻟﻴﺔ ﺍﻟﻌﺎﻃﻔﻴﺔ‪ ،‬ﻓﻀﻼﹰ ﻋﻦ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﺍﻷﺩﺍﺋﻴﺔ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻛﺎﻧﺖ ﺃﻛﺜﺮ ﻋﻨﺪ ﺍﻹﻧﺎﺙ ﻣﻦ ﻋﻨﺪ ﺍﻟﺬﻛﻮﺭ )ﺳﻮﺳﻦ‬
‫ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪.(115‬‬
‫ﻭﺟﺎﺀﺕ ﺩﺭﺍﺳﺔ "ﻭﻳﻼﺭﺩ ﻭﻛﻠﻲﺭ" ‪ 1960‬ﺑﺪﺭﺍﺳﺔ "ﺍﻟﺘﻄﻠﻊ ﻟﺪﻯ ﺃﻃﻔﺎﻝ ﻣﺎ ﻗﺒﻞ ﺍﳌﺪﺭﺳﺔ‬
‫ﻭﻋﻼﻗﺘﻪ ﺑﺎﻻﺗﻜﺎﻟﻴﺔ"‪ ،‬ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺍﺧﺘﻼﻓﺎﺕ ﺍﳉﻨﺲ ﻭﺍﻟﻌﻤﺮ ﺍﻟﱵ ﺗﻈﻬﺮ ﻣﻦ‬
‫ﺧﻼﻝ ﺗﻜﺮﺍﺭ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﺇﱃ ﺍﻛﺘﺸﺎﻑ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ‪ ،‬ﺧﺎﺻﺔ ﰲ ﺍﻷﺷﻜﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻟﻼﺗﻜﺎﻟﻴﺔ‪ ،‬ﻭﺃﺧﺘﲑ )‪ (41‬ﻃﻔﻼ ﻣﻦ ﺛﻼﺛﺔ ﻓﺼﻮﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﰲ ﻣﺪﻳﻨﺔ "ﻟﻮﺍ" )‪ ،(LWA‬ﻭﻗﺪ‬
‫ﻗﺴﻤﺖ ﺇﱃ ﳎﻤﻮﻋﺘﲔ‪ :‬ﺍ‪‬ﻤﻮﻋﺔ ﺍﻷﻭﱃ ﺗﺄﻟﻔﺖ ﻣﻦ )‪ (10‬ﺃﻭﻻﺩ ﻭ)‪ (11‬ﺑﻨﺘﺎ‪ ،‬ﻭﻛﺎﻥ ﻣﺘﻮﺳﻂ‬
‫ﺃﻋﻤﺎﺭﻫﻢ ﺛﻼﺙ ﺳﻨﻮﺍﺕ ﻭﲦﺎﻥ ﺃﺷﻬﺮ‪ ،‬ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﺄﻟﻔﺖ ﻣﻦ )‪ (09‬ﺃﻭﻻﺩ ﻭ)‪ (11‬ﺑﻨﺖ‬
‫ﻣﺘﻮﺳﻂ ﺃﻋﻤﺎﺭﻫﻢ ﲬﺲ ﺳﻨﻮﺍﺕ ﻭﺷﻬﺮﻳﻦ ﻛﺎﻧﻮﺍ ﳝﺜﻠﻮﻥ ﺍﳌﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ )ﺍﻟﻌﺎﱄ ﻭﺍﳌﺘﻮﺳﻂ(‪،‬‬
‫ﻭﲟﺴﺘﻮﻯ ﺫﻛﺎﺀ ﺃﻋﻠﻰ ﻣﻦ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻭﻗﺪ ﺍﺳﺘﺨﺪﻡ ﺃﺳﻠﻮﺏ ﺍﳌﻼﺣﻈﺔ ﺃﺩﺍﺓ ﻟﻠﺪﺭﺍﺳﺔ ﻃﺒﻖ ﰲ )‪(18‬‬
‫ﻣﺪﺭﺳﺔ ﻭﳌﺪﺓ ﺃﺭﺑﻊ )‪ (04‬ﺃﺳﺎﺑﻴﻊ‪ ،‬ﻭﻗﺪ ﻛﺸﻔﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﻥ ﺃﻋﻄﺎﺀ ﺍﻻﻧﺘﺒﺎﻩ ﺍﻻﳚﺎﰊ ﻳﺴﺎﻋﺪ‬
‫ﻋﻠﻰ ﺗﻜﺮﺍﺭ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﳌﻘﺎﺭﻧﺘﻪ ﺑﺎﻷﻧﻮﺍﻉ ﺍﻷﺧﺮﻯ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻄﺒﻊ ﻫﻲ‪ :‬ﺇﻋﻄﺎﺀ ﺍﻟﻌﺎﻃﻔﺔ‪،‬‬
‫ﺇﻋﻄﺎﺀ ﺗﺄﻛﻴﺪ ﺍﻷﻣﻦ‪ ،‬ﺇﻋﻄﺎﺀ ﺍﳊﻤﺎﻳﺔ‪ ،‬ﻭﱂ ﺗﻈﻬﺮ ﺃﻱ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺗﺒﻌﺎﹰ ﳌﺘﻐﲑﻱ ﺍﻟﻌﻤﺮ ﻭﺍﳉﻨﺲ‬
‫)ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪.(115‬‬
‫ﻭﻗﺪ ﻗﺪﻡ "ﻛﺎﺟﺎﻥ ﻭﻣﻮﺱ" ‪) 1962‬ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﻣﺴﲏ‪ ،2003 ،‬ﺹ‪ (310‬ﺩﺭﺍﺳﺔ‬
‫ﻣﻌﻨﻮﻧﺔ ﺑـ"ﺗﻄﻮﺭ ﺍﻻﻋﺘﻤﺎﺩ ﻭﺍﻻﺳﺘﻘﻼﻝ ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ" ﺑﻄﺮﻳﻘﺔ ﻃﻮﻳﻠﺔ ﻛﻞ ﺳﺘﺔ ﺷﻬﻮﺭ ﰲ ﺑﻴﻮ‪‬ﻢ‬
‫ﺣﱴ )‪ (12‬ﺳﻨﺔ‪ ،‬ﻛﻤﺎ ﻻﺣﻈﻮﺍ ﺃﻳﻀﺎﹰ ﰲ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻘﺪﻳﺮ ﺍﻟﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻷﻗﺮﺍﻥ ﻣﺮﺗﲔ‪ :‬ﺇﺣﺪﺍﳘﺎ ﰲ‬
‫ﺳﻦ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻷﺧﺮﻯ ﰲ ﺳﻦ ﺍﳋﺎﻣﺴﺔ‪ ،‬ﻛﻤﺎ ﻟﻮﺣﻈﻮﺍ ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﰲ ﺍﻟﻌﻤﺮ )‪ (12-06‬ﰲ‬
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‫ﺇﺣﺪﻯ ﺍﳌﻌﺴﻜﺮﺍﺕ ﺍﻟﺼﻴﻔﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻟﺘﻘﺪﻳﺮ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﰲ ﺍﳌﱰﻝ ﺃﻭ ﺍﳌﺪﺭﺳﺔ ﺃﻭ‬
‫ﺍﳌﻌﺴﻜﺮ‪.‬‬
‫ﻭﰎ ﺗﻘﺴﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﺃﺭﺑﻊ )‪ (04‬ﻣﺮﺍﺣﻞ ﻋﻤﺮﻳﺔ ﻣﻦ ﺍﳌﻴﻼﺩ ﺇﱃ ﺛﻼﺙ )‪ (03‬ﺳﻨﻮﺍﺕ‪،‬‬
‫ﻭﻣﻦ )‪ 06‬ﺇﱃ ‪ 10‬ﺳﻨﻮﺍﺕ(‪ ،‬ﻭﻣﻦ )‪ 10‬ﺇﱃ ‪(14‬ﺳﻨﺔ‪ ،‬ﺑﻴﻨﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻥ ﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﺍﳌﺒﻜﺮﺓ‬
‫ﰲ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺃﻭ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﺗﺮﺗﺒﻂ ﺑﺄﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﻋﻨﺪ ﺍﻟﻜﺒﺎﺭ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﺮﺷﺪ‪ ،‬ﺣﻴﺚ ﻭﺟﺪﺕ‬
‫ﻋﻼﻗﺔ ﺻﻐﲑﺓ ﻣﻦ ﺳﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﰲ ﺗﻠﻚ ﺍﳌﺮﺣﻠﺔ ﻭﻣﺮﺣﻠﺔ ﺍﻟﺮﺷﺪ‪ ،‬ﺃﻣﺎ ﰲ ﺳﻨﻮﺍﺕ ﻣﺎ ﻗﺒﻞ‬
‫ﺍﳌﺪﺭﺳﺔ ﻳﺒﺪﺃ ﺍﻟﺴﻠﻮﻙ ﰲ ﺍﻻﺳﺘﻘﺮﺍﺭ‪ ،‬ﻭﰲ ﻋﻤﺮ )‪ (10-06‬ﺳﻨﻮﺍﺕ ﳝﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﻜﻴﻔﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ‬
‫ﺃﻭ ﺍﻻﺳﺘﻘﻼﻝ ﰲ ﺍﻟﺮﺷﺪ‪ ،‬ﻓﺎﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻛﺎﻧﻮﺍ ﻣﻌﺘﻤﺪﻳﻦ ﰲ ﺳﻦ )‪ (06‬ﺳﻨﻮﺍﺕ ﻛﺎﻧﻮﺍ ﺃﻣﻴﻞ ﻷﻥ‬
‫ﻳﻜﻮﻧﻮﺍ ﻣﻌﺘﻤﺪﻳﻦ ﰲ ﺍﻟﺮﺷﺪ‪.‬‬
‫ﰲ ﺣﲔ ﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ "ﺳﻮﻳﲏ ﻭﻣﺎﺭﻱ ﺍﻟﲔ" ‪) 1991‬ﺃﻣﺎﻝ ﻋﺒﺪ ﺍﻟﺴﻤﻴﻊ‪،1997 ،‬‬
‫ﺹ‪ (200‬ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺘﻬﻤﺎ ﺍﻟﱵ ﺟﺎﺀﺕ ﲢﺖ ﻋﻨﻮﺍﻥ‪":‬ﻋﻼﻗﺔ ﺍﻻﺗﻜﺎﻟﻴﺔ ﻭﻧﻘﺪ ﺍﻟﺬﺍﺕ ﺑﻨﻮﻉ‬
‫ﺍﳊﺎﻻﺕ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ"‪ ،‬ﻭﰎ ﺗﻘﺴﻴﻢ ﳎﻤﻮﻋﺔ ﺍﻟﺒﺤﺚ ﺇﱃ ﺃﺭﺑﻊ )‪ (04‬ﳎﻤﻮﻋﺎﺕ ﺣﺴﺐ‬
‫ﺩﺭﺟﺔ ﺍﻻﺗﻜﺎﻟﻴﺔ‪ ،‬ﰎ ﺇﺟﺮﺍﺀ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﻷﺭﺑﻊ‪ ،‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻘﺎﻳﻴﺲ ﻛﻞ ﻣﻦ‬
‫ﺍﻻﻛﺘﺌﺎﺏ ﻭﺍﻟﻐﻀﺐ ﻭﺍﻟﺘﻌﺐ ﻭﺍﻟﻘﻠﻖ ﻛﻮﺟﺪﺍﻧﺎﺕ ﺳﺎﻟﺒﺔ‪ ،‬ﻭﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻣﺜﻞ ﺍﻟﻌﺼﺎﺑﻴﺔ‬
‫ﻭﺍﻻﻧﺒﺴﺎﻃﻴﺔ‪.‬‬
‫ﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺚ ﻣﻦ )‪ (57‬ﻣﻦ ﺍﻹﻧﺎﺙ ﲟﺘﻮﺳﻂ ﻋﻤﺮ ﺯﻣﲏ )‪ (19-11‬ﺳﻨﺔ‪،‬‬
‫ﻭ)‪ (14‬ﻣﻦ ﺍﻟﺬﻛﻮﺭ ﲟﺘﻮﺳﻂ ﻋﻤﺮ ﺯﻣﲏ )‪ ،(46-25‬ﻭﻟﻘﺪ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺩﺍﻝ‬
‫ﺧﺼﻮﺻﺎﹰ ﺑﲔ ﺍﻻﻛﺘﺌﺎﺏ ﻭﺍﻟﻐﻀﺐ ﻭﺍﻟﻌﺼﺎﺑﻴﺔ ﻭﺍﻟﻘﻠﻖ‪ ،‬ﻭﺍﺭﺗﺒﺎﻁ ﺳﺎﻟﺐ ﺩﺍﻝ ﻣﻊ ﺍﻻﻧﺒﺴﺎﻃﻴﺔ ﻭﺍﻟﺘﺄﻛﻴﺪ‬
‫ﻭﻧﺸﺎﻁ ﺍﻻﻧﻔﻌﺎﻻﺕ ﺍﳌﻮﺟﺒﺔ‪ ،‬ﻭﺍﺭﺗﺒﺎﻁ ﻣﻮﺟﺐ ﺑﲔ ﺍﻻﺗﻜﺎﻟﻴﺔ ﻭﺍﻟﻘﻠﻖ ﻭﺍﻟﻌﺼﺎﺑﻴﺔ ﻭﺍﻻﻛﺘﺌﺎﺏ‪.‬‬
‫ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻌﺎﻣﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻣﺮﺗﻔﻌﻲ ﺍﻟﺪﺭﺟﺎﺕ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﻧﻘﺪ ﺍﻟﺬﺍﺕ ﻭﺍﻻﺗﻜﺎﻟﻴﺔ‬
‫ﻟﻴﻬﻢ ﻣﺴﺘﻮﻳﺎﺕ ﻋﺎﻟﻴﺔ ﻣﻦ ﺍﻟﻮﺟﺪﺍﻧﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ‪.‬‬
‫ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺟﺎﺀﺕ ﺩﺭﺍﺳﺔ "ﺍﳌﺎﻟﻜﻲ" ‪) 1997‬ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪،2008 ،‬‬
‫ﺹ‪ (108‬ﺑﻌﻨﻮﺍﻥ‪":‬ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﻋﻨﺪ ﺍﻟﻄﻔﻞ ﺍﻟﻌﺮﺍﻗﻲ"‪ ،‬ﺣﻴﺚ ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ‬
‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬
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‫ﺃ‪ -‬ﻣﺎ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﻟﻠﻄﻔﻞ ﺍﻟﻌﺮﺍﻗﻲ ﰲ ﻣﺪﻳﻨﺔ ﺑﻐﺪﺍﺩ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﺍﻟﺴﻠﻮﻙ‬
‫ﺃﻻﺗﻜﺎﱄ؟‬
‫ﺏ‪ -‬ﻫﻞ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﺗﺒﻌﺎ ﳌﺘﻐﲑﻱ ﺍﳉﻨﺲ ﻭﺍﻟﻌﻤﺮ؟‬
‫ﺝ‪ -‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﻭﻛﻞ ﻣﻦ ﻣﺘﻐﲑﺍﺕ ﻋﻤﺮ ﺍﻟﻄﻔﻞ ﻭﺟﻨﺴﻪ ﻭﺗﺮﺗﻴﺒﻪ ﺍﻟﻮﻻﺩﻱ‬
‫ﻭﺣﺠﻢ ﺍﻷﺳﺮﺓ ﻭﻋﻤﻞ ﺍﻷﻡ؟‬
‫ﺣﻴﺚ ﺍﻗﺘﺼﺮ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺃﻃﻔﺎﻝ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺑﻐﺪﺍﺩ ﻟﻸﻋﻤﺎﺭ )‪،10 ،08 ،06‬‬
‫‪ (12‬ﺳﻨﺔ ﺍﳌﻮﺟﻮﺩﻳﻦ ﰲ ﺍﻟﺼﻔﻮﻑ )ﺍﻷﻭﻝ‪ ،‬ﺍﻟﺜﺎﻟﺚ‪ ،‬ﺍﳋﺎﻣﺲ‪ ،‬ﺍﻟﺴﺎﺩﺱ( ﺯﻣﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﺟﺘﻤﺎﻋﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ )‪ (192‬ﻃﻔﻼ؛ ﺑﻮﺍﻗﻊ )‪ (48‬ﻃﻔﻼ ﻭﻃﻔﻠﺔ ﰲ ﻛﻞ ﻣﺮﺣﻠﺔ‬
‫ﻋﻤﺮﻳﺔ‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺃﺳﻠﻮﺏ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ ﺍﳊﺮﺓ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﻬﺎ ﺑﻴﺎﺟﻴﻪ ﻛﺄﺩﺍﺓ‬
‫ﻟﻠﺒﺤﺚ ﻭﺃﺳﻔﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ .1‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺍﳌﺘﻮﺳﻂ ﺍﻟﻔﺮﺿﻲ ﻟﻠﻤﻘﻴﺎﺱ ﻭﻣﺘﻮﺳﻂ ﺍﻟﺴﻠﻮﻙ‬
‫ﺃﻻﺗﻜﺎﱄ‪.‬‬
‫‪ .2‬ﻇﻬﺮﺕ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﻌﻤﺮ ﻷﻏﻠﺐ ﳎﺎﻻﺕ‬
‫ﺍﳌﻘﻴﺎﺱ )ﳎﺎﻝ ﺍﳌﺄﻛﻞ‪ ،‬ﺍﳌﻠﺒﺲ‪ ،‬ﺍﻟﻠﻌﺐ ﻭﺍﻟﺘﺴﻠﻴﺔ‪ ،‬ﳎﺎﻝ ﺍﻟﻨﻈﺎﻓﺔ ﻭﺍﻻﺳﺘﺤﻤﺎﻡ‪ ،‬ﳎﺎﻝ ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﳌﺪﺭﺳﻲ‪ ،‬ﳎﺎﻝ ﺍﻟﻠﻮﻡ(‪.‬‬
‫‪ .3‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻠﻮﻙ ﺃﻻﺗﻜﺎﱄ ﻭﻋﻤﺮ ﺍﻟﻄﻔﻞ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻭﻛﻞ ﻣﻦ‬
‫ﻣﺘﻐﲑﺍﺕ ﺟﻨﺲ ﺍﻟﻄﻔﻞ ﻭﺗﺮﺗﻴﺒﻪ ﺍﻟﻮﻻﺩﻱ ﻭﺣﺠﻢ ﺍﻷﺳﺮﺓ ﻭﻋﻤﻞ ﺍﻷﻡ‪.‬‬
‫ﻣﻦ ﺧﻼﻝ ﻋﺮﺽ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻻﻃﻼﻉ ﻋﻠﻴﻬﺎ‪ ,‬ﻳﺘﻀﺢ ﻟﻨﺎ ﺍﻧﻪ ﻫﻨﺎﻙ ﺍﻫﺘﻤﺎﻡ ﻟﺪﻯ‬
‫ﺍﻟﺒﺎﺣﺜﲔ ﲟﻮﺿﻮﻉ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ‪ ،‬ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺟﺪﻧﺎ ﻧﺪﺭﺓ ﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﰲ ﺩﺭﺍﺳﺔ ﲡﻤﻊ ﺑﻴﻨﻬﻢ‪ .‬ﻟﺬﻟﻚ ﺟﺎﺀﺕ ﻫﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻻﺿﻄﺮﺍﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
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‫ﻭﻋﻠﻰ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﳝﻜﻦ ﺑﻠﻮﺭﺓ ﺍﻹﺷﻜﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺴﺎﺅﻝ ﺍﻟﺘﺎﱄ‪ :‬ﻫﻞ ﳚﺪ ﺍﻟﺸﺨﺺ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻱ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ؟‬
‫‪ -2‬ﺍﻟﻔﺮﺿﻴﺔ‪:‬‬
‫ﻛﺈﺟﺎﺑﺔ ﻣﺆﻗﺘﺔ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ﺟﺎﺀﺕ ﻓﺮﺿﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﻨﺒﺄ ﲟﺎ ﻳﻠﻲ‪ :‬ﳚﺪ ﺍﻟﺸﺨﺺ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻱ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -3‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‪:‬‬
‫ﺃ‪ .‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﺬﺍﺗﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﺮﻏﺒﺔ ﻭﺍﳌﻴﻞ ﺍﻟﺸﺨﺼﻲ ﰲ ﺍﻟﺒﺤﺚ ﺣﻮﻝ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﺃﺛﺎﺭ ﺍﻫﺘﻤﺎﻣﻲ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﻤﻖ ﺃﻛﺜﺮ ﰲ ﻣﻌﺎﱂ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺗﻜﻮﻳﻨﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﺘﻘﺮﺏ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﻮﺟﻮﺩﺓ ﻭﺗﻌﻴﺶ ﰲ ﳎﺘﻤﻌﻨﺎ ﻭﺑﺎﻟﺘﺎﱄ ﳚﺐ ﻋﻠﻴﻨﺎ‬
‫ﻛﺒﺎﺣﺜﲔ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺑﺪﺭﺍﺳﺘﻬﺎ ﻭﺗﺴﻠﻴﻂ ﺍﻟﻀﻮﺀ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺏ‪.‬ﺍﻷﺳﺒﺎﺏ ﺍﳌﻮﺿﻮﻋﻴﺔ‪:‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﳌﻮﺿﻮﻉ ﻭﻣﻌﺮﻓﺔ ﺍﻷﺳﺒﺎﺏ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍﺀ ﻣﻈﺎﻫﺮ ﺍﻻﻧﺪﻓﺎﻋﻴﺔ ﻟﺪﻯ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﳏﺎﻭﻟﺔ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﻣﻮﺍﺿﻴﻊ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺧﺎﺻﺔ ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﻣﻮﺿﻮﻉ ﺍﲢﺎﺩ ﺍﻟﻘﺮﺍﺭ‬
‫ﻣﻮﺍﺿﻴﻊ ﻣﺎﺯﺍﻟﺖ ﰲ ﺣﺎﺟﺔ ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﳏﺎﻭﻟﺔ ﺇﻇﻬﺎﺭ ﻣﺪﻯ ﺗﻼﺯﻡ ﺍﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﺑﺎﳉﺎﻧﺐ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺧﺎﺻﺔ ﺃﻥ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺗﻌﺎﱐ ﻣﻦ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﳏﺎﻭﻟﺔ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﺛﺮ ﻫﺬﻩ ﺍﻟﺼﻌﻮﺑﺔ ﻋﻠﻰ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪ -4‬ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃ‪ .‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﻠﻤﻴﺔ‪ :‬ﺗﻜﻤﻦ ﺍﳍﺪﺍﻑ ﺍﻟﻌﻠﻤﻴﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﺍﳌﻈﺎﻫﺮ ﺍﻻﻧﺪﻓﺎﻋﻴﺔ ﻟﺪﻯ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﻓﻬﻢ ﻭﺗﻮﺿﻴﺢ ﻣﺎﻫﻴﺔ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﺗﺸﺨﻴﺺ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﺪﻗﺔ ﻭﻃﺒﻴﻌﺔ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
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‫ﺏ‪ .‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ‪ :‬ﺗﻜﻤﻦ ﺍﳍﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅﻻﺕ ﺍﳌﻄﺮﻭﺣﺔ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ ﺍﻟﻔﺮﺿﻴﺎﺕ ﺃﻭ ﻧﻔﻴﻬﺎ‪.‬‬
‫‪ -‬ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺑﻌﺾ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﻟﺘﻮﺻﻴﺎﺕ ﲞﺼﻮﺹ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫‪ -5‬ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﺍﻫﻢ ﻣﻈﺎﻫﺮﻫﺎ ﻭﺃﺳﺒﺎ‪‬ﺎ‪.‬‬ ‫‪-‬‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﻇﻬﻮﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬ ‫‪-‬‬
‫ﳏﺎﻭﻟﺔ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻻﻧﺪﻓﺎﻋﻴﺔ ﺍﻟﱵ ﻧﻼﺣﻈﻬﺎ ﻋﻨﺪ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬ ‫‪-‬‬
‫ﳝﻜﻦ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻭﺿﻊ ﺑﺮﺍﻣﺞ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳊﺎﻻﺕ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪-‬‬
‫ﻟﻸﺷﺨﺎﺹ ﺍﳌﻌﺘﻤﺪﻳﻦ‬
‫‪ -6‬ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﳌﻔﺎﻫﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃ‪ .‬ﺍﻟﺼﻌﻮﺑﺔ‪ :‬ﻫﻲ ﺗﻮﺍﺟﺪ ﻋﺪﺓ ﻣﻌﻄﻴﺎﺕ ﳊﻞ ﻣﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻣﻊ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﲢﺪﻳﺪ ﺍﳊﻞ‬
‫ﺍﻟﺼﺤﻴﺢ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﺎﺋﺐ‪ ،‬ﳑﺎ ﻳﺴﺘﺪﻋﻲ ﺇﱃ ﺩﺭﺍﺳﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻟﻠﻤﺸﻜﻠﺔ ﰲ ﺳﺒﻴﻞ ﺣﻠﻬﺎ‪.‬‬
‫ﺏ‪.‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ :‬ﻫﻮ ﺍﻟﻘﺪﺭﺓ ﺍﻟﱵ ﺗﺼﻞ ﺑﺎﻟﻔﺮﺩ ﺇﱃ ﺣﻞ ﻣﺸﻜﻠﺔ ﺍﻋﺘﺮﺍﺿﻴﺔ ﺃﻭ ﻣﻮﻗﻒ ﳏﲑ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺎﺧﺘﻴﺎﺭ ﺣﻞ ﻣﻦ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﻮﺟﻮﺩﺓ ﺃﻭ ﺍﳌﺒﺘﻜﺮﺓ‪ ،‬ﺃﻭ ﻫﻮ ﺍﲢﺎﺩ ﻣﺴﺎﺭ ﻓﻌﻞ ﳜﺘﺎﺭﻩ ﺍﳌﻘﺮﺭ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻩ ﺃﻧﺴﺐ ﻭﺳﻴﻠﺔ ﻣﺘﺎﺣﺔ ﺃﻣﺎﻣﻪ ﻻﳒﺎﺯ ﺍﳍﺪﻑ ﺃﻭ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻳﺒﺘﻐﻴﻬﺎ ﳊﻞ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ‬
‫ﺗﺸﻐﻠﻪ‪.‬‬
‫ﺝ‪ .‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ :‬ﻫﻲ ﺷﺨﺼﻴﺔ ﲤﻴﻞ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﺷﻌﻮﺭﻳﺎ ﺃﻭ ﻻ ﺷﻌﻮﺭﻳﺎ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﺗﺮﻳﺪ‪.‬‬
‫ﻫﻲ ﺍﻟﺸﺨﺼﻴﺔ ﻏﲑ ﺍﻟﻮﺍﺛﻘﺔ ﺑﻨﻔﺴﻬﺎ ﻭﻏﲑ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻷﻋﻤﺎﻝ ﺍﻟﱵ ﲣﺼﻬﺎ ﻟﻮﺣﺪﻫﺎ‬
‫ﺑﺪﻭﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﻲ ﻻ ﺗﻌﺎﺭﺽ ﺍﻵﺧﺮﻳﻦ ﳋﻮﻓﻬﺎ ﻣﻦ ﺃ‪‬ﺎ ﻗﺪ ﺗﻔﻘﺪ ﻣﺴﺎﻋﺪ‪‬ﻢ‪.‬‬
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‫ﲤﻬﻴﺪ‬
‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -2‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -3‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫‪ -4‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺮﺍﺭ‬
‫‪ -5‬ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -6‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -7‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -8‬ﻧﻈﺮﻳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‬
‫ﲤﻬﻴﺪ‪:‬‬
‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﻟﺼﻌﺐ‬
‫ﺗﻌﻠﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺼﺎﺋﺒﺔ‪ ،‬ﻭﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻣﻠﺰﻡ ﺑﺎﻟﺘﺤﺮﻙ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻳﻮﻣﻴﺎ‪،‬‬
‫ﻭﻟﻮ ﺗﺮﺗﺐ ﻋﻠﻰ ﺫﻟﻚ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ‪ ،‬ﻓﻌﺪﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻫﻮ ﺃﺳﻮﺍ ﺍﻷﺧﻄﺎﺀ ﻛﻠﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﳌﻌﻨﻮﻥ ﺑـ"ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ"‪ ،‬ﺳﻮﻑ ﻧﻘﻮﻡ ﺑﺘﻐﻄﻴﺔ ﻧﻈﺮﻳﺔ‬
‫ﺗﺸﻤﻞ ﻣﻔﻬﻮﻡ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻭﺭﺩ ﻋﻦ )ﺍﳍﺪﻫﻮﺩ‪ ،‬ﺩﻻﻝ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ‪ ،1996 ،‬ﺹ‪ (95‬ﺃﻥ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﺸﺘﻖ ﻣﻦ ﺍﻟﻘﺮ‪ ،‬ﻭﺃﺻﻞ ﻣﻌﻨﺎﻩ ﻋﻠﻰ ﻣﺎ ﻧﺮﻳﺪ ﻫﻮ " ﺍﻟﺘﻤﻜﻦ"‪ ،‬ﻓﻴﻘﺎﻝ ﻗﺮ‪ ‬ﰲ ﺍﳌﻜﺎﻥ ﺃﻱ ﻳﻘﺮ‪ ‬ﺑﻪ ﻭﲤﻜﻦ‬
‫ﻓﻴﻪ‪.‬‬
‫ﻳﻘﻮﻝ )ﻳﺲ ﻭﺩﺭﻭﻳﺶ‪ ،1975 ،‬ﺹ‪ (201‬ﺃﻥ ﺍﻷﺻﻞ ﺍﻟﻼﺗﻴﲏ ﻟﻜﻠﻤﺔ ﺍﻟﻘﺮﺍﺭ ﻳﻌﲏ "ﺍﻟﺒﺖ‬
‫ﺍﻟﻨﻬﺎﺋﻲ ﺃﻭ ﺍﻹﺭﺍﺩﺓ ﺍﶈﺪﺩﺓ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺑﺸﺎﻥ ﻣﺎ ﳚﺐ ﻭﻣﺎ ﻻ ﳚﺐ ﻓﻌﻠﻪ‪ ،‬ﻟﻠﻮﺻﻮﻝ ﺑﻮﺿﻊ ﻣﻌﲔ‬
‫ﺇﱃ ﻧﺘﻴﺠﺔ ﳏﺪ‪‬ﺩﺓ ﻭ‪‬ﺎﺋﻴﺔ"‪.‬‬
‫ﻳﻌﺮﻑ )ﲨﻴﻞ ﺃﲪﺪ ﺗﻮﻓﻴﻖ‪ ،1974 ،‬ﺹ‪ (104‬ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺃﻧﻪ " ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ‬
‫ﺃﺳﺲ ﻣﻮﺿﻮﻋﻴﺔ ﻟﺒﺪﻳﻞ ﻭﺍﺣﺪ ﻣﻦ ﺑﲔ ﺑﺪﻳﻠﲔ ﺃﻭ ﺃﻛﺜﺮ"‪.‬‬
‫ﻭﻳﻌﺮﻑ )ﻧﻴﺠﲑﻭ ﺳﺎﻋﺎﰐ‪ ،1984 ،‬ﺹ‪ (174‬ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﻪ "ﺍﻻﺧﺘﻴﺎﺭ ﺍﻟﻮﺍﻋﻲ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ‬
‫ﺍﳌﺘﺎﺣﺔ ﰲ ﻣﻮﻗﻒ ﻣﻌﲔ‪ ,‬ﻭﻳﺘﺼﻒ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺑﻌﻀﻬﺎ ﺑﺎﻟﺒﺴﺎﻃﺔ ﻭﺍﻟﺒﻌﺾ ﺑﺎﻟﺘﻌﻘﻴﺪ"‪.‬‬
‫ﻭﺗﻌﺮﻑ )ﻫﻴﻠﻘﺎ ﺩﻭﻣﻨﺪ‪ ،1991 ،‬ﺹ‪ (4‬ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﻪ "ﺍﻟﺜﺒﺎﺕ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﳏﺪﺩ ﺃﻭ ﻋﻠﻰ‬
‫ﺇﺟﺮﺍﺀ ﻣﻌﲔ"‬
‫ﺇﺫﻥ‪ :‬ﺍﻟﻘﺮﺍﺭ ﻫﻮ ﲢﺪﻳﺪ ﻣﺎ ﳚﺐ ﻋﻤﻠﻪ ﲡﺎﻩ ﻣﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﻣﻮﻗﻒ ﻣﻌﲔ‪.‬‬
‫ﻋﺮﻑ "ﻣﻮﺭﺍﻱ" ﺳﻨﺔ ‪ 1985‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﰲ )ﺍﻟﺴﺒﻴﻌﻲ‪1422 ،‬ﻫـ‪،‬‬
‫ﺹ‪ (9‬ﺑﺄﻧﻪ "ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻣﻦ ﺧﻼﳍﺎ ﺍﻻﺧﺘﻴﺎﺭ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﻣﻦ ﺍﺟﻞ ﲢﻘﻴﻖ ﺑﻌﺾ ﺍﻷﻫﺪﺍﻑ"‪.‬‬
‫ﻛﻤﺎ ﻳﻌﺮﻑ )ﻣﺆﻳﺪ ﻋﺒﺪ ﺍﳊﺴﲔ‪ ،2009 ،‬ﺹ‪ (9(50‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺄﻧﻪ "ﳎﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﳋﻄﻮﺍﺕ ﺍﻟﺸﺎﻣﻠﺔ ﻭﺍﳌﺘﺴﻠﺴﻠﺔ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﺇﳚﺎﺩ ﺣﻞ ﳌﺸﻜﻠﺔ ﻣﻌﻴﻨﺔ ﺃﻭ ﳌﻮﺍﺟﻬﺔ ﺣﺎﻟﺔ ﻃﺎﺭﺋﺔ‪،‬‬
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‫ﻭﺫﻟﻚ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﺮﺳﻮﻣﺔ‪ ،‬ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻣﻄﺎﺑﻘﺎ ﳌﺎ ﻫﻮ ﻣﺮﺳﻮﻡ ﻣﺴﺒﻘﺎ ﻛﻠﻤﺎ‬
‫ﻛﺎﻥ ﺫﻟﻚ ﺩﻟﻴﻞ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺍﻟﻌﻜﺲ ﺻﺤﻴﺢ"‪.‬‬
‫ﻳﺆﻛﺪ )ﺍﻟﻌﺪﱄ‪ ،1990 ،‬ﺹ‪" (85‬ﺃﻥ ﻫﻨﺎﻙ ﻣﻦ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻣﺎ ﻳﺘﻢ ﺍﲣﺎﺫﻩ ﺑﺴﺮﻋﺔ ﻭﺑﺪﻭﻥ‬
‫ﺗﻔﻜﲑ ﻋﻤﻴﻖ ﻭﺩﻭﻥ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻫﻨﺎﻙ ﻗﺮﺍﺭﺍﺕ ﳛﺘﺎﺝ ﺍﲣﺎﺫﻫﺎ ﺇﱃ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺃﻭ ﺍﺳﺘﺸﺎﺭﺓ ﺃﺻﺪﻗﺎﺀ ﺃﻭ ﺃﻗﺎﺭﺏ‪ ،‬ﻭﺇﳚﺎﺩ ﻋﺪﺓ ﺑﺪﺍﺋﻞ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻧﺘﺎﺋﺞ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﰲ‬
‫ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻓﻬﻨﺎﻙ ﻗﻮﻝ ﺍﳋﻠﻴﻔﺔ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‪ ":‬ﻣﻦ ﻋﻤﻞ ﺑﻼ ﻋﻠﻢ ﻓﻘﺪ ﺃﻓﺴﺪ ﺃﻛﺜﺮ ﳑﺎ‬
‫ﺃﺻﻠﺢ"‬
‫ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﺳﺘﻌﺮﺍﺽ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﻭﺍﻋﻴﺔ ﻭﻋﻤﻴﻘﺔ‪،‬‬
‫ﺗﻨﻄﻮﻱ ﺑﺸﻜﻞ ﺃﺳﺎﺳﻲ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﻧﺴﺐ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﳊﻞ ﻣﺸﻜﻠﺔ ﺃﻭ ﺍﳋﺮﻭﺝ ﻣﻦ ﻣﻮﻗﻒ‪.‬‬
‫‪ -2‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻟﺘﻮﺿﻴﺢ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻔﻬﻮﻣﲔ ﻧﻌﺮﺽ ﻣﺮﺍﺣﻞ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺍﻟﱵ ﺗﺒﺪﺃ ﲟﺮﺣﻠﺔ ﲢﺪﻳﺪ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺗﻌﻴﲔ ﺍﻻﳓﺮﺍﻑ‪ ،‬ﻭﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺎﳌﺸﻜﻠﺔ‪ ،‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﻭﲢﻠﻴﻠﻬﺎ‪،‬‬
‫ﲢﺪﻳﺪ ﺟﺬﻭﺭ ﺍﳌﺸﻜﻠﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺪﻗﺔ‪ ،‬ﲢﺪﻳﺪ ﺍﳌﺼﺎﺩﺭ ﻭﺍﻟﺘﻘﻴﻴﺪﺍﺕ‪ ،‬ﺇﻧﺸﺎﺀ ﻣﻌﺎﻳﲑ ﻟﻠﺤﻠﻮﻝ‬
‫ﺍﻟﻨﺎﺟﺤﺔ‪ ،‬ﺗﻘﻴﻴﻢ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﺧﺘﻴﺎﺭ ﺍﳊﻞ ﺍﻟﺒﺪﻳﻞ ﺍﻷﻧﺴﺐ ﻭﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺇﺫﻥ ‪ :‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻳﺄﰐ ﻛﻤﺮﺣﻠﺔ ﺣﺎﲰﺔ ﻣﻦ ﺿﻤﻦ ﻣﺮﺍﺣﻞ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻏﺎﻟﺒﺎ ﻣﺎ ﻳﺸﺎﺭ ﺇﻟﻴﻪ‬
‫ﲟﺮﺣﻠﺔ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ‪ ،‬ﻓﻬﻮ ﻧﺘﺎﺝ ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﺫﺍ‪‬ﺎ )ﺇﻳﻬﺎﺏ ﺻﺒﻴﺢ ﳏﻤﺪ ﺯﺭﻳﻖ‪،‬‬
‫‪ ،2001‬ﺹ‪(74‬‬
‫ﻭﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﰲ )ﺃﲪﺪ ﺻﺎﱀ ﺍﻟﻌﻤﺮﺍﺕ‪ ،1997 ،‬ﺹ‪ (56‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﻣﻦ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻼﻧﻴﺔ ﺍﻟﺮﺷﻴﺪﺓ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﺒﻠﻮﺭ ﻣﻦ ﺛﻼﺛﺔ ﳎﺎﻻﺕ ﻣﺘﺪﺍﺧﻠﺔ ﻫﻲ‪ :‬ﺍﻟﺒﺤﺚ ﰲ ﺃﺳﺒﺎﺏ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﳊﻠﻮﻝ ﺍﻟﺒﺪﻳﻠﺔ ﳍﺎ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﺣﺪ ﻫﺬﻩ ﺍﳊﻠﻮﻝ‪ .‬ﻭﺍﻟﻘﺮﺍﺭ ﻣﺎ ﻫﻮ ﺇﻻ ﺍﺧﺘﻴﺎﺭ‬
‫ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺴﻠﻮﻙ ﺃﻭ ﺍﻟﺘﺼﺮﻑ ﺍﻹﻧﺴﺎﱐ‪.‬‬
‫‪ -3‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺭﺍﺕ‪:‬‬
‫ﻳﻔﺮﻕ "ﺳﺎﳝﻮﻥ" ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﻋﻦ )ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ‪ ،1991 ،‬ﺹ‪ (80‬ﺑﲔ ﻋﺪﺓ ﺃﻧﻮﺍﻉ‬
‫ﻣﻦ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻳﻮﺿﺤﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
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‫ﺃ‪ .‬ﺍﻟﻘﺮﺍﺭ ﺍﳍﺎﺩﻑ‪ :‬ﻫﻮ ﺍﻟﺬﻱ ﻳﺮﺗﺒﻂ ﺑﺎﳍﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪ ,‬ﻭﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﳍﺎﺩﻑ‪ :‬ﻫﻮ ﺍﻟﺬﻱ ﻻ ﻳﺆﺩﻱ‬
‫ﺇﱃ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫ﺏ‪.‬ﺍﻟﻘﺮﺍﺭ ﺍﻟﺮﺷﻴﺪ‪ :‬ﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﻳﻌﻮﺩ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺑﺪﺍﺋﻞ ﺗﺆﺩﻱ ﺇﱃ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪،‬‬
‫ﻭﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﻟﺮﺷﻴﺪ‪ :‬ﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻌﻔﻮﻱ ﺍﻟﺬﻱ ﻻ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺍﻟﻮﺻﻮﻝ ﻟﻠﻬﺪﻑ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫ﺝ‪ .‬ﺍﻟﻘﺮﺍﺭ ﺍﳌﱪﻣﺞ‪ :‬ﻫﻮ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﳜﻀﻊ ﳊﺴﺎﺑﺎﺕ ﻭﺧﻄﻂ ﺩﻗﻴﻘﺔ‪ ،‬ﻭﻳﺘﺒﻊ ﺟﺪﺍﻭﻝ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‬
‫ﻭﻣﻘﻨﻨﺔ‪ ،‬ﻭﺍﻟﻘﺮﺍﺭ ﻏﲑ ﺍﳌﱪﻣﺞ‪ :‬ﻳﺘﻄﻠﺐ ﻗﺪﺭﺍ ﻛﺒﲑﺍ ﻣﻦ ﺍﻻﺑﺘﻜﺎﺭ ﻭﲣﺘﻠﻒ ﺃﺳﺎﻟﻴﺐ ﻣﻌﺎﳉﺔ ﺍﻟﻘﺮﺍﺭ‬
‫ﻏﲑ ﺍﳌﱪﻣﺞ ﻋﻦ ﺍﻟﻘﺮﺍﺭ ﺍﳌﱪﻣﺞ‪.‬‬
‫‪ -4‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺮﺍﺭ‪:‬‬
‫ﻳﺮﻯ )ﻋﻔﻴﻔﻲ‪ ،1997،‬ﺹ‪ (253‬ﺃﻥ ﺍﻟﻌﻨﺼﺮﻳﻦ ﺍﻷﺳﺎﺳﻴﲔ ﻟﻠﻘﺮﺍﺭ ﳘﺎ‪:‬‬
‫ﺃ‪ .‬ﻋﻨﺼﺮ ﺍﳌﺸﻜﻠﺔ‪ :‬ﺣﻴﺚ ﺗﻮﺟﺪ ﻣﺸﻜﻠﺔ ﺃﻭ ﺻﻌﻮﺑﺔ ﺗﻌﺘﺮﺽ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺇﺭﺍﺩﺓ ﺍﻹﻧﺴﺎﻥ ﻻ‬
‫ﺗﺘﺤﺮﻙ ﳓﻮ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺇﻻ ﺑﻮﺟﻮﺩ ﺗﻠﻚ ﺍﳌﺸﻜﻠﺔ ﻣﻦ ﺟﺎﻧﺒﻪ‪.‬‬
‫ﺏ‪.‬ﺗﻌﺪﺩ ﺍﳊﻠﻮﻝ ﻭﺍﻟﺒﺪﺍﺋﻞ‪ :‬ﻓﺎﻟﻘﺮﺍﺭ ﻻﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﻭﻟﻴﺪﺍ ﻟﻌﻤﻠﻴﺔ ﺍﳌﻔﺎﺿﻠﺔ ﻭﺍﳌﻮﺍﺯﻧﺔ ﺍﻟﺮﺷﻴﺪﺓ‬
‫ﻭﺍﻟﻔﻌﺎﻟﺔ ﺑﲔ ﻋﺪﺩ ﻣﻦ ﺍﳊﻠﻮﻝ ﻭﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ‪.‬‬
‫ﺝ‪ .‬ﻭﻟﻜﻲ ﻳﺘﺤﻘﻖ ﺫﻟﻚ ﳚﺐ ﺗﻌﺪﻳﻞ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻄﻮﻳﺮﻩ ﲟﺎ ﻳﺘﻔﻖ ﻋﻘﻠﻴﺎ ﻣﻊ ﺍﳊﻞ ﺍﻷﻣﺜﻞ ﻟﻠﻤﺸﻜﻠﺔ ﺍﻟﱵ‬
‫ﳚﺎ‪‬ﻬﺎ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﲟﺎ ﳛﻘﻖ ﺍﳍﺪﻑ ﺍﳌﻄﻠﻮﺏ‪.‬‬
‫‪ -5‬ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻳﺮﻯ "ﺳﺎﳝﻮﻥ" ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﻋﻦ )ﺣﺒﻴﺐ‪ ،1997 ،‬ﺹ‪ (69‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺗﺘﻤﻴﺰ ﺑﺜﻼﺛﺔ ﻣﻈﺎﻫﺮ ﺭﺋﻴﺴﻴﺔ ﺗﺘﻀﺢ ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ‪ .‬ﺍﻟﺬﻛﺎﺀ‪ :‬ﻭﻳﺘﻤﺜﻞ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳉﻮﺍﻧﺐ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﻗﺮﺍﺭﺍﺕ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﰒ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻋﻨﻬﺎ‪ ,‬ﰒ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻭﺃﺑﻌﺎﺩﻫﺎ ﻭﺣﻘﻴﻘﺔ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫ﺏ‪.‬ﺍﻟﺘﺼﻤﻴﻢ‪ :‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﻟﻄﺮﻕ ﺍﶈﺘﻤﻠﺔ ﻟﻠﺤﻠﻮﻝ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻘﻴﻴﻤﻬﺎ‪.‬‬
‫ﺝ‪ .‬ﺍﻻﺧﺘﻴﺎﺭ‪ :‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﻷﻓﻀﻞ ﻣﻦ ﺑﲔ ﺍﳊﻠﻮﻝ ﺍﳌﺘﺎﺣﺔ ﰒ ﻭﺿﻊ ﻫﺬﺍ ﺍﻟﺒﺪﻳﻞ‬
‫ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻩ ﺃﻛﺜﺮ ﺍﳊﻠﻮﻝ ﺍﺣﺘﻤﺎﻻ ﻟﻠﻨﺠﺎﺡ‪.‬‬
‫ﻭﻳﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﳌﻈﺎﻫﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻋﻤﻠﻴﺎﺕ ﻣﺘﺪﺍﺧﻠﺔ‬
‫ﻭﻻ ﳝﻜﻦ ﺍﻟﻔﺼﻞ ﺑﻴﻨﻬﺎ‪ ،‬ﻷ‪‬ﺎ ﻋﻨﺎﺻﺮ ﻟﻌﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬
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‫‪ -6‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﻳﺬﻛﺮ )ﺍﻟﺴﺒﻴﻌﻲ‪1422 ،‬ﻫـ‪ ،‬ﺹ‪ (30‬ﺃﻥ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﲤﺮ ﲟﺮﺍﺣﻞ ﻭﺧﻄﻮﺍﺕ‬
‫ﻣﻨﻈﻤﺔ ﻭﻣﺘﻌﺪﺩﺓ‪ ،‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺃﻥ ﻳﺘﺒﻌﻬﺎ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍﺭ ﺭﺷﻴﺪ‪ .‬ﻭﺗﺒﺪﺃ ﻋﻤﻠﻴﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺑﺘﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﰒ ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﻭﺍﺧﺘﻴﺎﺭ‬
‫ﺃﺣﺪﻫﺎ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻩ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺭﻗﻢ )‪ :(01‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﳏﻞ ﺍﻟﻘﺮﺍﺭ ﻭﲢﺪﻳﺪﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ‬
‫ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻭﺳﺎﺋﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬
‫ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻷﻓﻀﻞ‬
‫ﻣﺘﺎﺑﻌﺔ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻨﻔﻴﺬﻩ‬
‫ﻭﻳﺮﻯ )ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ‪ ،1991 ،‬ﺹ‪ (307‬ﺃﻥ ﺍﳋﻄﻮﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺗﺴﲑ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫ﺃ‪ .‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ‪ :‬ﻳﻌﺘﱪ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﻣﻦ ﺃﻫﻢ ﺧﻄﻮﺍﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‬
‫ﺗﺘﻢ ﺻﻴﺎﻏﺔ ﺍﳌﺸﻜﻠﺔ ﻟﻔﻈﻴﺎ ﺑﻄﺮﻳﻘﺔ ﺇﺟﺮﺍﺋﻴﺔ ﳏﺪﺩﺓ ﺗﻌﱪ ﻋﻦ ﻣﻌﻨﺎﻫﺎ ﺍﳊﻘﻴﻘﻲ‪ .‬ﻭﻫﻨﺎﻙ ﺃﳘﻴﺔ ﻛﺒﲑﺓ‬
‫ﻟﻠﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻢ ‪‬ﺎ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺗﺮﺟﻊ ﻫﺬﻩ ﺍﻷﳘﻴﺔ ﺇﱃ ﺩﻭﺭﻫﺎ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺍﻛﺘﺸﺎﻑ‬
‫ﺍﳌﺸﻜﻠﺔ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﺎ ﻭﲢﺪﻳﺪ ﺃﺑﻌﺎﺩﻫﺎ‪ ،‬ﻭﻋﻠﻰ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺃﻥ ﻳﻘﻮﻡ ﺑﺘﺤﺪﻳﺪ ﻃﺒﻴﻌﺔ ﺍﳌﻮﻗﻒ‬
‫ﺍﻟﺬﻱ ﺧﻠﻖ ﺍﳌﺸﻜﻠﺔ ﻭﺩﺭﺟﺔ ﺃﳘﻴﺘﻬﺎ‪ ،‬ﻭﺍﻟﻔﺼﻞ ﺑﲔ ﺃﻋﺮﺍﺽ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﻭﺃﺳﺒﺎ‪‬ﺎ‪.‬‬
‫ﺏ‪ .‬ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‪ :‬ﳛﺼﻞ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻋﻠﻰ ﺍﻛﱪ ﻗﺪﺭ ﳑﻜﻦ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺎﻳﺪﺓ ﻭﺍﳌﻼﺋﻤﺔ ﺯﻣﻨﻴﺎﹰ ﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻟﻜﻲ ﻳﺘﻤﻜﻦ ﻣﻦ ﻓﻬﻢ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪,‬‬
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‫ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﲢﻠﻴﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲢﻠﻴﻼ ﺩﻗﻴﻘﺎ‪ ،‬ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﳊﻘﺎﺋﻖ ﻭﺍﳌﺆﺷﺮﺍﺕ‬
‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬
‫ﺝ‪ .‬ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻭﺗﻘﻴﻴﻤﻬﺎ‪ :‬ﻭﻳﻘﺼﺪ ﺑﺎﻟﺒﺪﻳﻞ )‪ (Alternative‬ﻭﺿﻊ ﻓﺮﻭﺽ ﻣﺘﻌﺪﺩﺓ‬
‫ﳊﻞ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﲝﻴﺚ ﻳﺼﻠﺢ ﻛﻞ ﻣﻨﻬﺎ ﺑﺪﺭﺟﺔ ﻣﻌﻴﻨﺔ ﻭﻛﻴﻔﻴﺔ ﳏﺪﺩﺓ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﳌﻄﻠﻮﺑﺔ‪ ،‬ﻭﳜﺘﻠﻒ ﻋﺪﺩ ﺍﻟﺒﺪﺍﺋﻞ ﺃﻭ ﺍﳊﻠﻮﻝ ﺍﳌﺘﺎﺣﺔ ﻣﻦ ﻣﻮﻗﻒ ﻵﺧﺮ‪ ،‬ﻭﻓﻘﺎﹰ ﻟﻄﺒﻴﻌﺔ ﺍﳌﺸﻜﻠﺔ‬
‫ﻭﻇﺮﻭﻓﻬﺎ ﻭﺍﻟﻮﻗﺖ ﺍﳌﺘﺎﺡ ﳊﻞ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺍﲡﺎﻫﺎﺕ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻭﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ‬
‫)‪.(Logical‬‬
‫ﺩ‪ .‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ ﳊﻞ ﺍﳌﺸﻜﻠﺔ‪ :‬ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﳌﻔﺎﺿﻠﺔ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ‬
‫ﺍﻷﻧﺴﺐ ﻭﻓﻘﺎﹰ ﳌﻌﺎﻳﲑ ﻭﺍﻋﺘﺒﺎﺭﺍﺕ ﻣﻮﺿﻮﻋﻴﺔ ﻣﻨﻬﺎ‪:‬‬
‫ﲢﻘﻴﻖ ﺍﻟﺒﺪﻳﻞ ﻟﻠﻬﺪﻑ‪.‬‬ ‫‪-‬‬
‫ﺍﺗﻔﺎﻕ ﺍﻟﺒﺪﻳﻞ ﻣﻊ ﺃﳘﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺃﻫﺪﺍﻓﻬﺎ ﻭﻗﻴﻤﻬﺎ ﻭﺳﻴﺎﺳﺘﻬﺎ‪.‬‬ ‫‪-‬‬
‫ﻗﺒﻮﻝ ﺍﳊﻞ ﺍﻟﺒﺪﻳﻞ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﺘﻨﻔﻴﺬﻩ‪.‬‬ ‫‪-‬‬
‫ﺩﺭﺟﺔ ﺗﺄﺛﲑ ﺍﳊﻞ ﺍﻟﺒﺪﻳﻞ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬ ‫‪-‬‬
‫‪ -‬ﺩﺭﺟﺔ ﺍﻟﺴﺮﻋﺔ ﰲ ﺍﳊﻞ ﺍﻟﺒﺪﻳﻞ‪.‬‬
‫‪ -‬ﻣﺪﻯ ﻣﻼﺋﻤﺔ ﻛﻞ ﺑﺪﻳﻞ ﻟﻠﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ؛ ﻣﺜﻞ‪ :‬ﺍﻟﻌﺎﺩﺍﺕ‪ ،‬ﻭﺍﻟﺘﻘﺎﻟﻴﺪ‪ ،‬ﻭﺍﻟﻘﻴﻢ‪.‬‬
‫‪ -‬ﻛﻔﺎﺀﺓ ﺍﻟﺒﺪﻳﻞ‪ ,‬ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﳌﺘﻮﻗﻌﺔ‪ ،‬ﻭﺩﺭﺟﺔ ﺍﳌﺨﺎﻃﺮﺓ‪ ،‬ﻭﺳﻬﻮﻟﺔ ﺃﻭ ﺻﻌﻮﺑﺔ ﺗﻨﻔﻴﺬﻩ‪.‬‬
‫ﻩ‪ .‬ﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻘﻴﻴﻤﻪ‪ :‬ﻳﺘﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻭﺿﻌﻪ ﻣﻮﺿﻊ ﺍﻟﺘﻨﻔﻴﺬ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻣﻦ ﺧﻼﻝ ﺻﻴﺎﻏﺔ ﺍﻟﻘﺮﺍﺭ ﺑﺼﻮﺭﺓ ﻭﺍﺿﺤﺔ ﻭﳐﺘﺼﺮﺓ ﻭﺑﺴﻴﻄﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﻗﻒ ﺍﳌﻨﺎﺳﺐ ﻟﺘﻄﺒﻴﻘﻪ‬
‫ﰒ ﻣﺘﺎﺑﻌﺔ ﻫﺬﺍ ﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﻛﺘﺸﺎﻑ ﺍﳌﻌﻮﻗﺎﺕ ﻭﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺣﻠﻬﺎ ﺑﺄﺳﺮﻉ ﻭﻗﺖ‪.‬‬
‫‪ -7‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻳﺮﻯ )ﺍﻟﺴﻠﻤﻲ‪ ،1970 ،‬ﺹ‪ (16‬ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺗﺘﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﻋﺪﻳﺪﺓ ﺑﻌﻀﻬﺎ ﺗﺴﻬﻞ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻗﺮﺍﺭ ﺳﻠﻴﻢ ﻳﺘﺮﻙ ﺁﺛﺎﺭﺍ ﺍﳚﺎﺑﻴﺔ ﰲ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ ﻭﻣﺴﺘﻘﺒﻠﻪ‪ ،‬ﻭﳝﻨﺤﻪ ﻣﺰﻳﺪﺍ ﻣﻦ ﺍﻟﺘﻜﻴﻒ‬
‫ﻭﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻋﻘﺒﺎﺕ ﺗﻌﺘﺮﺽ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻭﻣﻮﺍﻧﻊ ﲢﺪﺩ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺑﻮﺿﻮﺡ‬
‫ﻭﺍﻟﺘﺼﺮﻑ ﲝﺮﻳﺔ‪ ،‬ﻣﻦ ﺃﳘﻬﺎ‪:‬‬
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‫ﺃ‪ .‬ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ‪ :‬ﻟﻠﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺩﻭﻥ ﺫﻟﻚ ﻳﺘﻌﺎﺭﺽ ﻣﻊ‬
‫ﺣﻘﺎﺋﻖ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻨﻔﺲ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺗﻔﺎﻋﻠﻬﺎ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻻ ﻳﻘﻮﻡ ﺑﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺩﻭﻥ ﺍﻷﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ‪.‬‬
‫ﺏ‪.‬ﺍﳌﺆﺛﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﻟﻜﻞ ﻓﺮﺩ ﺷﺨﺼﻴﺘﻪ ﺍﻟﱵ ﺗﺮﺑﻄﻪ ﺑﺎﻷﻓﻜﺎﺭ ﻭﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﻭﺍﻟﱵ‬
‫ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺬﻱ ﺳﻴﺘﺨﺬﻩ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﻜﻮﻥ ﺍﻟﻘﺮﺍﺭ ﻣﺘﻄﺎﺑﻘﺎﹰ ﻣﻊ ﺗﻠﻚ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﺘﻮﺟﻬﺎﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻟﻠﻔﺮﺩ‪.‬‬
‫ﺝ‪ .‬ﺍﳌﻴﻮﻝ ﻭﺍﻟﻄﻤﻮﺣﺎﺕ‪ :‬ﻟﻄﻤﻮﺣﺎﺕ ﺍﻟﻔﺮﺩ ﻭﻣﻴﻮﻟﻪ ﺩﻭﺭ ﻣﻬﻢ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻟﺬﻟﻚ ﻳﺘﺨﺬ ﺍﻟﻔﺮﺩ‬
‫ﺍﻟﻘﺮﺍﺭ ﺍﻟﻨﺎﺑﻊ ﻣﻦ ﻣﻴﻮﻟﻪ ﻭﻃﻤﻮﺣﺎﺗﻪ ﺩﻭﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﺃﻭ ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ‬
‫ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬
‫ﺩ‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﺗﺆﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺻﻮﺍﺑﻴﺘﻪ‪ ،‬ﻓﺈﺯﺍﻟﺔ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻨﻔﺴﻲ‬
‫ﻭﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﳊﲑﺓ ﻭﺍﻟﺘﺮﺩﺩ ﳍﺎ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺍﳒﺎﺯ ﺍﻟﻌﻤﻞ ﻭﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻄﻤﻮﺣﺎﺕ‬
‫ﻭﺍﻵﻣﺎﻝ ﺍﻟﱵ ﻳﺴﻌﻰ ﺇﻟﻴﻬﺎ ﺍﻟﻔﺮﺩ‪.‬‬
‫ﻩ‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ :‬ﻫﻲ ﺗﻠﻚ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺭ‬
‫ﻭﻣﻨﻬﺎ‪:‬‬
‫‪ -‬ﺩﺭﺟﺔ) ﻣﺴﺘﻮﻯ( ﻧﺪﺭﺓ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﻣﺪﻯ ﺗﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻮﻗﺖ ﻭﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﻔﻨﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ‪ :‬ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‪.‬‬
‫ﻭ‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺬﺍﺗﻴﺔ‪ :‬ﻭﻫﻲ ﺗﻠﻚ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺸﺨﺼﻴﺔ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺃﳘﻬﺎ‪:‬‬
‫‪ -‬ﻣﺴﺘﻮﻯ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻭﻣﺪﻯ ﺧﱪﺗﻪ ﺍﻟﻌﻠﻤﻴﺔ ﲟﻮﺿﻮﻉ ﺍﻟﻘﺮﺍﺭ ﻭﺇﺣﺎﻃﺘﻪ ﺑﺎﻟﻈﺮﻭﻑ‬
‫ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻘﺮﺍﺭ‪.‬‬
‫‪ -‬ﻃﺒﺎﻉ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻭﻧﻮﺍﺯﻋﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺧﻠﻔﻴﺎﺗﻪ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﻋﻮﺍﻃﻔﻪ ﻭﻣﻴﻮﻟﻪ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫‪ -‬ﺩﺭﺟﺔ ﺫﻛﺎﺀ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻭﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﻭﻓﻬﻢ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺷﺠﺎﻋﺘﻪ ﻭﻗﺪﺭﺗﻪ ﻋﻠﻰ‬
‫ﺍﳌﺨﺎﻃﺮﺓ‪ ،‬ﻭﺍﻟﺘﻮﺍﺯﻥ ﻭﺍﻟﻌﻘﻼﻧﻴﺔ ﻭﺍﻟﺮﺷﺪ‪.‬‬
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‫ﻩ‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺴﻠﻮﻛﻴﺔ‪ :‬ﳝﻜﻦ ﲢﺪﻳﺪ ﺍﻹﻃﺎﺭ ﺍﻟﺴﻠﻮﻛﻲ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﰲ ﺟﺎﻧﺒﲔ ﳘﺎ‪:‬‬
‫‪ -‬ﺍﳉﺎﻧﺐ ﺍﻷﻭﻝ‪ :‬ﻭﻳﺘﻌﻠﻖ ﺑﺎﻟﺒﻮﺍﻋﺚ ﺍﻟﻨﻔﺴﻴﺔ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻭﻣﺪﻯ ﻣﻌﻘﻮﻟﻴﺘﻬﺎ‪ ،‬ﻭﺍﻟﱵ ﳝﻜﻦ ﻣﻦ‬
‫ﺧﻼﳍﺎ ﺗﻔﺴﲑ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻨﻔﺴﻲ ﻟﻠﻔﺮﺩ ﻭﺍﲣﺎﺫ ﻗﺮﺍﺭﻩ‪.‬‬
‫‪ -‬ﺍﳉﺎﻧﺐ ﺍﻟﺜﺎﱐ‪ :‬ﻭﻳﺘﺼﻞ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺮﺩ ﺣﻴﺚ ﺗﻌﺘﱪ ﺍﳌﺼﺪﺭ ﺍﻷﺳﺎﺳﻲ ﺍﻟﺬﻱ ﻳﻮﺟﻪ‬
‫ﺍﻟﺸﺨﺺ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺑﲔ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﱵ ﺃﻣﺎﻣﻪ‪.‬‬
‫ﻭﻳﺸﲑ )ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ‪ ،1991 ،‬ﺹ‪ (70‬ﺇﱃ ﺃﻥ "ﺳﺎﳝﻮﻥ" )‪ (Simon‬ﻳﺮﻯ ﺃﻧﻪ ﻻ‬
‫ﻳﻮﺟﺪ ﻗﺮﺍﺭ ﺭﺷﻴﺪ )‪ ،(%100‬ﻷﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﳌﻤﻜﻦ ﺗﻮﺍﻓﺮ ﻛﻞ ﻣﻘﻮﻣﺎﺕ ﺍﻟﺮﺷﺪ ﻟﺪﻯ ﻣﺘﺨﺬ‬
‫ﺍﻟﻘﺮﺍﺭ ﻭﻣﻘﻮﻣﺎﺕ ﺍﻟﺮﺷﺪ ﺍﻟﱵ ﻳﺬﻛﺮﻫﺎ ﻫﻲ‪ :‬ﺍﳌﻌﺮﻓﺔ ﺑﻜﻞ ﺍﳊﻠﻮﻝ ﺍﳌﻤﻜﻨﺔ‪ ،‬ﻭﻧﺘﺎﺋﺞ ﻛﻞ ﺣﻞ‪.‬‬
‫ﻭﻳﺮﻯ "ﺟﺎﻧﻴﻴﻪ" ﻛﻤﺎ ﻳﺬﻛﺮ )ﻣﺎﻧﻊ‪ ،1990 ،‬ﺹ‪ (49‬ﺃﻧﻪ ﻻﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﻟﻜﻲ‬
‫ﳛﻞ ﻣﺸﻜﻠﺔ ﻣﺎ ﻣﻌﺮﻓﺔ ﻣﻦ ﻧﻮﻉ ﻭﻣﺴﺘﻮﻯ ﺭﻓﻴﻊ ﻟﻜﻲ ﳛﻠﻬﺎ‪ ،‬ﻭﺃﻧﻪ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﺗﻠﻚ ﺍﳌﻌﺮﻓﺔ ﺯﺍﺩ‬
‫ﺍﺣﺘﻤﺎﻝ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺃﻱ ﺃﻥ ﻣﻘﺪﺍﺭ ﺍﳋﱪﺓ ﺃﻭ ﺍﻟﺒﻨﺎﺀ ﺍﳌﻌﺮﰲ ﻟﺪﻯ ﺍﻟﺸﺨﺺ ﻳﻌﺘﱪ ﺃﺳﺎﺳﻴﺎ ﳊﻞ‬
‫ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺮﺷﻴﺪﺓ ﳚﺐ ﻋﻠﻰ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﺇﺗﺒﺎﻉ ﺍﳌﻨﻬﺞ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﰲ‬
‫ﻋﻤﻠﻴﺔ ﺻﻨﻊ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ -8‬ﻧﻈﺮﻳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻟﻘﺪ ﺗﻌﺎﻗﺒﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﳌﻔﻜﺮﻳﻦ ﻋﱪ ﻋﺪﺓ ﻓﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﻋﻠﻰ ﻭﺿﻊ ﺃﺳﺲ‬
‫ﻭﲢﺎﻟﻴﻞ ﻭﻧﻈﺮﻳﺎﺕ ﻟﻠﻘﺮﺍﺭ‪ ،‬ﻭﻣﻊ ﺗﻘﺪﻡ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻤﻲ ﺗﻘﺎﺭﺑﺖ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﻇﻬﺮﺕ ﺃﻓﻜﺎﺭ‬
‫ﺟﺪﻳﺪﺓ ﺃﻗﺮﺏ ﺇﱃ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﺃ‪ .‬ﺍﻻﲡﺎﻩ ﺍﻟﻨﻔﺴﻲ )‪ :(L’approche Psychologique‬ﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻋﻠﻰ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ‬
‫ﺍﻟﻌﻘﻠﻴﺔ ﳌﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﳊﻞ ﺍﳌﺸﻜﻠﺔ ﰲ ﻧﻄﺎﻕ ﺷﺨﺼﻴﺘﻪ ﻭﺩﻭﺍﻓﻌﻪ‪ ،‬ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺗﺄﺧﺬ ﺑﻌﲔ‬
‫ﺍﻻﻋﺘﺒﺎﺭ "ﺫﺍﺗﻴﺔ"‪ ،‬ﻭﻻ ﻣﻮﺿﻮﻋﻴﺔ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﻟﻘﺮﺍﺭ ﻣﺘﺄﺛﺮ ﺩﻭﻣﺎ ﺑﺸﺨﺼﻴﺔ ﻭﺩﻭﺍﻓﻊ ﻣﺘﺨﺬ‬
‫ﺍﻟﻘﺮﺍﺭ )‪(Fernandez, 2003, Ibid, P94‬‬
‫ﺏ‪.‬ﻧﻈﺮﻳﺔ ﺍﻟﺪﺍﻓﻊ ﺍﻟﻐﺮﻳﺰﻱ‪ :‬ﻳﻌﺘﻘﺪ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻥ ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ ﻟﻺﻧﺴﺎﻥ ﻣﺎ ﻫﻮ ﺇﻻ ﻗﺸﺮﺓ‬
‫ﺭﻗﻴﻘﺔ ﺗﻐﻄﻲ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ‪ ،‬ﻭﺃﻥ ﺍﻟﻜﺜﲑ ﻣﻦ ﺗﺼﺮﻓﺎﺗﻨﺎ ﻣﺪﻓﻮﻋﺔ ﺑﻐﺮﺍﺋﺰ ﻋﺒﺎﺭﺓ ﻋﻦ ﳕﺎﺫﺝ‬
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‫ﻧﺴﺠﺖ ﰲ ﺩﺍﺧﻞ ﺃﺩﻣﻐﺘﻨﺎ ﻭﻋﻈﺎﻣﻨﺎ ﻭﻋﻀﻼﺗﻨﺎ ﺑﺎﻟﻀﺒﻂ‪ ،‬ﻣﺜﻞ ﺍﻟﺪﺑﻮﺭ ﺍﻟﺬﻱ ﻟﺪﻳﻪ ﻏﺮﻳﺰﺓ ﻋﺸﻪ ﺃﻭ‬
‫ﺍﻟﻄﻴﻮﺭ ﺍﻟﱵ ﺗﻐﺮﺩ ﻛﻞ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﻤﻴﺰﺓ ‪‬ﺎ )ﺗﻮﻣﺎﺱ‪ ،1996 ،‬ﺹ‪(23‬‬
‫ﺗﻘﻴﻴﻢ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬
‫ﺍﻟﺒﺸﺮ ﺃﻳﻀﺎ ﳍﻢ ﺗﺼﺮﻓﺎ‪‬ﻢ ﺍﻟﻐﺮﻳﺰﻳﺔ ﻳﻘﻮﻣﻮﻥ ‪‬ﺎ ﺗﻠﻘﺎﺋﻴﺎﹰ ﻣﺜﻞ‪ :‬ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﻌﺎﻡ‪ ،‬ﺍﻟﺘﺰﺍﻭﺝ‪،‬‬
‫ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﻣﺴﺒﺒﺎﺕ ﺍﻷﱂ‪ ...‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻧﻈﺮﻳﺔ ﺍﻟﺪﺍﻓﻊ ﺍﻟﻐﺮﻳﺰﻱ ﺗﻮﺻﻒ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻟﻜﻦ‬
‫ﻻ ﺗﻔﺴﺮﻫﺎ‪ ،‬ﻓﻤﻦ ﺍﻟﺼﻌﺐ ﺃﻭ ﻏﲑ ﻛﺎﻑ ﺃﻥ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﺼﺮﻓﺎﺕ ﺍﻟﺒﺸﺮ ﺍﻟﺮﺍﺷﺪﻳﻦ ﲟﺎ ﻓﻴﻬﺎ ﻣﻦ‬
‫ﺍﻟﻌﻮﺍﻃﻒ ﻭﺍﻟﻘﻴﻢ ﻭﺍﻟﻄﻤﻮﺡ ﻭﺍﳌﻮﺍﻗﻒ ﻭﺍﳌﻴﻮﻝ‪.‬‬
‫ﺝ‪ .‬ﻧﻈﺮﻳﺔ ﺍﳊﺎﻓﺰ ﺍﻟﺴﺒﱯ‪ :‬ﻏﺎﻟﺒﺎ ﻣﺎ ﻧﻌﺘﱪ ﺃﻧﻔﺴﻨﺎ ﳐﻠﻮﻗﺎﺕ ﺭﺍﺷﺪﺓ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻓﻘﺎ ﳌﻌﺎﻳﲑ‬
‫ﺣﻘﻴﻘﺔ ﺃﻭ ﻣﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﳓﻦ ﻧﺸﻌﺮ ﺃﻥ ﻣﻌﻈﻢ ﻗﺮﺍﺭﺍﺗﻨﺎ ﻧﺎﲡﺔ ﻟﻀﺮﻭﺭﺓ ﻣﻨﻄﻘﻴﺔ ﻭﻟﻴﺴﺖ ﻧﺘﻴﺠﺔ‬
‫ﳍﻮﻯ ﺍﻟﻨﻔﺲ ﺍﻭ ﻧﺰﻭﺍ‪‬ﺎ‪.‬‬
‫ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻣﻌﺮﻓﺘﻨﺎ ﺃﻥ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﻟﺮﻏﺒﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻫﻲ ﺍﻟﻘﻮﻯ ﺍﶈﺮﻛﺔ ﻟﺘﺼﺮﻓﺎﺕ‬
‫ﺍﻟﺒﺸﺮ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﻧﺆﻛﺪ ﺃﻧﻨﺎ ﻧﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﻟﺘﺤﻘﻴﻖ ﻣﺎ ﻧﺮﻳﺪﻩ ﺑﻜﻔﺎﺀﺓ ﻭﺑﺪﻭﻥ ﺃﱂ ﺃﻭ ﺧﺴﺎﺭﺓ‪،‬‬
‫ﻭﺑﻮﺟﻮﺩ ﺍﻟﺴﺒﺐ ﻧﺴﺘﻄﻴﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﻧﺮﻳﺪ ﰲ ﺟﺪﻭﻝ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺘﺎﺣﺔ ﻭﻛﺜﲑﻭﻥ ﻣﻨﺎ ﺗﻌﻠﻤﻮﺍ‬
‫ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﻨﻄﻘﻴﺔ ﰲ ﻭﺿﻊ ﻗﺮﺍﺭﺍ‪‬ﻢ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻤﺎ ﲤﻠﻴﻪ ﻋﻠﻴﻬﻢ ﺭﻏﺒﺎ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ‬
‫)ﺗﻮﻣﺎﺱ‪ ،1996 ،‬ﺹ‪(23‬‬
‫ﺗﻘﻴﻴﻢ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬
‫ﻳﻘﻮﻝ ﺍﻟﻨﺎﻗﺪﻭﻥ ﳍﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺃﻥ ﻣﺎ ﻧﺴﻤﻴﻪ "ﺳﺒﺒﺎﹰ" ﻣﺎ ﻫﻮ ﺇﻻ ﻫﺎﻭﻳﺔ ﻣﻦ ﺍﻟﺮﻏﺒﺔ ﺍﻟﻼﻭﺍﻋﻴﺔ‬
‫ﻗﻠﻴﻼ‪ ،‬ﻭﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﱵ ﺗﻐﻠﺐ ﺍﻟﻌﻘﻞ‪ ،‬ﻭﻫﻢ ﻳﺆﻛﺪﻭﻥ ﺃﻥ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﲢﻜﻤﻬﺎ ﻗﻮﻯ ﻋﺎﻃﻔﻴﺔ‬
‫ﻏﲑ ﻣﻨﻄﻘﻴﺔ‪ ،‬ﻭﺃﻥ ﻣﺎ ﻳﻠﻌﺒﻪ ﺍﳌﻨﻄﻖ ﻣﻦ ﺩﻭﺭ ﰲ ﻫﺬﻩ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺇﳕﺎ ﻫﻮ ﺩﻭﺭ ﺛﺎﻧﻮﻱ‪.‬‬
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‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﻟﻠﻘﺮﺍﺭ ﺃﳘﻴﺔ ﻗﺼﻮﻯ ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ ﻟﺬﺍ ﺃﺟﻬﺪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ ﺃﻧﻔﺴﻬﻢ ﻟﻮﺿﻊ ﺍﻟﻄﺮﻕ‪،‬‬
‫ﻭﲢﺪﻳﺪ ﺍﳌﻌﺎﻳﲑ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﺎﺋﺐ‪ ،‬ﻭﺫﻟﻚ ﲟﻌﺮﻓﺔ ﺍﳌﺂﻻﺕ ﻓﻤﻌﺮﻓﺔ ﺍﻟﺴﻠﺒﻴﺎﺕ ﻭﺍﻻﳚﺎﺑﻴﺎﺕ‬
‫ﻭﺍﳌﻮﺍﺯﻧﺔ ﺑﻴﻨﻬﻤﺎ ﲤﻨﺢ ﺍﳌﺮﺀ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﳌﻨﺎﺳﺐ‪.‬‬
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‫ﲤﻬﻴﺪ‬
‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪ -2‬ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ )ﺍﻻﺗﻜﺎﱄ(‬
‫‪ -3‬ﺗﻌﺮﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪ -4‬ﺍﳌﻌﺎﻳﺮ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪ -5‬ﺧﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻻﺗﻜﺎﻟﻴﺔ(‬
‫‪ -6‬ﺃﺳﺒﺎﺏ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪ -7‬ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺘﻔﺮﻳﻘﻲ‬
‫‪ -8‬ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪ -9‬ﺍﻟﻌﻼﺝ‬
‫‪ -10‬ﻧﺴﺒﺔ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‬

‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬
‫ﳓﺎﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﳌﻌﻨﻮﻥ ﺑـ"ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ" ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﺿﻄﺮﺍﺏ ﺃﻭ ﲰﺔ ﺩﺍﺋﻤﺔ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﺗﺘﺒﺪﻯ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﻟﺴﻠﻮﻛﺎﺕ ﺍﻻﻧﺪﻓﺎﻋﻴﺔ‪ ،‬ﻛﻤﺎ ﳓﺎﻭﻝ ﺇﺑﺮﺍﺯ ﻭﺗﻘﺪﱘ ﺃﻫﻢ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﱵ ﻗﺪﻣﺖ ﳍﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ‪،‬‬
‫ﻭﺍﻫﻢ ﻣﻈﺎﻫﺮﻩ‪ ،‬ﻭﺧﺼﺎﺋﺼﻪ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﻷﺑﺮﺯ ﺁﺭﺍﺀ ﺍﻟﻌﻠﻤﺎﺀ ﺣﻮﻝ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﻛﻴﻔﻴﺔ‬
‫ﺗﻜﻮﻳﻨﻬﺎ‪.‬‬
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‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﻭﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺍﳌﻔﻬﻮﻡ ﺑﻨﻮﺩﺍ ﻣﻮﺟﻬﺔ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﻋﻠﻰ ﳓﻮ ﺧﺎﺭﺟﻲ‪ ،‬ﺣﻴﺚ ﺗﺸﲑ ﺇﱃ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺒﻴﻨﺸﺨﺼﻴﺔ‪ ،‬ﻭﲢﺘﻮﻱ ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎﺕ ﺗﺘﻌﻠﻖ ﲟﺸﺎﻋﺮ ﺍﳍﺠﺮ ﻭﺍﻟﻮﺣﺪﺓ ﻭﺍﻟﻌﺠﺰ‪ ،‬ﻭﺍﻟﺮﻏﺒﺔ‬
‫ﰲ ﺍﻻﻗﺘﺮﺍﺏ ﺃﻭ ﺍﻻﻧﺘﻤﺎﺀ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﲡﻨﺐ ﺇﻳﺬﺍﺀ ﺃﻭ ﺃﻫﺎﻧﺔ ﺍﻵﺧﺮﻳﻦ ﺧﻮﻓﺎ ﻣﻦ ﻧﻘﺪ‬
‫ﺍﻹﺷﺒﺎﻉ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﻘﺪﻣﻮﻩ ﻟﻠﻔﺮﺩ ﻭﺗﺘﻀﻤﻦ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﺟﻬﲔ ﻟﻠﻌﻼﻗﺎﺕ ﺍﻟﺒﻴﻨﺸﺨﺼﻴﺔ ﳘﺎ‪:‬‬
‫ﺃ‪ .‬ﺍﻻﻋﺘﻤﺎﺩ )‪ :(Dépendance‬ﻭﻳﺸﲑ ﺇﱃ ﻣﺸﺎﻋﺮ ﺍﳍﺠﺮ ﻭﺍﳋﻮﻑ ﻭﺍﳋﺸﻴﺔ ﻣﻦ ﺍﻻﻧﻔﺼﺎﻝ‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻟﻴﺲ ﺑﺸﻜﻞ ﺧﺎﺹ ﺑﻔﺮﺩ ﻣﻌﲔ ﺃﻭ ﻋﻼﻗﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺑﻨﻮﺩ ﻫﺬﺍ ﺍﻟﺒﻌﺪ‪:‬‬
‫‪ -‬ﺑﺪﻭﻥ ﻣﺴﺎﻧﺪﺓ ﺍﻵﺧﺮﻳﻦ ﺍﻟﻘﺮﻳﺒﲔ ﻣﲏ ﳝﻜﻦ ﺃﻥ ﺃﻛﻮﻥ ﻋﺎﺟﺰﺍ‪.‬‬
‫‪ -‬ﺃﺻﺒﺢ ﺧﺎﺋﻔﺎ ﺣﻴﻨﻤﺎ ﺍﺷﻌﺮ ﺑﺎﻟﻮﺣﺪﺓ‪.‬‬
‫ﻭﺗﻌﱪ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻋﻦ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺬﻱ ﻳﺘﻢ ﲝﺎﺟﺔ ﺷﺪﻳﺪﺓ ﻟﻸﻓﺮﺍﺩ ﺍﻵﺧﺮﻳﻦ ﺑﺘﻤﺎﻳﺰ ﺃﻭ‬
‫ﲢﺪﻳﺪ ﻗﻠﻴﻞ ﺑﺎﻟﻨﺴﺒﺔ ﳌﻦ ﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﻢ )ﺩ‪/‬ﺣﺴﲔ ﻓﺎﻳﺪ‪ ،2005 ،‬ﺹ‪(28‬‬
‫ﺏ‪ .‬ﺍﻟﺼﻠﺔ )‪ :(Rchatedness‬ﻭﺗﺸﲑ ﺇﱃ ﻣﺸﺎﻋﺮ ﺍﻻﻓﺘﻘﺎﺩ ﻭﺍﻟﻮﺣﺪﺓ ﻛﺮﺩ ﻓﻌﻞ ﻟﺘﻤﺰﻕ ﺍﻟﻌﻼﻗﺔ‬
‫ﺑﺸﺨﺺ ﻣﻌﲔ ﻭﳏﺒﻮﺏ‪ ،‬ﻭﻣﻦ ﺃﻣﺜﻠﺔ ﺑﻨﻮﺩ ﻫﺬﺍ ﺍﻟﺒﻌﺪ‪:‬‬
‫ﺇﺫﺍ ﻏﻀﺐ ﻣﲏ ﺷﺨﺺ ﻣﺎ ﺍﻫﺘﻢ ﺑﻪ ﺷﺨﺺ ﺑﻪ ﻓﺄﻧﲏ ﺃﺷﻌﺮ ﺑﺎﻟﺘﻬﺪﻳﺪ ﺑﺄﻧﻪ ﳝﻜﻦ ﺍﻥ ﻳﻬﺠﺮﱐ‪.‬‬
‫ﳝﻜﻦ ﺃﻥ ﺍﺷﻌﺮ ﺃﻧﲏ ﺃﻓﺘﻘﺪ ﺟﺰﺀﺍ ﻫﺎﻣﺎ ﻣﻦ ﻧﻔﺴﻲ ﺇﺫﺍ ﻣﺎ ﺍﻓﺘﻘﺪﺕ ﺻﺪﻳﻘﺎ ﲪﻴﻤﺎ‪.‬‬
‫ﻭﺗﻌﱪ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻋﻦ ﺍﻻﺭﺗﺒﺎﻁ ﺑﻌﻼﻗﺔ ﻣﻊ ﺷﺨﺺ ﻣﻌﲔ ﳏﺒﻮﺏ ﻭﻫﺬﻩ ﺍﻟﺼﻠﺔ‬
‫ﻟﻴﺴﺖ ﻋﺎﻣﺔ ﺑﻞ ﻣﺘﻤﺎﻳﺰﺓ‪ ،‬ﺣﻴﺚ ﺃ‪‬ﺎ ﺗﱪﺯ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﺸﺨﺺ ﺍﻵﺧﺮ ﺍﻟﺬﻱ ﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺍﻧﻪ‬
‫ﻣﺮﺗﺒﻂ ﺑﻪ )ﺩ‪/‬ﺣﺴﲔ ﻓﺎﻳﺪ‪ ،2005 ،‬ﺹ‪(29‬‬
‫ﺗﻈﻬﺮ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺴﺒﺐ ﺍﻟﻘﻠﻖ ﻭﺍﳋﻮﻑ‪ ،‬ﻭﻫﺬﻩ ﺍﻻﺿﻄﺮﺍﺑﺎﺕ‬
‫ﺗﺸﻤﻞ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻧﻌﺰﺍﻟﻴﺔ‪ ،‬ﻭﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﻘﻬﺮﻳﺔ‪ ،‬ﻭﺍﻟﻌﺪﺍﺋﻴﺔ‪ .‬ﻓﺎﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ‬
‫ﻣﻦ ﺍﺿﻄﺮﺍﺑﺎﺕ "ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ" ﳝﻴﻠﻮﻥ ﺑﺸﺪﺓ ﺇﱃ ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﻭﺇﱃ ﺇﻟﻘﺎﺀ ﺃﻋﺒﺎﺀﻫﻢ ﻋﻠﻰ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻧﻈﺮﺍ ﻟﻘﻠﺔ ﺍﻟﺜﻘﺔ ﰲ ﺃﻧﻔﺴﻬﻢ ﺩﺍﺋﻤﺎ ﻳﺘﺠﻨﺒﻮﻥ ﻓﺮﺽ ﺁﺭﺍﺋﻬﻢ ﻭﻳﻔﻀﻠﻮﻥ ﺃﻥ ﻳﺘﺮﻛﻮﺍ ﺣﻴﺎ‪‬ﻢ‬
‫ﲢﺖ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻵﺧﺮﻳﻦ )‪(Gale Encyclopedia of psychology, 2001, P2‬‬
‫ﻭﻋﻠﻰ ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﻋﻦ )ﺩﺍﻟﻴﺎ ﳏﻤﺪ ﻋﺰﺕ‪ ،2004 ،‬ﺹ‪ (303‬ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺣﺎﻟﺔ‬
‫ﻳﻌﺘﻤﺪ ﻓﻴﻬﺎ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺓ ﻟﻶﺧﺮﻳﻦ ﻟﻪ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﻮﻇﻴﻔﻲ ﺃﻭ‬
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‫ﺍﻷﺩﺍﺋﻲ‪ .‬ﻭﳝﻜﻦ ﻭﺻﻒ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺃﻳﻀﺎ ﺑﺄ‪‬ﺎ ﻣﻴﻞ ﻟﻠﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻨﺎﻳﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻻﻧﺘﺒﺎﻩ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﺪﻋﻢ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻧﻪ ﺍﻋﺘﻤﺎﺩ ﻋﺎﻃﻔﻲ‪ ,‬ﻭﻫﻲ ﺣﺎﺟﺔ ﻟﺪﻳﻨﺎ ﲨﻴﻌﺎ ﺣﱴ ﺣﺪﻭﺩ ﻣﻌﻴﻨﺔ‪،‬‬
‫ﻭﻟﻜﻨﻬﺎ ﺃﻗﻮﻯ ﺃﺛﻨﺎﺀ ﻣﺮﺣﻠﺔ ﺍﻟﻄﻔﻮﻟﺔ ﺃﻛﺜﺮ ﻣﻦ ﺃﻱ ﻣﺮﺣﻠﺔ ﺃﺧﺮﻯ‪.‬‬
‫ﺍﻻﺗﻜﺎﻝ ﻣﺸﻜﻠﺔ ﺗﺸﻤﻞ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻻ ﻳﻌﺘﻤﺪﻭﻥ‬ ‫)‪(Good, 1953‬‬ ‫ﻭﻳﻌﺮﻑ "ﻛﻮﺩ"‬
‫ﻋﻠﻰ ﺃﻧﻔﺴﻬﻢ‪.‬‬
‫‪ (Englich‬ﺍﻻﺗﻜﺎﻝ ﺑﺎﻧﻪ ﺣﺎﻟﺔ‬ ‫)‪& englich, 1958‬‬ ‫ﻛﻤﺎ ﻳﻌﺮﻑ "ﺍﻧﻜﻠﺶ ﻭﺍﻧﻜﻠﺶ"‬
‫ﻃﻠﺐ ﺍﻟﻔﺮﺩ ﻣﺴﺎﻋﺪﺓ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﻃﻠﺐ ﺍﻟﺪﻋﻢ ﺍﳌﺎﺩﻱ ﻣﻨﻬﻢ‪ ،‬ﻭﺃ‪‬ﺎ ﺣﺎﻟﺔ ﺗﻌﱪ ﻋﻦ ﺿﻌﻒ ﺍﻟﺜﻘﺔ‬
‫ﺑﺎﻟﻨﻔﺲ ﻭﺍﳌﻴﻞ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﺗﻌﺮﻑ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﰲ )ﻣﻌﺠﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ‪ (1990‬ﺍﳊﺎﻟﺔ ﺍﻟﱵ ﻳﺘﻮﻗﻊ ﻓﻴﻬﺎ ﺍﻟﻔﺮﺩ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺃﻭ ﻳﺒﺤﺚ ﺑﻨﺸﺎﻁ ﻋﻦ ﺍﻟﺪﻋﻢ ﺍﻟﻌﺎﻃﻔﻲ ﺃﻭ ﺍﳌﺎﺩﻱ ﻭﻛﺬﻟﻚ ﺍﳊﻤﻠﻴﺔ ﻭﺍﻟﺮﻋﺎﻳﺔ‬
‫ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﺍﻟﺸﺨﺺ ﺍﻻﺗﻜﺎﱄ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﺑﺎﻟﺘﻮﺟﻴﻪ ﰲ ﺍﲢﺎﺩ ﺍﻟﻘﺮﺍﺭ ﻭﰲ ﺍﻹﻋﺎﻟﺔ‪ ،‬ﻭﰲ‬
‫ﻣﺪﺭﺳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﺗﻌﻮﺩ ﺍﻻﺗﻜﺎﻟﻴﺔ ﺇﱃ ﺍﻟﻔﻤﻴﺔ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺮﺿﻴﻊ ﻣﻌﺘﻤﺪﺍ ﺍﻋﺘﻤﺎﺩﺍ ﻛﻠﻴﺎ‬
‫ﻋﻠﻰ ﺍﻻﻡ ﻟﻠﻘﻮﺕ ﻭﺍﻟﺴﻨﺪ )ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪(105‬‬
‫‪ -2‬ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ )ﺍﻻﺗﻜﺎﱄ(‪:‬‬
‫‪ (Medinuus,‬ﺑﺄﻥ‪ ":‬ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﺘﺼﻒ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬ ‫)‪1969‬‬ ‫ﻋﺮﻓﻪ "ﻣﻴﺪﻧﺲ"‬
‫ﺷﺨﺺ ﺁﺧﺮ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺴﺎﻋﺪﺓ"‪.‬‬
‫ﺑﺄﻧﻪ‪ ":‬ﺭﻏﺒﺔ ﺃﻭ ﺣﺎﺟﺔ ﻟﺪﻋﻢ ﺍﻟﻌﻼﻗﺎﺕ ﻣﻊ ﺑﻘﻴﺔ‬ ‫)‪(Justen, 1973‬‬ ‫ﻋﺮﻓﻪ "ﺟﻮﺳﱳ"‬
‫ﺍﻷﺷﺨﺎﺹ‪.‬‬
‫ﻭﻋﺮﻓﻪ "ﺍﻷﻟﻮﺳﻲ" ‪ 1983‬ﺑﺄﻧﻪ‪ ":‬ﺳﻠﻮﻙ ﻗﺪ ﻳﻈﻬﺮ ﻋﻨﺪ ﺍﻟﻄﻔﻞ ﺧﻼﻝ ﻓﺘﺮﺓ ﻣﺎ ﻗﺒﻞ ﺍﳌﺪﺭﺳﺔ‬
‫ﻣﻦ ﻗﺒﻞ ﺍﻟﺘﻤﺎﺱ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﻃﻠﺐ ﺍﻟﻄﻤﺄﻧﻴﻨﺔ ﻣﻦ ﺍﻟﺮﺍﺷﺪﻳﻦ ﻭﻛﺮﺍﻫﻴﺔ‬
‫ﺍﻻﻧﻔﺼﺎﻝ ﻋﻦ ﺍﻟﻜﺒﺎﺭ ﻭﻃﻠﺐ ﺍﳌﻮﺩﺓ ﻭﺍﻟﺘﺄﻳﻴﺪ )ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪(106‬‬
‫ﻳﺸﻜﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻭﺍﻟﻘﻠﻖ ﺍﳌﻈﻬﺮ ﺍﻟﺮﺋﻴﺴﻲ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺃﻭ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﻨﻮﻉ‬
‫ﺍﻻﺗﻜﺎﱄ ﺍﻟﺬﻱ ﻳﻠﻘﻲ ﺑﺄﻋﺒﺎﺀ ﺫﺍﺗﻪ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻣﻊ ﺍﻟﻌﺠﺰ ﻋﻦ ﻋﻨﺎﻳﺔ ﺫﺍﺗﻪ ﺃﻭ ﺍﻵﺧﺮﻳﻦ )ﻋﺒﺪ ﺍﻟﺴﺘﺎﺭ‬
‫ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻋﺒﺪ ﺍﷲ ﻋﺴﻜﺮ‪ ،2005 ،‬ﺹ‪(105‬‬
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‫‪ -3‬ﺗﻌﺮﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫‪(Trouble de la Personnalité Dépendent):‬‬
‫ﺗﻨﺎﻭﻝ ﻣﻔﻬﻮﻡ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳉﺬﻭﺭ ﺍﻟﺘﺎﺭﳜﻴﺔ ﲟﺎ ﰲ ﺫﻟﻚ ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ‪،‬‬
‫ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻨﻤﻮ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻛﻤﺎ ﻳﺸﻤﻞ ﻭﺻﻒ ﺍﻹﺻﺪﺍﺭ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺍﻟﺪﻟﻴﻞ‬
‫ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻹﺣﺼﺎﺋﻲ ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻣﺰﳚﺎ ﻣﻦ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺍﳌﺘﻨﻮﻋﺔ‪.‬‬
‫ﻳﻌﺮﻑ )ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻹﺣﺼﺎﺋﻲ ﺍﻟﺮﺍﺑﻊ ﺍﳌﻌﺪﻝ ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪،2004 ،‬‬
‫ﺹ‪ (154‬ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ":‬ﺣﺎﺟﺔ ﺛﺎﺑﺔ ﻭﻣﺒﺎﻟﻎ ﻓﻴﻬﺎ ﻟﺘﻌﻬﺪ ﺍﳌﺼﺎﺏ ﺑﺎﻟﺮﻋﺎﻳﺔ ﻭﺍﻟﱵ‬
‫ﺗﻘﻮﺩ ﺇﱃ ﺳﻠﻮﻙ ﻣﺴﺘﻜﲔ ﻭﻣﺘﻌﻠﻖ ﻭﺍﳋﻮﻑ ﻣﻦ ﺍﻻﻧﻔﺼﺎﻝ ﻳﺘﺒﺪﻯ ﰲ ﻓﺘﺮﺓ ﻣﺒﻜﺮﺓ ﻣﻦ ﺍﻟﺒﻠﻮﻍ‬
‫ﻭﻳﺘﻈﺎﻫﺮ ﰲ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﺍﻟﺴﻴﺎﻗﺎﺕ"‪.‬‬
‫ﺗﻌﺮﻓﻬﺎ )ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪،1992 ،‬‬
‫ﺹ‪" (212‬ﳕﻂ ﺳﻠﻮﻛﻲ ﺫﻭ ﺃﳘﻴﺔ ﺇﻛﻠﻴﻨﻴﻜﻴﺔ ﳝﻴﻞ ﺇﱃ ﺍﻻﺳﺘﻘﺎﻣﺔ‪ ،‬ﻭﺗﻌﱪ ﻋﻦ ﳕﻂ ﺣﻴﺎﺓ ﳑﻴﺰ ﻟﻠﻔﺮﺩ‬
‫ﻭﺃﺳﻠﻮﺏ ﺗﻌﺎﻣﻠﻪ ﻣﻊ ﻧﻔﺴﻪ ﻭﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻧﺘﻴﺠﺔ ﻟﻌﻮﺍﻣﻞ ﺑﻨﻴﻮﻳﺔ ﻭﺧﱪﺍﺕ ﺍﺟﺘﻤﺎﻋﻴﺔ"‪.‬‬
‫ﺟﺎﺀ ﰲ )ﺳﺎﻣﺮ ﲨﻴﻞ ﺭﺿﻮﺍﻥ‪ ،2009 ،‬ﺹ‪ (155‬ﺑﺄﻥ ﺍﻟﺴﻤﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻻﺿﻄﺮﺍﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ )ﺍﻻﻋﺘﻤﺎﺩﻳﺔ( ﻫﻲ ﺍﻟﻨﻤﻂ ﺍﻟﺪﺍﺋﻢ ﻣﻦ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺘﻌﻠﻘﻲ‪ ،‬ﻓﺎﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ‬
‫ﻣﻦ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﺿﻄﺮﺍﺏ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﲣﺎﺫ ﻗﺮﺍﺭ ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﻴﻮﻣﻴﺔ ﻣﻦ ﺩﻭﻥ ﺃﻥ‬
‫ﻳﺴﺘﺸﲑﻭﺍ ﺍﻵﺧﺮﻳﻦ ﻓﻴﻤﺎ ﻳﻔﻜﺮﻭﻥ‪ ،‬ﻭﺍﳌﺘﺰﻭﺟﻮﻥ ﺍﻟﺬﻳﻦ ﻳﻮﺟﺪ ﻟﺪﻳﻬﻢ ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ ﻳﺘﺮﻛﻮﻥ‬
‫ﻟﺸﺮﻳﻜﻬﻢ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻋﻨﻬﻢ ﰲ ﻛﻞ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺼﻐﲑﺓ ﻭﺍﻟﻜﺒﲑﺓ‪.‬‬
‫ﻳﺮﻯ )ﳏﻤﺪ ﲪﺪﻱ ﺍﳊﺠﺎﺯ‪ (57 ،1998 ،‬ﺃﻥ ﻣﻀﻄﺮﰊ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﻐﲑ‬
‫)ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ( ﻳﺘﺨﻠﻮﺍ ﻋﻦ ﻣﺴﺆﻭﻟﻴﺎ‪‬ﻢ ﰲ ﺍﳊﻴﺎﺓ ﻭﻳﺮﻣﻮ‪‬ﺎ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺮﺗﺒﻄﲔ ‪‬ﻢ‪،‬‬
‫ﻣﻦ ﺃﺟﻞ ﺗﻠﺒﻴﺔ ﺣﺎﺟﺎ‪‬ﻢ‪ ,‬ﻳﺘﻤﻴﺰﻭﻥ ﺑﻀﻌﻒ ﺍﻟﺜﻘﺔ ﺑﺎﻟﺬﺍﺕ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻀﻴﻖ ﺍﻟﺸﺪﻳﺪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻧﻮﻥ‬
‫ﻟﻮﺣﺪﻫﻢ ﻟﺒﻌﺾ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﻘﺼﲑﺓ‪.‬‬
‫ﻛﻤﺎ ﻳﻘﻮﻝ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ‪ ":‬ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻫﻲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺃﻱ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﻟﺘﺤﻘﻴﻖ ﺍﻻﺗﺰﺍﻥ ﺍﻟﺪﺍﺧﻠﻲ ﺍﳌﻔﻘﻮﺩ"‪.‬‬
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‫ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﻔﺴﺮﻭﻥ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﻳﺴﺘﺴﻬﻞ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻠﺠﻮﺀ ﺇﻟﻴﻬﺎ ﺑﺄ‪‬ﺎ ﻗﺪ‬
‫ﺗﻜﻮﻥ ﻣﻮﺍﺩ ﳐﺪﺭﺓ‪ ،‬ﺃﻭ ﺳﻠﻮﻙ ﻗﻬﺮﻱ ﺃﻭ ﻋﻼﻗﺎﺕ ﻏﲑ ﺳﻮﻳﺔ‪ ،‬ﻭﻓﺴﺮﻭﺍ ﺃﻳﻀﺎ ﻋﺪﻡ ﺍﻻﺗﺰﺍﻥ ﺍﻟﺪﺍﺧﻠﻲ‬
‫ﺑﻌﺪﺓ ﺗﻔﺴﲑﺍﺕ ﻭﺗﱪﻳﺮﺍﺕ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﻔﺴﻴﺔ‪.‬‬
‫ﺗﻌﻠﻴﻖ ﻋﺎﻡ ﻋﻠﻰ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﻭﻧﻈﺮﺍ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ ﻣﻦ ﺗﻌﺎﺭﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﺍﺗﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﺍﺗﻔﺎﻕ‬
‫ﻭﺍﺿﺢ ﻋﻠﻰ ﺃﻥ ﺍﻟﺴﻤﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﳍﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ ﻫﻲ ﺍﳌﺒﺎﻟﻐﺔ ﰲ ﺍﻻﺗﻜﺎﻝ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺣﻴﺚ ﳚﺪ‬
‫ﺻﻌﻮﺑﺔ ﲟﻬﻤﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﱵ ﲣﺼﻪ‪ ،‬ﻭﺇﻟﻘﺎﺀ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﰲ ﻣﻌﻈﻢ ﳎﺎﻻﺕ ﺣﻴﺎﺗﻪ‪،‬‬
‫ﻭﻋﺪﻡ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻻﻋﺘﺮﺍﺽ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﳋﻮﻓﻪ ﻣﻦ ﻓﻘﺪﺍﻥ ﻣﺴﺎﻧﺪ‪‬ﻢ ﻟﻪ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﳜﻀﻊ‬
‫ﻟﺮﻏﺒﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺧﻮﻓﺎ ﻣﻦ ﺑﻘﺎﺋﻪ ﻟﻮﺣﺪﻩ‪ ,‬ﻟﺬﻟﻚ ﻓﻬﻮ ﺷﺨﺺ ﻻ ﻳﺘﺤﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻭﺗﻨﻘﺼﻪ ﺍﻟﺜﻘﺔ‬
‫ﺑﻨﻔﺴﻪ ﻭﻻ ﻗﺪﺭﺓ ﻟﻪ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﺃﻭ ﺍﻟﻌﻤﻞ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ ﺇﻻ ﺇﺫﺍ ﻭﺟﺪ ﻣﻦ ﻳﺴﺎﻋﺪﻩ‪.‬‬
‫‪ -4‬ﺍﳌﻌﺎﻳﺮ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﻟﻘﺪ ﰎ ﺗﺼﻨﻴﻒ ﻭﻭﺻﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻦ ﻗﺒﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳍﻴﺌﺎﺕ ﺃﳘﻬﺎ‬
‫"ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺸﺨﻴﺼﻲ ﺍﻟﺮﺍﺑﻊ ﻟﻸﻣﺮﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ )‪ (DSM4‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ‬
‫ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺴﻠﻮﻛﻴﺔ )‪.(CIM10‬‬
‫ﺃ‪ .‬ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻃﺒﻘﺎ ﻝ )‪ :(DSM4‬ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ‬
‫ﻳﺘﺴﻢ ﲝﺎﺟﺔ ﺍﻟﻔﺮﺩ ﺍﻟﺰﺍﺋﺪﺓ ﻻﻥ ﻳﻬﺘﻢ ﺑﻪ ﺍﻵﺧﺮﻭﻥ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺳﻠﻮﻙ ﺧﺎﺿﻊ ﻭﺟﺎﻣﺪ‬
‫ﻭﳏﺎﻭﻑ ﻣﻦ ﺍﻻﻧﻔﺼﺎﻝ‪ ،‬ﺗﺒﺪﺃ ﰲ ﺍﻟﺮﺷﺪ ﺍﳌﺒﻜﺮ ﻭﺗﻮﺟﺪ ﰲ ﺳﻴﺎﻗﺎﺕ ﻣﺘﻌﺪﺩﺓ ﻳﺴﺘﺪﻝ ﻋﻠﻴﻬﺎ‬
‫ﲞﻤﺲ ﺃﻭ ﺃﻛﺜﺮ ﳑﺎ ﻳﻠﻲ‪:‬‬
‫ﻟﺪﻳﻪ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻴﻮﻣﻴﺔ ﺑﺪﻭﻥ ﻛﻢ ﺯﺍﺋﺪ ﻣﻦ ﺍﻟﻨﺼﺢ ﻭﺍﻟﺘﻄﻤﲔ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪-‬‬
‫ﳛﺘﺎﺝ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﺘﻮﻟﻮﺍ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﻣﻌﻈﻢ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺣﻴﺎﺗﻪ‪.‬‬ ‫‪-‬‬
‫ﻟﺪﻳﻪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﳌﻮﺍﻓﻘﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺴﺒﺐ ﺍﳋﻮﻑ ﻣﻦ ﻓﻘﺪﺍﻥ ﺍﳌﺴﺎﻧﺪﺓ ﺃﻭ‬ ‫‪-‬‬
‫ﺍﻟﺘﻘﺒﻞ‪.‬‬
‫ﻟﺪﻳﻪ ﺻﻌﻮﺑﺔ ﰲ ﺑﺪﺀ ﻣﺸﺮﻭﻋﺎﺕ ﺃﻭ ﻋﻤﻞ ﺃﺷﻴﺎﺀ ﲣﺼﻪ ﺷﺨﺼﻴﺎ )ﺑﺴﺒﺐ ﻧﻘﺺ ﺍﻟﺜﻘﺔ ﰲ ﺍﳊﻜﻢ‬ ‫‪-‬‬
‫ﺃﻭ ﺍﻟﻘﺪﺭﺍﺕ ﻓﻀﻼ ﻋﻦ ﻧﻘﺺ ﺍﻟﺪﺍﻓﻌﻴﺔ ﺃﻭ ﺍﻟﻄﺎﻗﺔ(‪.‬‬
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‫ﻳﺒﺬﻝ ﻛﻞ ﻣﺎ ﰲ ﻭﺳﻌﻪ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺮﻋﺎﻳﺔ ﺃﻭ ﺍﳌﺴﺎﻧﺪﺓ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﻟﺪﺭﺟﺔ ﺍﻟﺘﻄﻮﻉ ﻟﻌﻤﻞ‬ ‫‪-‬‬
‫ﺃﺷﻴﺎﺀ ﻏﲑ ﺳﺎﺭﺓ‪.‬‬
‫ﻳﺸﻌﺮ ﺑﻌﺪﻡ ﺍﻻﺭﺗﻴﺎﺡ ﻭﺍﻟﻌﺠﺰ )ﻗﻠﺔ ﺍﳊﻴﻠﺔ( ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﲟﻔﺮﺩﻩ ﳋﻮﻓﻪ ﺍﻟﺮﻫﻴﺐ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ‬ ‫‪-‬‬
‫ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺭﻋﺎﻳﺔ ﻧﻔﺴﻪ‪.‬‬
‫ﻳﺒﺤﺚ ﺑﺈﳊﺎﺡ ﻋﻦ ﻋﻼﻗﺔ ﺃﺧﺮﻯ ﻛﻤﺼﺪﺭ ﻟﻠﺮﻋﺎﻳﺔ ﻭﺍﳌﺴﺎﻧﺪﺓ ﻛﺒﺪﻳﻞ ﻋﻦ ﻋﻼﻗﺔ ﻭﺛﻴﻘﺔ ﺍﻧﺘﻬﺖ‬ ‫‪-‬‬
‫ﺑﺎﻟﻔﻌﻞ‪.‬‬
‫ﻣﻨﺸﻐﻞ ﺑﺸﻜﻞ ﻏﲑ ﻭﺍﻗﻌﻲ ﺑﺎﳋﻮﻑ ﻣﻦ ﺃﻥ ﻳﺘﺮﻙ ﻭﺣﺪﻩ ﻟﺮﻋﺎﻳﺔ ﻧﻔﺴﻪ‪.‬‬ ‫‪-‬‬
‫ﺏ‪ .‬ﺍﳌﻌﺎﻳﲑ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻃﺒﻘﺎ ﻟـ)‪ :(CIM10‬ﻫﻮ ﺍﺿﻄﺮﺍﺏ‬
‫ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺭﺩ ﰲ )ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻸﻣﺮﺍﺽ ﻭﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‪ ،1992 ،‬ﺹ‪ (218‬ﺑﺄﻧﻪ ﻳﺘﻤﻴﺰ ﲟﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺗﺸﺠﻴﻊ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﺍﻟﺴﻤﺎﺡ ﳍﻢ ﺑﺎﲣﺎﺫ ﻣﻌﻈﻢ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳍﺎﻣﺔ ﰲ ﺣﻴﺎﺓ ﺍﻟﺸﺨﺺ‪.‬‬
‫‪ -‬ﺗﺴﺨﲑ ﺍﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﻻﺣﺘﻴﺎﺟﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﺍﻟﺸﺨﺺ ﻭﺭﺿﻮﺥ ﻏﲑ‬
‫ﻣﱪﺭ ﻟﺮﻏﺒﺎ‪‬ﻢ‪.‬‬
‫ﻋﺪﻡ ﺍﻻﺳﺘﻌﺪﺍﺩ ﳌﻄﺎﻟﺒﺔ ﻫﺆﻻﺀ ﺍﻟﺬﻳﻦ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﻢ ﺍﻟﺸﺨﺺ ﺑﺄﻱ ﻣﻄﺎﻟﺐ ﺣﱴ ﻟﻮ ﻛﺎﻧﺖ‬ ‫‪-‬‬
‫ﻣﻨﻄﻘﻴﺔ‪.‬‬
‫ﺍﻟﺸﻌﻮﺭ ﺑﻌﺪﻡ ﺍﻟﺮﺍﺣﺔ ﻭﺍﻟﻌﺠﺰ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻭﺣﻴﺪﺍ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﳌﺨﺎﻭﻑ ﺍﳌﺒﺎﻟﻎ ﻓﻴﻬﺎ ﻣﻦ ﻋﺪﻡ‬ ‫‪-‬‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺍﻧﺸﻐﺎﻝ ﺑﺎﳋﻮﻑ ﻣﻦ ﻫﺠﺮ ﺷﺨﺺ ﻳﺮﺗﺒﻂ ﺑﻪ ﺑﺸﻜﻞ ﻭﺛﻴﻖ ﺃﻥ ﺗﺮﻙ ﻟﻴﻌﺘﲏ ﺑﻨﻔﺴﻪ‪.‬‬ ‫‪-‬‬
‫ﻗﺪﺭﺓ ﳏﺪﻭﺩﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻴﻮﻣﻴﺔ ﺩﻭﻥ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻟﻨﺼﺢ ﻭﺍﻟﺘﺄﻛﻴﺪ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬ ‫‪-‬‬
‫ﳝﻜﻦ ﺃﻥ ﺗﺸﻤﻞ ﺍﳌﺼﺎﺣﺒﺔ ﺍﻋﺘﻘﺎﺩ ﺍﻟﺸﺨﺺ ﺑﺄﻧﻪ ﻋﺎﺟﺰ ﻭﻏﲑ ﻛﻔﺊ ﻭﻣﻔﺘﻘﺪ ﺍﻟﻘﻮﺓ ﻳﺸﻤﻞ‬ ‫‪-‬‬
‫ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻮﺍﻫﻨﺔ‪ ،‬ﺍﻟﻌﺎﺟﺰﺓ‪ ،‬ﺍﻟﺴﻠﺒﻴﺔ‪ ،‬ﺍﳌﺘﺨﺎﺫﻟﺔ‪.‬‬
‫ﺝ‪ .‬ﻣﻮﺍﺻﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫‪ -‬ﺗﻔﻜﲑﻩ ﻭﻋﻮﺍﻃﻔﻪ‪:‬‬
‫§ ﺗﻘﻴﻴﻤﻪ ﻟﺬﺍﺗﻪ ﻣﻨﺨﻔﺾ ﻟﻠﻐﺎﻳﺔ )ﺍﻵﺧﺮﻭﻥ ﺃﻫﻢ ﰲ ﺣﻴﺎﺗﻪ(‪.‬‬
‫§ ﻳﺜﻖ ﺍﻥ ﺳﻌﺎﺩﺗﻪ ﻣﺘﻮﻗﻒ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬
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‫§ ﺩﺍﺋﻤﺎ ﻳﻔﻜﺮ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻀﺤﻴﺔ ﻭﻳﻔﺮﺡ ‪‬ﺬﺍ ﺍﻟﺪﻭﺭ‪.‬‬

‫§ ﳚﻴﺪ ﻛﺒﺖ ﻣﺸﺎﻋﺮﻩ ﻟﺪﺭﺟﺔ ﺍﻧﻪ ﻗﺪ ﻳﻔﻘﺪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﻷ‪‬ﺎ ﻣﺆﳌﺔ ﺟﺪﺍ‪.‬‬
‫§ ﻳﺸﻌﺮ ﺑﺎﻟﺬﻧﺐ ﺇﺫﺍ ﺩﺍﻓﻊ ﻋﻦ ﻧﻔﺴﻪ‪.‬‬
‫‪ -‬ﺳﻠﻮﻛﺎﺗﻪ‪:‬‬
‫ﳛﺎﻭﻝ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﻣﺸﺎﻋﺮﻩ ﻣﻦ ﺧﻼﻝ ﺳﻠﻮﻛﻴﺎﺕ ﻗﻬﺮﻳﺔ‪.‬‬ ‫§‬
‫ﻻ ﳛﺘﻤﻞ ﺍﻻﻧﺘﻘﺎﺩ‪.‬‬ ‫§‬
‫ﳜﺎﻑ ﻣﻦ ﺍﻟﺴﻠﻄﺔ ﻭﺑﺎﻟﺘﺎﱄ ﺇﻣﺎ ﻳﺘﺠﻨﺒﻬﺎ ﺃﻭ ﳛﺎﻭﻝ ﺇﺭﺿﺎﺋﻬﺎ‪.‬‬ ‫§‬
‫ﳛﺎﻭﻝ ﺗﺴﻴﲑ ﺃﻣﻮﺭ ﺣﻴﺎﺗﻪ ﻛﺮﺩ ﻓﻌﻞ ﳊﻴﺎﺗﻪ ﺃﺛﻨﺎﺀ ﺍﻟﻄﻔﻮﻟﺔ )ﺑﺎﻟﻌﻘﻞ ﺍﻟﺒﺎﻃﻦ(‪.‬‬ ‫§‬
‫ﻣﻮﺍﻗﻒ ﺣﻴﺎﺗﻪ ﺗﻨﻘﻠﺐ ﻣﻦ ﺍﻟﻨﻘﻴﺾ ﺇﱃ ﺍﻟﻨﻘﻴﺾ‪.‬‬ ‫§‬
‫‪ -‬ﻋﻼﻗﺎﺗﻪ‪:‬‬
‫§ ﳛﺎﻭﻝ ﺍﻟﺴﻴﻄﺮﺓ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﻳﻘﻊ ﲢﺖ ﺳﻴﻄﺮﺓ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫§ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﻔﻌﻞ ﺃﻱ ﺷﻲﺀ ﻟﻼﺣﺘﻔﺎﻅ ﺑﻌﻼﻗﺘﻪ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺧﻮﻓﺎ ﻣﻦ ﻣﺸﺎﻋﺮ ﺍﳍﺠﺮ‬
‫ﻭﺍﻟﻮﺣﺪﺓ‪.‬‬
‫§ ﻳﺘﻄﻠﻊ ﺇﱃ ﺇﺭﺿﺎﺀ ﺍﻵﺧﺮﻳﻦ ﺑﺄﻱ ﺷﻜﻞ ﺣﱴ ﻟﻮ ﺑﻄﺮﻳﻘﺔ ﻣﻬﻴﻨﺔ‪.‬‬
‫§ ﻳﻌﺎﱐ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺍﻟﺰﺍﺋﺪ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫§ ﳜﺎﻑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻐﺎﻣﻀﲔ‪.‬‬
‫‪ -‬ﺍﳌﻮﺍﻗﻒ ﺍﻻﻧﻔﻌﺎﻟﻴﺔ ﺍﻟﺪﻓﺎﻋﻴﺔ‪:‬‬
‫ﺍﳍﺸﺎﺷﺔ ﻭﺍﻧﺸﻐﺎﻝ ﺍﻟﺒﺎﻝ‪.‬‬ ‫§‬
‫ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻨﻘﺺ‪.‬‬ ‫§‬
‫ﺍﻻﻧﻘﻴﺎﺩ ﻭﺍﻻﻧﺴﺤﺎﺏ‪.‬‬ ‫§‬
‫ﺿﻌﻒ ﺍﻷﻣﺎﻥ ﻭﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﺘﻄﻤﲔ‪.‬‬ ‫§‬
‫ﺍﳌﻴﻞ ﺇﱃ ﺗﺮﻙ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﲣﺼﻪ ﺇﱃ ﺍﻵﺧﺮﻳﻦ )ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺣﻴﺪﺍﺭ‪،2013 ،‬‬ ‫§‬
‫ﺹ‪(91‬‬
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‫‪ -5‬ﺧﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻻﺗﻜﺎﻟﻴﺔ(‪:‬‬

‫ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﰲ )ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ‪ ،2008 ،‬ﺹ‪ (8‬ﺃﻥ ﺍﻟﻔﺮﺩ ﺍﻻﺗﻜﺎﱄ )ﺍﻻﻋﺘﻤﺎﺩﻱ(‬
‫ﻳﺘﺼﻒ ﺑﺎﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﺘﺸﺎﺅﻡ ﻭﺍﳋﻤﻮﻝ ﻭﺍﻻﺳﺘﺴﻼﻡ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻘﻮﻡ ﺍﻵﺧﺮﻭﻥ ﺑﺈﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺣﻴﺎﺗﻪ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺑﺴﺒﺐ ﻋﺪﻡ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺫﻟﻚ‪.‬‬
‫ﻛﻤﺎ ﻳﺘﻤﻴﺰ ﺑﻀﻌﻒ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﻳﻨﻈﺮ ﺇﱃ ﻧﻔﺴﻪ ﻛﺎﻧﺴﺎﻥ ﻋﺎﺟﺰ‪ ،‬ﻭﻳﻀﻊ ﺣﺎﺟﺎﺗﻪ ﻭﺭﻏﺒﺎﺗﻪ‬
‫ﺑﺎﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻌﺪ ﺣﺎﺟﺎﺕ ﻭﺭﻏﺒﺎﺕ ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﺗﻮﺟﻴﻪ ﺃﻣﻮﺭﻩ ﺍﳋﺎﺻﺔ ﻭﺍﻟﻌﺎﻣﺔ‪.‬‬
‫ﻳﺸﺨﺺ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﰲ ﺍﻟﻨﺴﺎﺀ ﺃﻛﺜﺮ ﻣﻨﻪ ﰲ ﺍﻟﺮﺟﺎﻝ‪ ،‬ﻭﳛﺪﺙ ﻫﺬﺍ‬
‫ﺍﻻﺿﻄﺮﺍﺏ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻨﺪ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻣﺮﺽ ﺑﺪﱐ ﻣﺰﻣﻦ ﰲ ﻓﺘﺮﺓ ﺍﻟﻄﻔﻮﻟﺔ‪ ،‬ﺃﻭ ﰲ‬
‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻗﻠﻖ ﺍﻻﻓﺘﺮﺍﻕ‪.‬‬
‫ﻳﺘﻢ ﺗﺸﺨﻴﺺ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﻋﻨﺪ ﻇﻬﻮﺭ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ﲬﺴﺔ )‪ (05‬ﻣﻦ ﺍﻷﻋﺮﺍﺽ ﻭﻫﻲ‪:‬‬
‫ﺃ‪ .‬ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﺮﺩ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺣﻮﻝ ﻣﻔﺮﺩﺍﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﺑﺪﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻜﺜﲑ‬
‫ﻣﻦ ﺍﻟﺘﻄﻤﲔ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻤﺔ ﻭﺍﻟﱵ ﲤﺜﻞ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﺮﺋﻴﺴﻴﺔ ﰲ ﺣﻴﺎﺗﻪ‪،‬‬
‫ﻓﺈ‪‬ﺎ ﺗﺘﺨﺬ ﻣﻦ ﻗﺒﻞ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﻟﺰﻭﺟﲔ ﺃﻭ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺍﳌﻬﻤﺔ ﻭﺍﳊﺎﲰﺔ ﻛﺎﺧﺘﻴﺎﺭ ﺍﳌﻬﻨﺔ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﺏ‪.‬ﻳﻮﺍﻓﻖ ﻋﻠﻰ ﺁﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ ﺍﻵﺧﺮﻳﻦ ﺣﱴ ﰲ ﺣﺎﻟﺔ ﻗﻨﺎﻋﺘﻪ ﺑﺄ‪‬ﻢ ﻋﻠﻰ ﺧﻄﺄ‪.‬‬
‫ﺝ‪ .‬ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺭﺓ‪.‬‬
‫ﺩ‪ .‬ﻳﻘﺒﻞ ﺗﻨﻔﻴﺬ ﻃﻠﺒﺎﺕ ﺍﻵﺧﺮﻳﻦ ﻭﺇﻥ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻄﻠﺒﺎﺕ ﻣﺰﻋﺠﺔ ﻟﻪ ﺃﻭ ﻣﻄﻠﺒﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻹﺭﺿﺎﺀ‬
‫ﺍﻵﺧﺮﻳﻦ ﺃﻭ ﻟﻜﻲ ﻳﻜﻮﻥ ﳏﺒﻮﺑﺎ ﻣﻦ ﻗﺒﻠﻬﻢ‪.‬‬
‫ﻩ‪ .‬ﻻ ﻳﺘﺤﻤﻞ ﺍﻟﻮﺣﺪﺓ ﻭﳛﺎﻭﻝ ﺑﻜﻞ ﺟﻬﺪﻩ ﺃﻥ ﻳﺘﺠﻨﺒﻬﺎ ﻭﻳﺸﻌﺮ ﺑﺎﳊﺎﺟﺔ ﺇﱃ ﺭﻓﻘﺔ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻳﻌﱪ‬
‫ﻋﻦ ﻫﺬﻩ ﺍﳊﺎﺟﺔ ﺑﻄﺮﻳﻘﺔ ﲤﺜﻴﻠﻴﺔ ﻣﺆﺛﺮﺓ‪.‬‬
‫ﻭ‪ .‬ﺗﻜﻮﻥ ﺭﺩﻭﺩ ﻓﻌﻠﻪ ﻋﻨﻴﻔﺔ ﻭﺷﺪﻳﺪﺓ ﻋﻨﺪﻣﺎ ﺗﺼﻞ ﻋﻼﻗﺘﻪ ﺑﺎﻵﺧﺮﻳﻦ ﻋﻠﻰ ﺍﻟﻘﻄﻴﻌﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬
‫ﺯ‪ .‬ﻳﺸﻌﺮ ﺑﺎﻟﻘﻠﻖ ﻋﻨﺪ ﺷﻌﻮﺭﻩ ﺑﺄﻧﻪ ﻣﻬﺠﻮﺭ‪.‬‬
‫ﺡ‪ .‬ﻳﺘﺄﱂ ﺑﺴﻬﻮﻟﺔ ﻋﻨﺪ ﺗﻌﺮﺿﻪ ﺇﱃ ﺍﻟﻨﻘﺪ ﺃﻭ ﺍﻹﳘﺎﻝ‪.‬‬
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‫ﻳﺮﻯ "ﻓﺮﻭﻳﺪ" )‪ (1939 ،1859‬ﺃﻥ ﺧﱪﺍﺕ ﺍﻟﻄﻔﻞ ﻣﻊ ﺃﻣﻪ ﺍﻟﱵ ﺍﻛﺘﺴﺒﻬﺎ ﺧﻼﻝ ﺗﻐﺬﻳﺘﻪ‬
‫ﺗﻌﺪ ﻋﺎﻣﻼ ﻣﻬﻤﺎ ﰲ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ‪ ،‬ﳌﺎ ﳍﺬﻩ ﺍﳋﱪﺍﺕ ﻣﻦ ﺗﺄﺛﲑ ﻛﺒﲑ ﰲ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ ﺍﻟﺘﺎﻟﻴﺔ‪،‬‬
‫ﻓﺤﺪﻭﺙ ﺃﻱ ﺣﺮﻣﺎﻥ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻔﻤﻴﺔ ﻳﺼﺒﺢ ﺇﺷﺎﺭﺓ ﻟﻠﺘﺜﺒﻴﺖ‪ ...‬ﻋﻠﻰ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺩﻟﻴﻼ‬
‫ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫ﻭﻳﺮﻯ "ﺃﺩﻟﺮ" )‪ (1937 ،1870‬ﺃﻥ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻮﻻﺩﻱ ﻳﺆﺛﺮ ﰲ ﺷﺨﺼﻴﺔ ﺍﻟﻄﻔﻞ‪ ،‬ﻓﺎﻟﻄﻔﻞ‬
‫ﺍﻷﻭﻝ ﳛﻈﻰ ﺑﻘﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻻﻫﺘﻤﺎﻡ ﺣﲔ ﻳﻮﻟﺪ‪ ،‬ﻭﺍﻟﻄﻔﻞ ﺍﻟﺜﺎﱐ ﻓﻴﺸﺎﺭﻛﻪ ﰲ ﺣﺐ ﻭﺍﻟﺪﻳﻪ ﻭﻳﻔﻘﺪﻩ‬
‫ﻭﺿﻌﻪ ﺍﳋﺎﺹ ﻭﻳﻜﻮﻥ ﺍﺗﻜﺎﻟﻴﺎ ﻭﻳﻄﻠﺐ ﻣﺴﺎﻋﺪﺓ ﺍﻵﺧﺮﻳﻦ ﻟﻪ‪.‬‬
‫ﻭﻛﺬﻟﻚ ﺍﻟﻄﻔﻞ ﺍﻷﺻﻐﺮ ﺳﻨﺎ ﻳﻜﻮﻥ ﻣﻌﺘﻤﺪﺍ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﳌﺒﺎﺩﺭﺓ‬
‫ﻭﺍﻷﺧﺬ ﻭﺍﻟﻌﻄﺎﺀ‪ ،‬ﻭﻳﺘﻤﻴﺰ ﺑﺎﻋﺘﻤﺎﺩﻩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﺗﺮﻯ "ﻫﻮﺭﱐ" )‪ (1952 ،1885‬ﺃﻥ ﺍﻟﻔﺮﺩ ﺣﻴﻨﻤﺎ ﻳﺘﺤﺮﻙ ﳓﻮ ﺍﻟﻨﺎﺱ‪ ،‬ﻓﺈﻥ ﺫﻟﻚ ﳝﺜﻞ‬
‫ﺟﺰﺀﺍ ﻣﻦ ﺍﻋﺘﻤﺎﺩﻩ ﺍﻟﺸﺎﻣﻞ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻓﺈﻧﻪ ﻳﺘﻘﺒﻞ ﻋﺠﺰﻩ ﺍﻟﺸﺨﺼﻲ ﻭﻟﻜﻲ ﻳﺸﻌﺮ ﺑﺎﻷﻣﺎﻥ ﻓﺈﻧﻪ‬
‫ﳝﻴﻞ ﺇﱃ ﻧﻴﻞ ﺍﻻﺳﺘﺤﺴﺎﻥ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﻮ ﻳﺸﻌﺮ ﺑﺎﻟﻀﻌﻒ ﺃﻥ ﺍﺑﺘﻌﺪ ﻋﻦ ﺍﻵﺧﺮﻳﻦ ﻷﻧﻪ ﻳﻌﺘﻘﺪ ﺃﻥ‬
‫ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻣﻦ ﻭﺍﻟﻄﻤﺄﻧﻴﻨﺔ ﻳﻌﺘﻤﺪ ﻛﻠﻴﺎ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﻣﻦ ﺧﻼﻝ ﺍﲡﺎﻫﺎ‪‬ﻢ ﻭﺳﻠﻮﻛﻬﻢ ﳓﻮﻩ‪ ،‬ﻓﺎﻟﻔﺮﺩ‬
‫ﻧﺘﻴﺠﺔ ﳍﺬﺍ ﺍﻻﻋﺘﻤﺎﺩ ﻳﺼﺒﺢ ﻣﻌﺘﻤﺪﺍ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﻣﻦ ﺟﻬﺔ ﻧﻈﺮ ﺍﳌﻌﺮﻓﻴﺔ ﻣﺜﻞ "ﺑﻴﺎﺟﻴﻪ ﻭﻛﻮﻟﲑﻙ" ﺩﺭﺳﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﻟﺜﻐﺮﺍﺕ ﰲ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻤﻮ ﺍﳌﻌﺮﰲ ﺑﲔ ﺍﻷﻃﻔﺎﻝ ﺑﻌﻤﺮ ﻣﻌﲔ‪ ،‬ﻣﻔﺘﺮﺿﲔ ﺃﻥ ﺗﻜﺮﺍﺭ ﻭﻧﻮﻉ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻻﺗﻜﺎﱄ ﻳﺘﻐﲑ ﻣﻊ ﺍﻟﻌﻤﺮ ﻭﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ‪ ،‬ﻓﻜﻠﻤﺎ ﻛﺎﻥ ﺍﻟﻄﻔﻞ ﺃﺫﻛﻰ ﻓﺈﻧﻪ ﳛﻘﻖ ﺳﻠﻮﻛﺎ ﺍﺳﺘﻘﻼﻟﻴﺎ‬
‫ﻣﺎﺩﺍﻡ ﻗﺪ ﺃﳒﺰ ﺍﻟﺒﲎ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻐﲑﺍﺕ ﰲ ﺍﻟﻌﻤﺮ ﺍﻟﱵ ﺗﺴﺒﺐ ﺍﻟﺘﻄﻮﺭ ﺑﺎﲡﺎﻩ ﺍﻻﺳﺘﻘﻼﻝ‪.‬‬
‫ﻟﺬﻟﻚ ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻻﺭﺗﺒﺎﻁ ﺍﻟﺴﻠﱯ ﺑﲔ ﻣﻌﺎﻣﻞ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﻜﺮﺍﺭ‪ ،‬ﺃﻭ ﺷﺪﺓ ﺍﻟﺴﻠﻮﻙ‬
‫ﺍﻻﺗﻜﺎﱄ‪.‬‬
‫ﻭﻋﻠﻰ ﺣﺴﺐ ﻣﺎ ﺟﺎﺀ ﻋﻦ )ﻣﺄﻣﻮﻥ ﺻﺎﱀ‪ ،2008 ،‬ﺹ‪ (81‬ﻓﺈﻥ ﺻﺎﺣﺐ ﻫﺬﻩ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺧﺎﺋﻒ‪ ،‬ﻣﻨﺴﺤﺐ ﻣﻦ ﺃﻱ ﻣﻮﺍﺟﻬﺔ ﺃﻭ ﻣﻮﻗﻒ ﳝﻜﻦ ﺃﻥ ﻳﺜﲑ ﺍﻟﻌﺪﺍﺀ‪ ،‬ﻓﻬﻮ ﻫﻴﺎﺏ ﻳﺘﺮﺍﺟﻊ ﺑﺴﻬﻮﻟﺔ‪،‬‬
‫ﻭﻫﻮ ﺳﻠﱯ ﺃﻳﻀﺎ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻳﻠﺠﺄ ﺇﱃ ﺍﻻﺳﺘﺸﺎﺭﺓ ﺣﱴ ﰲ ﺃﺗﻔﻪ ﺍﻷﻣﻮﺭ‪ ،‬ﻭﻳﺮﺗﺒﻚ ﻋﻨﺪﻣﺎ ﻳﻜﻠﻒ‬
‫ﺑﺄﻱ ﳎﻬﻮﺩ ﺃﻭ ﻳﻮﺍﺟﻪ ﺇﻱ ﺇﺟﻬﺎﺩ ﺃﻭ ﻣﺸﻜﻠﺔ‪.‬‬
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‫ﻓﻤﻌﻈﻢ ﺍﻟﻨﺎﺱ ﻳﻌﺮﻓﻮﻥ ﺣﻖ ﺍﳌﻌﺮﻓﺔ ﺍﻥ ﺻﺎﺣﺐ ﻫﺬﻩ ﺍﻟﺸﺨﺼﻴﺔ ﻧﺸﺎ ﻣﺪﻟﻼ‪ ،‬ﺃﻭ ﺍﻋﺘﻤﺎﺩﻳﺎ‬
‫ﻣﺘﺮﻓﺎ ﺣﱴ ﻭﺇﻥ ﻧﺸﺄ ﻭﺑﻠﻎ ﻣﺮﺣﻠﺔ ﺍﻟﻨﻀﺞ ﻭﺍﻟﺮﺷﺪ ﻳﻈﻞ ﻃﻔﻼ ﺍﻋﺘﻤﺎﺩﻳﺎ ﻭﻣﻦ ﲰﺎﺗﻪ ﺍﻟﺒﺎﺭﺯﺓ‪:‬‬
‫ﺃ‪ .‬ﺍﻋﺘﻤﺎﺩﻳﺔ ﺷﺪﻳﺪﺓ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﺏ‪.‬ﺳﻠﺒﻴﺔ ﰲ ﻣﻮﺍﺟﻬﺔ ﺍﳌﻮﺍﻗﻒ ﺍﳊﻴﺎﺗﻴﺔ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺝ‪ .‬ﺷﻜﻮﻯ ﺩﺍﺋﻤﺔ ﻭﺗﻮﻫﻢ ﺑﺎﳌﺮﺽ ﺑﻮﺍﺳﻄﺘﻪ ﳛﻘﻖ ﻣﻜﺎﺳﺐ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩ ﺩﻭﻥ ﲢﻤﻞ‬
‫ﺍﳌﺴﺆﻭﻟﻴﺔ‪.‬‬
‫ﺩ‪ .‬ﺍﺭﺗﺒﺎﻙ ﻭﺍﺿﺢ ﰲ ﺍﻷﺩﺍﺀ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﳌﻬﲏ‪.‬‬
‫ﻩ‪ .‬ﺿﻌﻒ ﰲ ﺍﻟﻘﺪﺭﺓ ﻭﺇﻗﺎﻣﺔ ﻋﻼﻗﺔ ﺷﺨﺼﻴﺔ ﻣﺴﺘﻘﻠﺔ‪.‬‬
‫ﻭ‪ .‬ﳛﺘﺎﺝ ﺩﺍﺋﻤﺎ ﺍﱃ ﺩﻋﻢ ﻭﺇﺳﻨﺎﺩ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﺍﻻﺗﻜﺎﻟﻴﺔ ﺗﻈﻬﺮ ﻋﻨﺪ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﻣﺸﻜﻼﺕ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﻭﺳﻠﻮﻛﻴﺔ ﺃﻛﺜﺮ ﳑﺎ ﺗﻈﻬﺮ ﻋﻨﺪ ﻏﲑﻫﻢ‪.‬‬
‫ﻭﺗﺘﺠﻠﻰ ﻫﺬﻩ ﺍﻻﺗﻜﺎﻟﻴﺔ ﰲ ﺃﺷﻜﺎﻝ ﻣﺘﻌﺪﺩﺓ ﻛﺎﻟﻌﺠﺰ ﻋﻦ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻋﻤﺎﻝ ﻣﻨﺘﺠﺔ ﺩﻭﻥ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻋﺪﻡ ﻗﺪﺭﺓ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺍﻟﻨﻮﻡ ﺇﻻ ﻣﻊ ﺃﺣﺪ ﺍﻟﻮﺍﻟﺪﻳﻦ‪ ،‬ﻭﺭﻏﺒﺔ ﺍﻟﺘﻠﻤﻴﺬ ﰲ‬
‫ﺍﻟﺒﻘﺎﺀ ﺩﺍﺋﻤﺎ ﻣﻊ ﺍﳌﻌﻠﻢ‪.‬‬
‫ﻭﺗﺘﻄﻮﺭ ﺍﻻﺗﻜﺎﻟﻴﺔ ﻭﺗﻌﺪﻡ ﻧﺘﻴﺠﺔ ﻣﻴﻞ ﺍﻷﻫﻞ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻷﻃﻔﺎﻝ ﰲ ﻛﻞ ﻣﺎ ﻳﻔﻌﻠﻮﻧﻪ ﺃﻭ‬
‫ﻟﺪﻯ ﻣﻮﺍﺟﻬﺘﻬﻢ ﺃﻱ ﺻﻌﻮﺑﺔ ﰲ ﻋﻤﻞ ﺷﻲﺀ ﻣﺎ‪.‬‬
‫‪ -6‬ﺃﺳﺒﺎﺏ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﻟﻘﺪ ﰎ ﻭﺿﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻐﲑﺍﺕ ﻷﺳﺒﺎﺏ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻦ ﻗﺒﻞ ﻋﻠﻤﺎﺀ‬
‫ﺍﻟﻨﻔﺲ‪ ،‬ﻭﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﻭﻋﻠﻢ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺃ‪ .‬ﺃﺳﺒﺎﺏ ﻧﻔﺴﻴﺔ‪ :‬ﺗﺮﻯ ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﺑﺎﻥ ﺍﻟﺼﺮﺍﻉ ﺍﻟﺪﺍﺧﻠﻲ‪ ،‬ﻭﺍﻟﺼﺪﻣﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺍﻟﻌﺎﻃﻔﻴﺔ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﻄﻔﻮﻟﺔ ﺗﺆﺩﻱ ﺇﱃ ﺇﺣﺒﺎﻁ ﺃﻭ ﻛﺒﺖ‪ ،‬ﻭﻫﻨﺎ ﻳﺆﺩﻱ ﺇﱃ ﺗﻮﺟﻬﺎﺕ‬
‫ﻭﺳﻠﻮﻛﻴﺎﺕ ﺑﻌﺪ ﺳﻦ ﺍﻟﺮﺷﺪ ﺗﻌﻴﺪ ﺗﻜﺮﺍﺭ ﻧﻔﺲ ﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ‪.‬‬
‫ﻭﻳﺮﻯ "ﻓﺮﻭﻳﺪ" )‪ (Froud‬ﺃﻥ ﺍﻻﺿﻄﺮﺍﺏ ﻳﻨﺸﺎ ﺑﺴﺒﺐ ﺍﺧﺘﻼﻑ ﻗﻴﺎﻡ ﺍﻟﻔﺮﺩ ﺑﻮﻇﺎﺋﻔﻪ ﺍﻟﻨﺎﺗﺞ‬
‫‪ ،(Le‬ﺍﻷﻧﺎ‬ ‫)‪Ca‬‬ ‫‪ ،(Le‬ﺍﳍﻮ‬ ‫)‪Moi‬‬ ‫ﻋﻦ ﺍﺧﺘﻼﻝ ﺍﳊﺮﻛﺔ ﺍﻟﺪﻳﻨﺎﻣﻴﺔ‪ ،‬ﻭﺍﺧﺘﻼﻝ ﺍﳌﻮﺍﻗﻊ ﺑﲔ ﺍﻷﻧﺎ‬
‫ﺍﻷﻋﻠﻰ )‪.(Le sur Moi‬‬
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‫ﻫﺬﺍ ﺍﻟﺼﺮﺍﻉ ﻳﻜﻮﻥ ﺑﲔ ﺍﻟﻐﺮﺍﺋﺰ ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﺣﻴﺚ ﺃﻧﺎ ﺍﻷﻧﺎ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻘﻴﺎﻡ ﺑﻮﻇﻴﻔﺘﻪ ﺑﻜﻔﺎﻳﺔ‬
‫ﻓﻴﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﺍﳍﻮ ﺃﻭ ﺍﻷﻧﺎ ﺍﻷﻋﻠﻰ‪ ،‬ﺇﺫ ﺃ‪‬ﺎ ﺗﻮﺍﺟﻪ ﺍﻟﺘﻮﺗﺮﺍﺕ ﲝﻴﻞ ﻻ ﺷﻌﻮﺭﻳﺔ ﻛﺎﻟﻜﺒﺖ ﺍﻟﺬﻱ ﻳﻈﻞ‬
‫ﰲ ﺍﻟﻼﺷﻌﻮﺭ ﺇﱃ ﺃﻥ ﻳﻈﻬﺮ ﰲ ﻣﺮﺣﻠﺔ ﺃﺧﺮﻯ‪ .‬ﻭﻣﻦ ﺃﺳﺒﺎﺏ ﺍﻻﺿﻄﺮﺍﺏ ﰲ ﻧﻈﺮ ﻓﺮﻭﻳﺪ ﻫﻮ ﺗﻌﻠﻢ‬
‫ﻏﲑ ﺳﻮﻱ ﰲ ﻣﺮﺣﻠﺔ ﺍﻟﻄﻔﻮﻟﺔ‪ ،‬ﻭﻳﻌﻮﺩ ﺫﻟﻚ ﺇﱃ ﺍﻟﺼﺮﺍﻋﺎﺕ ﺍﻟﱵ ﻳﻌﻴﺸﻬﺎ ﺍﻟﻄﻔﻞ ﺑﲔ ﺩﺍﻓﻊ ﺩﺍﺧﻠﻲ‬
‫ﻳﺪﻓﻌﻪ ﺇﱃ ﺳﻠﻮﻙ ﻣﻌﲔ ﻭﻗﻮﻯ ﺧﺎﺭﺟﻴﺔ ﺗﻘﻤﻊ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﻓﻴﺆﺩﻱ ﻫﺬﺍ ﺍﻟﺼﺮﺍﻉ ﺇﱃ ﺍﺿﻄﺮﺍﺏ‬
‫ﺍﻟﺴﻠﻮﻙ‪.‬‬
‫ﻭﻳﺮﻯ ﻓﺮﻭﻳﺪ ﺃﻥ ﺍﳌﺮﺽ ﻣﺎ ﻫﻮ ﺇﻻ ﺗﺜﺒﻴﺖ ﳌﺮﺣﻠﺔ ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﺍﳉﻨﺴﻲ ﺃﻭ ﺍﻟﻨﻜﻮﺹ‬
‫ﺇﱃ ﻣﺮﺣﻠﺔ ﺃﺧﺮﻯ ﺳﺎﺑﻘﺔ )ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ‪ ،2004 ،‬ﺹ‪.(278‬‬
‫ﺏ‪ .‬ﺃﺳﺒﺎﺏ ﺍﺟﺘﻤﺎﻋﻴﺔ ﻭﺃﺳﺮﻳﺔ‪:‬‬
‫‪ -‬ﻳﻌﺘﱪ ﺍﻟﺪﻭﺭ ﺍﻷﺳﺎﺳﻲ ﻟﻸﺳﺮﺓ ﲡﺎﻩ ﺍﻟﻔﺮﺩ ﻫﻮ ﺍﻟﺘﻨﺸﺌﺔ ﰲ ﺑﻴﺌﺔ ﺻﺎﳊﺔ ﺗﺴﺎﻋﺪﻩ ﻣﻦ ﻃﻔﻮﻟﺘﻪ ﻋﻠﻰ‬
‫ﺗﻔﻬﻢ ﺩﻭﺭﻩ ﻭﺍﺩﻭﺍﺭ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺃﻱ ﺃ‪‬ﺎ ﺗﻐﺮﺱ ﻓﻴﻪ ﻣﻨﺬ ﺍﻟﺼﻐﺮ ﺃﻥ ﻟﻪ‬
‫ﺣﺪﻭﺩﺍ ﻭﻟﻶﺧﺮﻳﻦ ﺃﻳﻀﺎ ﺣﺪﻭﺩ‪ ،‬ﻓﻴﻨﺸﺄ ﻋﺎﺭﻑ ﺣﻘﻮﻗﻪ ﻭﻭﺍﺟﺒﺎﺗﻪ ﲡﺎﻩ ﺍﻷﺳﺮﺓ ﺃﻭﻻ ﰒ ﺍﲡﺎﻩ‬
‫ﺍ‪‬ﺘﻤﻊ ﻭﺍﻻﻫﻢ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﻳﺼﺒﺢ ﻣﺴﺘﻘﺮﺍ ﻧﻔﺴﻴﺎ ﻭﻋﺎﻃﻔﻴﺎ‪.‬‬
‫‪ -‬ﺧﻠﻞ ﰲ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻳﺸﻌﺮ ﺍﻟﻔﺮﺩ ﺑﺄﻧﻪ ﻻﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﻣﻌﺘﻤﺪﺍ ﻋﻠﻰ ﺍﻟﺸﺨﺺ ﺍﻵﺧﺮ‬
‫ﻟﻴﻜﻮﻥ ﻟﻪ ﻗﻴﻤﺔ ﰲ ﺍﳊﻴﺎﺓ‪.‬‬
‫‪ -‬ﻗﺪ ﻳﻌﻴﺶ ﺍﻟﻄﻔﻞ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﻣﻮﺍﻗﻒ ﺍﻹﺣﺒﺎﻁ ﻭﺍﻟﻔﺸﻞ ﺑﺴﺒﺐ ﻣﻮﺍﻗﻒ ﻏﲑ ﻣﺸﺠﻌﺔ ﰲ ﺍﻟﻨﺴﻖ‬
‫ﺍﻷﺳﺮﻱ‪ ،‬ﻭﻳﺼﺒﺢ ﻣﻊ ﺍﻟﻮﻗﺖ ﺃﻛﺜﺮ ﺍﻗﺘﻨﺎﻋﺎ ﺑﺄﻧﻪ ﻻ ﳝﺘﻠﻚ ﻗﺪﺭﺍﺕ‪ ,‬ﻭﻻ ﻳﻨﺠﺰ ﻣﺎ ﻳﻄﻠﺐ ﻣﻨﻪ‬
‫ﻭﻳﻔﻘﺪ ﺛﻘﺘﻪ ﺑﻨﻔﺴﻪ ﻭﻳﺸﻌﺮ ﺑﺎﻟﻘﺼﻮﺭ‪ ،‬ﻭﻗﺪ ﻳﻨﺴﺤﺐ ﺇﱃ ﻋﺎﱂ ﳏﺪﻭﺩ ﻭﻳﺘﺨﻠﻰ ﻋﻦ ﺍﻫﺘﻤﺎﻣﺎﺗﻪ‬
‫ﻭﻫﻮ ﻳﻄﻠﻖ ﻋﻠﻴﻪ "ﺍﻟﻄﻘﻞ ﺍﻟﻘﺎﺻﺮ" ﺍﻟﺬﻱ ﺳﺘﺘﺸﻜﻞ ﻟﺪﻳﻪ ﺷﺨﺼﻴﺔ ﺗﺎﺑﻌﺔ ﰲ ﺳﻦ ﺍﻟﺮﺷﺪ‬
‫)ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺣﻴﺪﺍﺭ‪ ،2013 ،‬ﺹ‪(89‬‬
‫ﺝ‪ .‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‪ :‬ﻟﻘﺪ ﺃﺳﻬﻤﺖ "ﻛﻮﺷﺎﻧﺴﻜﺎ" )‪ (Kouchanska‬ﰲ ﺻﻴﺎﻏﺔ ﺍﻗﺘﺮﺍﺡ ﺟﻴﺪ‬
‫ﺣﻮﻝ ﺗﻄﻮﺭ ﻭﳕﻮ ﺍﻟﻀﻤﲑ ﰲ ﺍﻷﻃﻔﺎﻝ ﺧﻼﻝ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﻴﻔﻴﺔ‬
‫ﺍﻟﱵ ﺗﺘﻔﺎﻋﻞ ‪‬ﺎ ﺍﳊﺎﻟﺔ ﺍﳌﺰﺍﺟﻴﺔ ﻟﻠﻄﻔﻞ ﻣﻊ ﻛﻴﻔﻴﺔ ﺍﻻﺭﺗﺒﺎﻁ ﻭﺍﻟﻨﻤﻮ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻸﻡ‪ ،‬ﻓﺎﻷﻃﻔﺎﻝ‬
‫ﺍﻟﻘﻠﻖ ﻳﺴﺘﺪﺧﻞ ﺍﳌﻌﺎﻳﲑ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻧﻈﺎﻡ ﺃﻣﻮﻣﻲ ﻣﻌﺘﺪﻝ ﺃﻭ ﺟﻴﺪ‪،‬‬
‫ﻭﻟﻜﻦ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻄﻔﻞ ﻏﲑ ﺍﻟﻘﻠﻖ ﻓﺈﻥ ﺩﺭﺟﺔ ﺍﻟﺘﻌﻠﻖ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻊ ﺍﻷﻡ ﺗﻌﺪ ﺃﻓﻀﻞ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﻨﺒﺌﺔ‬
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‫ﺑﺈﺳﺘﺪﺧﺎﻝ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‪ ،‬ﻓﺎﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﺘﻌﺮﺽ ﺇﱃ ﺍﻓﺘﻘﺎﺭ ﰲ ﺍﻟﺘﻌﻠﻖ ﻭﺍﻻﺭﺗﺒﺎﻁ ﺍﻟﻮﺍﻟﺪﻱ‪ ،‬ﻭﲟﺎ‬
‫ﻳﻔﺸﻞ ﰲ ﺍﺳﺘﺪﺧﺎﻝ ﺍﳌﻌﺎﻳﲑ ﻭﺗﺘﻄﻮﺭ ﻟﺪﻳﻪ ﺃﳕﺎﻁ ﺳﻠﻮﻙ ﻭﺗﺆﺩﻱ ﺇﱃ ﺗﻄﻮﺭ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ‪ ،2009 ،‬ﺹ‪(388‬‬
‫‪ -7‬ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺘﻔﺮﻳﻘﻲ‪:‬‬
‫ﻭﻗﺪ ﳛﺼﻞ ﺗﺸﺎﺑﻪ ﺑﲔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻟﺘﺎﺑﻌﺔ( ﻭﺣﺎﻻﺕ ﺍﻛﺘﺌﺎﺑﻴﺔ ﺃﻭ ﺍﻻﻛﺘﺌﺎﺏ‬
‫ﺍﻷﺳﺎﺳﻲ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﳌﺰﺍﺝ ﺍﻻﻛﺘﺌﺎﰊ ﺟﺪ ﻃﺎﻍ ﻣﻦ ﺣﺰﻥ ﻭﻳﺄﺱ ﻭﺷﻌﻮﺭ ﺑﺎﻟﺪﻭﻧﻴﺔ ﻭﺍﻟﻔﺸﻞ‪،‬‬
‫ﻭﻋﺪﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﻨﻈﺎﻓﺔ ﻭﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﻔﺘﻘﺮ ﺍﳌﻜﺘﺌﺐ ﻟﻠﺤﺎﻓﺰﻳﺔ ﻭﺍﳌﺒﺎﺩﺭﺓ‪ ،‬ﻭﻳﺘﺮﻙ‬
‫ﻟﻶﺧﺮﻳﻦ ﻣﻬﻤﺔ ﲢﻔﻴﺰ ﻭﲪﻠﺔ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ )ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺣﻴﺪﺍﺭ‪ ،2013 ،‬ﺹ‪(92‬‬
‫ﻛﻤﺎ ﻗﺪ ﺗﺘﺸﺎﺑﻪ ﻣﻊ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳍﺴﺘﲑﻳﺔ ﰲ ﺍﻟﺘﺒﻌﻴﺔ ﺍﻟﻌﺎﻃﻔﻴﺔ ﻭﻗﺎﺑﻠﻴﺔ ﺍﻹﳝﺎﺀ ﻭﺍﻟﺘﺄﺛﺮ‪.‬‬
‫ﻭﻣﻦ ﺑﲔ ﺍﳌﻈﺎﻫﺮ ﺍﳌﺮﺍﻓﻘﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -‬ﺍﻟﻨﻤﻂ ﺍﻟﺸﺎﺋﻊ ﻭﺟﻮﺩ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻷﺧﺮﻯ ﻣﺜﻞ‪ :‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﳍﺴﺘﲑﻳﺔ‪ ،‬ﺍﻟﺸﺨﺼﻴﺔ ﻣﻦ‬
‫ﺍﻟﻨﻤﻂ ﺍﻟﻔﺼﺎﻣﻲ‪ ،‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻨﺮﺟﺴﻴﺔ‪ ،‬ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﺠﺘﺒﺔ‪ ،‬ﻛﻤﺎ ﻳﺸﻴﻊ ﻭﺟﻮﺩ ﺍﻟﻘﻠﻖ‬
‫ﻭﺍﻻﻛﺘﺌﺎﺏ‪.‬‬
‫‪ -‬ﻳﻔﺘﻘﺮ ﺍﳌﺼﺎﺑﻮﻥ ‪‬ﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ ﺑﺸﻜﻞ ﺛﺎﺑﺖ ﺇﱃ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‪.‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﺍﻵﻟﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻣﻦ ﻗﺒﻞ ﺍﻷﺷﺨﺎﺹ ﺍﳌﺼﺎﺑﲔ ﺑﺎﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﺎ ﻳﻠﻲ‪ :‬ﺗﺮﺍﺟﻊ )‪ (Régression‬ﺃﻱ ﺗﺒﲎ ﺍﳌﻀﻄﺮﺏ ﺃﳕﺎﻁ ﺳﻠﻮﻛﻴﺔ ﺷﺒﻴﻬﺔ ﺑﺴﻠﻮﻙ‬
‫ﺍﻟﻄﻔﻞ )ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺑﺮﺍﻫﻴﻢ‪ ،2006 ،‬ﺹ‪(106‬‬
‫ﻫﺬﻩ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻗﺪ ﲢﻈﻰ ﺃﻳﻀﺎ ﺑﺒﻌﺾ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳍﺴﺘﲑﻳﺔ ﺃﻭ ﺍﻟﻨﺮﺟﺴﻴﺔ‬
‫ﺃﻭ ﺍﳌﺘﺤﺎﺷﻴﺔ ﺃﻭ ﺷﺒﻪ ﺍﻟﻔﺼﺎﻣﻴﺔ‪...‬ﺍﱁ‪ ،‬ﻭﻟﻜﻦ ﺗﺒﻘﻰ ﺍﻟﺴﻤﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﻫﻲ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ..‬ﻭﻫﻲ‬
‫ﺷﺨﺼﻴﺔ ﻣﻌﺮﺿﺔ ﻟﻠﻘﻠﻖ ﻭﺍﻻﻛﺘﺌﺎﺏ‪ ،‬ﻭﻟﻜﻦ ﺃﻗﺴﻰ ﻣﻌﺎﻧﺎﺓ ﺗﺘﻌﺮﺽ ﳍﺎ ﻫﻲ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﻓﻘﺪ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﻟﺬﻱ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻪ‪) ...‬ﺃ‪.‬ﺩ‪/‬ﻋﺎﺩﻝ ﺻﺎﺩﻕ‪ ،2006 ،‬ﺹ‪(218‬‬
‫ﺇﻥ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﺗﻌﺘﱪ ﻓﻴﻬﺎ ﺍﻟﺘﺼﺮﻓﺎﺕ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻘﺒﻮﻟﺔ ﲣﺘﻠﻒ ﺑﻘﺪﺭ ﻛﺒﲑ‪ ،‬ﻋﻠﻰ ﺣﺴﺐ‬
‫ﺍﳌﺮﺍﺣﻞ ﺍﻟﻌﻤﺮﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ )‪ (Sociocultural‬ﻟﻠﺠﻤﺎﻋﺎﺕ‪ ،‬ﻭﻋﻮﺍﻣﻞ ﺍﻟﺴﻦ ﻭﺍﻟﺜﻘﺎﻓﺔ‬
‫ﳚﺐ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺸﺨﻴﺺ‪ ،‬ﻭﺃﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ ﳝﻜﻦ ﺃﻥ ﻳﻌﺘﱪ ﺧﺎﺻﻴﺔ ﳑﻴﺰﺓ‬
‫ﻟﻼﺿﻄﺮﺍﺏ ﻓﻘﻂ ﺇﺫﺍ ﻣﺎ ﻛﺎﻥ ﺯﺍﺋﺪ ﻋﻦ ﺍﳌﻌﺎﻳﲑ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻟﻠﻔﺮﺩ ﺃﻭ ﻳﻌﻜﺲ ﺍﻫﺘﻤﺎﻣﺎﺕ ﻏﲑ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﺇﻥ‬
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‫ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻷﺩﺏ ﻭﺍﺣﺘﺮﺍﻡ ﺭﻏﺒﺎﺕ ﺍﻵﺧﺮﻳﻦ ﺗﻌﺪ ﺧﺼﺎﺋﺺ ﳑﻴﺰﺓ ﻟﺒﻌﺾ ﺍ‪‬ﺘﻤﻌﺎﺕ‪ ،‬ﻭﻗﺪ ﻳﺴﺎﺀ‬
‫ﺗﻔﺴﲑﻫﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﲰﺎﺕ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﺑﺸﻜﻞ ﳑﺎﺛﻞ ﻓﺎﻥ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻗﺪ ﺗﻨﺸﺊ‬
‫ﻭﺗﺮﰊ ﺃﻓﺮﺍﺩﻫﺎ ﺑﺸﻜﻞ ﻣﺘﺒﺎﻳﻦ ﻭﻻ ﺗﺸﺠﻊ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ ﻟﺪﻯ ﺍﻟﺬﻛﻮﺭ ﻭﺍﻹﻧﺎﺙ‬
‫)‪(American Psychiatric Association, 1994, P667‬‬
‫‪ -8‬ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﺣﻈﻴﺖ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﻌﺪﺓ ﻧﻈﺮﻳﺎﺕ ﻣﻔﺴﺮﺓ ﳍﺎ‪ ،‬ﺣﺴﺐ ﺗﻌﺪﺩ ﺍﻟﺒﺎﺣﺜﲔ‬
‫ﻭﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﺧﺘﻼﻑ ﻣﺮﺟﻌﻴﺎ‪‬ﻢ ﻭﺗﻮﺟﻬﺎ‪‬ﻢ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ‪ ،‬ﻭﻗﺪ ﺍﻫﺘﻢ ﻣﺆﺳﺲ ﻛﻞ ﻧﻈﺮﻳﺔ‬
‫ﺑﺘﺤﺪﻳﺪ ﺍﳉﻮﺍﻧﺐ ﺍﳉﺪﻳﺮﺓ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎ ﻷﻓﻜﺎﺭﻩ ﻭﺗﺼﻮﺭﻩ ﳌﺎﻫﻴﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻹﻧﺴﺎﱐ‪ .‬ﻭﻋﻠﻴﻪ‬
‫ﺳﻮﻑ ﻧﻌﺮﺽ ﺗﻔﺴﲑ ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﻭﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ‪ ،‬ﻭﻧﻈﺮﻳﺔ ﺍﻟﺒﻴﺌﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﺃ‪ .‬ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ‪ :‬ﺭﻛﺰ "ﻓﺮﻭﻳﺪ" ﻋﻠﻰ ﺍﳉﺎﻧﺐ ﺍﳉﻨﺴﻲ ﻭﻳﺮﺑﻂ ﺍﻟﻨﻤﻮ ﺍﻟﻨﻔﺴﻲ ﺍﳉﻨﺴﻲ‬
‫ﺑﺎﳊﺎﺟﺎﺕ ﺍﻟﻔﻴﺴﻴﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻔﺮﺩ‪ ،‬ﻭﻳﻌﱪ ﻋﻨﻪ "ﻓﺮﻭﻳﺪ" ﻣﻦ ﺧﻼﻝ ﻭﺟﻮﺩ ﻣﻨﺎﻃﻖ ﺷﺒﻘﻴﺔ‬
‫ﰲ ﺍﳉﺴﻢ‪ ،‬ﻭﻋﻨﺪ ﺗﻨﺒﻴﻪ ﺃﻭ ﺍﺳﺘﺸﺎﺭﺓ ﻫﺬﻩ ﺍﳌﻨﺎﻃﻖ ﻳﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﺇﺷﺒﺎﻋﺎﺕ ﻟﻴﺒﻴﺪﻳﺔ‪ ،‬ﻭﺍﻟﻠﻴﺒﻴﺪﻭﺍ‬
‫ﻣﻔﻬﻮﻡ ﻳﻌﺪ ﲟﺜﺎﺑﺔ ﻃﺎﻗﺔ ﻧﻔﺴﻴﺔ ﻭﺟﻨﺴﻴﺔ ﺗﺘﻤﺮﻛﺰ ﰲ ﺃﻣﺎﻛﻦ ﻣﻌﻴﻨﺔ ﺃﺛﻨﺎﺀ ﳕﻮ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﳝﻴﺰ ﺍﻟﻨﻤﻮ‬
‫ﺍﻟﻨﻔﺴﻲ ﻭﺍﳉﻨﺴﻲ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻟﻔﻤﻮﻳﺔ ﺗﺒﺪﺃ ﻣﻦ ﺍﻟﻮﻻﺩﺓ ﺣﱴ ﺍﻟﻌﺎﻡ ﺍﻷﻭﻝ‪ ،‬ﻭﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺑﺎﳌﺮﺣﻠﺔ‬
‫ﺍﻟﻔﻤﻮﻳﺔ ﻧﺴﺒﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﻔﻤﻮﻱ ﺍﳌﺘﻤﺜﻞ ﰲ ﺍﻻﻣﺘﺼﺎﺹ ﻭﺍﻻﺑﺘﻼﻉ ﻭﺍﻟﻌﺾ‪ ،‬ﺍﻟﺬﻱ ﻳﺸﻜﻞ ﺍﳌﺼﺪﺭ‬
‫ﺍﻷﻭﻝ ﻭﺍﻷﺳﺎﺳﻲ ﻟﻠﺘﻌﺒﲑ ﺍﻻﻧﻔﻌﺎﱄ ﻋﻦ ﺣﺎﻻﺕ ﺍﻹﺷﺒﺎﻉ ﺃﻭ ﻋﺪﻫﻢ‪.‬‬
‫ﻭﳝﻴﺰ "ﻓﺮﻭﻳﺪ" ﺑﲔ ﻧﻮﻋﲔ ﻣﻦ ﺍﻟﻨﻤﻂ ﺍﻟﻔﻤﻮﻱ ﳘﺎ‪ :‬ﺍﻟﻨﻤﻂ ﺍﻟﻔﻤﻮﻱ ﺍﻟﺴﻠﱯ )ﻫﻮ ﺍﻟﻨﻤﻂ‬
‫ﺍﻟﺬﻱ ﻳﺘﻤﻴﺰ ﺑﻌﻤﻠﻴﺔ ﺍﳌﺺ( ﻭﺍﻟﻨﻤﻂ ﺍﻟﻔﻤﻮﻱ ﺍﻟﻨﺸﻴﻂ )ﻳﺘﻤﻴﺰ ﺑﻌﻤﻠﻴﺔ ﺍﻟﻌﺾ(‪.‬‬
‫ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ )ﳕﻂ ﻓﻤﻮﻱ ﺳﻠﱯ(‪ :‬ﻫﻮ ﺍﻟﻨﻤﻂ ﺍﻟﺘﻮﺍﻛﻠﻲ ﻏﲑ ﺍﻟﻨﺎﺿﺞ ﻳﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻌﺎﱂ ﻣﺪﻳﻦ ﻟﻪ‪ ،‬ﻭﻫﻮ‬
‫ﳛﻦ ﺇﱃ ﺃﻥ ﻳﻜﻮﻥ ﻃﻔﻼ ﺩﺍﺋﻤﺎ ﻳﺮﻋﺎﻩ ﺃﺑﻮﺍﻩ ﺃﻭ ﻣﻦ ﻳﻘﻮﻡ ﻣﻘﺎﻣﻬﻤﺎ ﻭﻗﺪ ﻳﻜﻮﻥ ﻟﻪ ﻃﻤﻮﺡ ﺇﻻ ﺃﻧﻪ ﻏﲑ‬
‫ﻣﺴﺘﻌﺪ ﻟﺒﺬﻝ ﺍﳉﻬﺪ ﺃﻭ ﲢﻤﻞ ﺍﻟﻌﻨﺎﺀ ﰲ ﺳﺒﻴﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ .‬ﻭﻳﺮﻯ ﻓﺮﻭﻱ ﺩﺍﻥ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﻧﺎﺗﺞ‬
‫ﻟﻠﺠﻤﻮﺩ ﺃﻭ ﺍﻟﺘﺜﺒﻴﺖ ﻋﻠﻰ ﻣﺮﺣﻠﺔ ﺍﻟﺮﺿﺎﻋﺔ )ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ‪ ،2004 ،‬ﺹ‪.(128‬‬
‫ﺗﻌﻜﺲ ﻣﺸﺎﻋﺮ ﺍﻟﻠﺬﺓ ﻭﺍﳌﺘﻌﺔ ﻋﻠﻰ ﺍﻟﻔﺮﺩ ﺑﺎﻟﺮﺍﺣﺔ ﻭﺍﻻﻃﻤﺌﻨﺎﻥ ﻭﺍﻻﺳﺘﻘﺮﺍﺭ ﺃﻭ ﺍﻟﻌﻜﺲ ﰲ‬
‫ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻹﺷﺒﺎﻉ ﺃﻱ ﺗﻨﻌﻜﺲ ﺑﺎﻟﺘﻮﺗﺮ‪ ،‬ﻭﺍﻻﺿﻄﺮﺍﺏ ﻭﺗﺼﺒﺢ ﻣﻨﻄﻘﺔ ﺍﻟﻔﻢ ﻣﻨﻄﻘﺔ ﺷﺪﻳﺪﺓ‬
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‫ﺍﳊﺴﺎﺳﻴﺔ‪ ،‬ﻭﻭﺳﻴﻠﺔ ﻳﺘﻌﻠﻢ ﺍﻟﻄﻔﻞ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻣﺸﺎﻋﺮ ﺍﻷﱂ ﻭﺍﳍﻴﺎﺝ ﺍﻻﻧﻔﻌﺎﱄ ﺃﻭ‬
‫ﺍﳊﺮﻣﺎﻥ‪.‬‬
‫ﻭﻳﺆﻛﺪ ﻓﺮﻭﻳﺪ ﰲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﺃﻥ ﻟﺮﺩﻭﺩ ﻓﻌﻞ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﻟﺴﻴﻄﺮ‪‬ﻢ ﻋﻠﻰ ﺍﻟﻄﻔﻞ ﺃﺛﺮ ﰲ‬
‫ﺷﺨﺼﻴﺔ ﺍﻟﻄﻔﻞ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﳕﻮﻩ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺣﻴﺚ ﺇﺫﺍ ﺣﺪﺙ ﺗﺜﺒﻴﺖ ﻋﻠﻰ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻔﻤﻮﻳﺔ ﲡﻌﻞ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻣﺘﺴﻤﺔ ﺑﺎﻻﲡﺎﻫﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺍﻟﺘﻮﺍﻛﻠﻴﺔ ﲡﺎﻩ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺗﺴﻌﻰ ﺩﺍﺋﻤﺎ ﻟﻺﺷﺒﺎﻉ ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻋﺎﺩﺓ ﺗﺘﺴﻢ ﺷﺨﺼﻴﺔ ﺍﳌﺜﺒﺖ ﻓﻤﻮﻳﺎ ﺑﻌﺪﻡ ﺍﻟﻨﻀﺞ ﻭﺍﻟﺜﻘﺔ ﺍﳌﻄﻠﻘﺔ ﺑﺎﻵﺧﺮﻳﻦ )ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ‪،‬‬
‫‪ ،2004‬ﺹ‪(128‬‬
‫ﻭﻫﻮ ﺃﺣﺪ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺬﻳﻦ ﻋﺎﺭﺿﻮﺍ‬ ‫)‪(Erikson‬‬ ‫ﻟﻘﺪ ﻭﺿﻊ "ﺇﺭﻳﻜﺴﻮﻥ"‬
‫"ﻓﺮﻭﻳﺪ" ﰲ ﺑﻌﺾ ﺍﻷﻣﻮﺭ‪ ،‬ﻭﻟﻜﻦ ﻇﻞ ﺿﻤﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ؛ ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺍﻟﻨﻔﺴﻲ‬
‫ﻟﻠﺸﺨﺼﻴﺔ ﺗﺘﻌﻠﻖ ﲟﺮﻭﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺑﺄﺯﻣﺎﺕ‪ ،‬ﻭﰲ ﻛﻞ ﻣﺮﺣﻠﺔ ﻋﻤﺮﻳﺔ ﻋﻠﻰ ﺍﻟﺸﺨﺼﻴﺔ ﺍﺟﺘﻴﺎﺯ ﻫﺬﻩ‬
‫ﺍﻷﺯﻣﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﺍﺟﺘﺎﺯ‪‬ﺎ ﻳﻜﻮﻥ ﺍﻟﻨﻤﻮ ﺳﻮﻳﺎ‪ ،‬ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﺯﻣﺎﺕ‪:‬‬
‫ﻣﺮﺣﻠﺔ ﺍﻻﺳﺘﻘﻼﻝ ﻭﺍﻻﺗﻜﺎﻝ‪ :‬ﻭﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﻣﻦ ﺳﻦ )‪ (03-02‬ﺳﻨﻮﺍﺕ‪ ،‬ﻭﻓﻴﻬﺎ ﳛﺎﻭﻝ ﺍﻟﻄﻔﻞ ﺃﻥ‬
‫ﻳﺴﺘﻘﻞ ﻗﻠﻴﻼ ﻋﻦ ﺃﻣﻪ‪ ،‬ﻓﻤﺜﻼ‪ :‬ﻳﻠﺒﺲ ﻟﻮﺣﺪﻩ ﻭﻳﺄﻛﻞ ﻟﻮﺣﺪﻩ‪ ،‬ﻭﺇﺫﺍ ﺟﻌﻠﺘﻪ ﺃﻣﻪ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻛﺜﲑﺍ‬
‫ﺳﻴﻜﻮﻥ ﺫﻭ ﺷﺨﺼﻴﺔ ﺗﻮﺍﻛﻠﻴﺔ )ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ‪ ،2004 ،‬ﺹ‪.(132‬‬
‫ﺏ‪.‬ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ‪ :‬ﺗﻘﻮﻡ ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻘﺴﻴﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ ﺃﳕﺎﻁ ﺗﻘﻮﻡ ﻋﻠﻰ ﺃﺳﺲ‬
‫ﺟﺴﻤﻴﺔ ﺃﻭ ﻋﻘﻠﻴﺔ ﺃﻭ ﻣﺰﺍﺟﻴﺔ‪ ،‬ﻭﺃﻥ ﻟﻜﻞ ﻓﺮﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﳕﻄﺎ ﳝﻴﺰﻩ ﻋﻦ ﻏﲑﻩ ﻭﺫﻟﻚ ﻭﻓﻖ ﻣﺎ‬
‫ﻳﺘﻤﺘﻊ ﺑﻪ ﻣﻦ ﺻﻔﺎﺕ ﺟﺴﻤﻴﺔ ﺃﻭ ﻏﲑﻫﺎ‪.‬‬
‫ﺍﻟﺬﻱ‬ ‫)‪،(Earnest Kretschmer‬‬ ‫ﻭﻣﻦ ﻧﻈﺮﻳﺎﺕ ﺍﻷﳕﺎﻁ ﻣﺎ ﻗﺪﻣﺘﻪ "ﺇﺭﻧﺴﺖ ﻛﺮﺗﺸﻤﺮ"‬
‫ﻗﺴﻢ ﺍﻟﺸﺨﺼﻴﺔ ﺇﱃ ﺃﳕﺎﻁ ﺟﺴﻤﻴﺔ ﻭﺭﺑﻄﻬﺎ ﲞﺼﺎﺋﺺ ﺷﺨﺼﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺮﻯ "ﻛﺮﺗﺸﻤﺮ" ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺼﺪﺩ ﺇﻥ ﺍﻟﻨﻤﻂ ﺍﳊﺸﻮﻱ ﻳﺘﻤﻴﺰ ﲝﺐ ﺍﻟﺮﻓﺎﻫﻴﺔ ﻭﺍﻟﺘﺮﻑ‪ ،‬ﻛﻤﺎ ﳛﺘﺎﺝ ﺇﱃ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺇﺫﺍ ﺍﺿﻄﺮﺏ‬
‫ﳛﺐ ﺍﻟﺮﺍﺣﺔ ﻭﺍﺗﻜﺎﱄ ﰲ ﺗﻮﱄ ﻣﺴﺆﻭﻟﻴﺎﺗﻪ )ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﺃﺑﻮ ﺍﺳﻌﺪ‪ ،2010 ،‬ﺹ‪.(46‬‬
‫ﺝ‪ .‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺒﻴﺌﻴﺔ‪ :‬ﺗﺆﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﺑﻜﺎﻓﺔ ﻣﺘﻐﲑﺍ‪‬ﺎ ﻋﻠﻰ ﻧﺸﺄﺓ ﺍﻟﻔﺮﺩ ﻭﺍﻟﱵ ﲣﺘﻠﻒ ﻣﻦ ﳎﺘﻤﻊ‬
‫ﻵﺧﺮ‪ ،‬ﻭﻣﻦ ﺃﺳﺮﺓ ﻷﺧﺮﻯ‪ ،‬ﻭﻣﻦ ﻓﺮﺩ ﻵﺧﺮ‪ ،‬ﻭﻳﻨﺘﺞ ﻋﻦ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺭﺃﻱ ﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺍﻟﻨﻔﺴﻲ‪ .‬ﺇﻥ ﺍﻟﻘﻠﻖ ﲟﺜﺎﺑﺔ ﺇﺷﺎﺭﺓ ﺇﻧﺬﺍﺭ ﰲ ﻧﺸﺄﺓ ﺍﻷﻋﺼﺒﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻗﺪﻡ ﻣﻨﻬﺎ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ‬
‫)‪(Ottorank‬‬ ‫ﺍﻟﺬﻳﻦ ﺃﺳﻬﻤﻮﺍ‪ ،‬ﻭﺗﻨﺎﻭﻟﻮﺍ ﺍﻟﺮﺅﻳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺑﺒﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ؛ ﻣﻨﻬﻢ "ﺃﻭﺗﻮﺭﺍﻧﻚ"‬
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‫ﺍﻟﺬﻱ ﺍﻋﺘﱪ ﺻﺪﻣﺔ ﺍﳌﻴﻼﺩ ﻣﺼﺪﺭ ﺍﻟﻘﻠﻖ‪ ،‬ﻭﺍﻋﺘﱪ ﺍﻹﺭﺍﺩﺓ ﻫﻲ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﱵ ﺗﺆﺩﻱ ﺇﱃ‬
‫ﺗﻜﺎﻣﻞ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺇﺑﺪﺍﻋﻬﺎ‪ ،‬ﺃﻭ ﺗﻔﻜﻚ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﺗﻜﺎﻟﻴﺘﻬﺎ‪ .‬ﻭﻳﺮﻯ ﺃﻥ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ‬
‫ﻓﺮﺩ ﺿﻌﻴﻒ ﺍﻹﺭﺍﺩﺓ ﻏﲑ ﻧﺎﺿﺞ ﺍﻧﻔﻌﺎﻟﻴﺎ ﻭﺍﺗﻜﺎﱄ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﱂ ﻳﻨﻀﺞ ﺑﻌﺪ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻀﺒﻂ‬
‫ﻭﺗﺄﻛﻴﺪ ﺫﺍﺗﻪ )ﺃﻣﺎﻝ ﻋﺒﺪ ﺍﻟﺴﻤﻴﻊ ﻣﻴﻠﺠﻲ ﺑﺎﻇﺔ‪ ،1992 ،‬ﺹ‪.(7‬‬
‫ﻳﻨﻈﺮ ﺃﻧﺼﺎﺭ ﻧﻈﺮﻳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺟﺘﻤﺎﻋﻲ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺑﺪﺍﻳﺔ ﰲ ﺿﻮﺀ ﺃﺳﻠﻮﺏ ﻣﻌﺮﰲ‬
‫)ﺃﻭ ﻋﺰﻭﻱ(‪ ،‬ﻳﺪﺭﻙ ﺍﻟﺸﺨﺺ ﻓﻴﻪ ﻧﻔﺴﻪ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻋﺎﺟﺰﺍ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻷﺣﺪﺍﺙ‬
‫ﺑﻄﺮﻳﻘﺔ ﺍﳚﺎﺑﻴﺔ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﺸﻮﻳﻬﺎﺕ ﰲ ﻣﻌﺎﳉﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻷﺳﺒﺎﺏ ﻭﺍﻟﺘﺄﺛﲑﺍﺕ ﻟﻸﺣﺪﺍﺙ‬
‫ﺍﻻﳚﺎﺑﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ؛ ﺗﺰﻳﺪ ﻣﻦ ﺍﻋﺘﻘﺎﺩ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ ﰲ ﻋﺪﻡ ﻓﻌﺎﻟﻴﺘﻪ ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺗﺪﻋﻢ ﻟﺪﻳﻪ‬
‫ﻓﻜﺮﺓ ﺍﻧﻪ ﳛﺘﺎﺝ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ ﻟﻠﺘﻮﺟﻴﻪ ﻭﺍﳌﺴﺎﻧﺪﺓ‪ ،‬ﻭﻗﺪ ﻳﺆﺩﻱ ﺫﻟﻚ ﺇﱃ ﳐﺎﻃﺮﺓ ﺗﺰﻳﺪ‬
‫ﻣﻦ ﻗﺎﺑﻠﻴﺔ ﺍﻹﺻﺎﺑﺔ ﺑﺎﻻﻛﺘﺌﺎﺏ )ﺳﻬﲑ ﺃﲪﺪ ﻛﺎﻣﻞ‪ ،2003 ،‬ﺹ‪(8‬‬
‫ﺗﻌﻠﻴﻖ ﻋﺎﻡ ﻋﻠﻰ ﺍﻟﻨﻈﺮﻳﺎﺕ‪:‬‬
‫ﻟﻘﺪ ﺍﻫﺘﻤﺖ ﻛﻞ ﻣﻦ ﻧﻈﺮﻳﺔ ﺍﻷﳕﺎﻁ ﻭﻧﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﺑﺎﻟﺒﻌﺪ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ ﻭﺭﻛﺰﻭﺍ‬
‫ﻋﻠﻴﻪ ﰲ ﺗﻔﺴﲑ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﺘﻨﺎﺳﻴﲔ ﰲ ﺫﻟﻚ ﺃﺑﻌﺎﺩ ﺃﺧﺮﻯ‪ ،‬ﺇﻻ ﺃﻥ ﺟﺎﺀﺕ‬
‫"ﺃﺗﻮﺭﺍﻧﻚ ﻭﺇﻳﺮﻛﺴﻮﻥ" ﺑﻨﻈﺮﺓ ﺟﺪﻳﺪﺓ ﻟﺘﻔﺴﲑ ﻇﻬﻮﺭ ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻫﺘﻤﺎﻣﻬﺎ ﺍﻟﻜﺒﲑ‬
‫ﻋﻠﻰ ﺍﻟﺒﻌﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﻨﻔﺴﻲ‪.‬‬
‫‪ -9‬ﺍﻟﻌﻼﺝ‪:‬‬
‫ﺇﻥ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﳝﻜﻦ ﺃﻥ ﻳﺘﺴﺒﺐ ﰲ ﺍﻟﻀﻴﻖ ﺍﻟﺸﺨﺼﻲ‪ ،‬ﻭﰲ ﺇﻋﺎﻗﺔ‬
‫ﺣﻴﺎﺓ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ ﻳﻌﺎﻧﻮﻥ ﻣﻦ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﺣﻴﺚ ﻧﺮﺍﻫﻢ ﻻ ﻳﻠﺠﺌﻮﻥ ﺇﱃ‬
‫ﺍﻟﻌﻼﺝ ﺇﻻ ﺇﺫﺍ ﻳﺘﺠﻠﻰ ﳍﻢ ﻋﺠﺰ ﰲ ﺍﳒﺎﺯ ﺃﻣﺮ ﻣﺎ ﰲ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻌﺪﻳﺪﺓ‪ ،‬ﻋﻠﻰ ﳓﻮ ﻋﻼﻗﺎ‪‬ﻢ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻭﺇﺩﺭﺍﻛﻬﻢ ﻟﻠﻮﺍﻗﻊ‪ ،‬ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺫﺍ‪‬ﻢ ﰲ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺳﻴﻄﺮ‪‬ﻢ ﻋﻠﻰ ﺫﻭﺍ‪‬ﻢ‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﻳﻠﻘﻮﺍ‬
‫ﺑﺄﻧﻔﺴﻬﻢ ﺃﻭ ﺍﳌﻘﺮﺑﲔ ﺇﻟﻴﻬﻢ ﺇﱃ ﺍﻟﺘﻬﻠﻜﺔ ﻭﻳﺴﺒﺒﻮﻥ ﺍﳌﻌﺎﻧﺎﺓ‪ ،‬ﻭﺣﱴ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻓﺈ‪‬ﻢ ﻻ ﻳﺪﺭﻛﻮﻥ‬
‫ﺍﺿﻄﺮﺍ‪‬ﻢ ﻭﺇﳕﺎ ﺍﶈﻴﻄﲔ ‪‬ﻢ ﻳﻼﺣﻈﻮﻥ ﺑﺄﻧﻪ ﻻﺑﺪ ﻣﻦ ﺿﺮﻭﺭﺓ ﺍﻟﻌﻼﺝ‪.‬‬
‫ﻳﻌﺘﱪ )ﺳﺎﻣﺮ ﲨﻴﻞ ﺭﺿﻮﺍﻥ‪ ،2009 ،‬ﺹ‪ (153‬ﺃﻥ ﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ‬
‫ﻭﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ ﻭﺍﻟﻌﻼﺝ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻌﻼﺝ ﺍﻟﺪﻭﺍﺋﻲ ﺃﺷﻜﺎﻝ ﺃﺳﺎﺳﻴﺔ ﻣﺴﺘﺨﺪﻣﺔ‬
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‫ﻗﻲ ﻋﻼﺝ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﺍﳍﺪﻑ ﻣﻨﻬﻢ ﻫﻮ ﺍﻟﺘﺨﻠﺺ ﻣﻦ ﺍﻷﺿﺮﺍﺭ ﺍﻟﻨﺎﲨﺔ ﻋﻦ‬
‫ﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﻟﺘﺨﻔﻴﻒ ﻣﻦ ﺍﳌﺸﺎﻋﺮ ﺍﳌﺆﳌﺔ ﻭﺍﳌﺰﻋﺠﺔ‪.‬‬
‫ﺃ‪ .‬ﺍﻟﻌﻼﺝ ﺫﻭ ﺍﻻﲡﺎﻩ ﺍﻟﺘﺤﻠﻴﻠﻲ‪ :‬ﺣﺴﺐ )ﺳﺎﻣﺮ ﲨﻴﻞ ﺭﺿﻮﺍﻥ‪ ،2009 ،‬ﺹ‪ (153‬ﻳﺮﻯ ﺃﻥ‬
‫ﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺍﳌﺘﻤﺮﻛﺰ ﺣﻮﻝ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ﻳﺮﻛﺰ ﻋﻠﻰ ﻧﺒﺚ ﺟﺬﻭﺭ ﺍﻟﺴﻤﺎﺕ‬
‫ﻏﲑ ﺍﳌﻼﺋﻤﺔ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ ﻋﻮﺍﻗﺒﻬﺎ‪ ،‬ﻳﻌﺮﺽ ﺍﳌﻌﺎﰿ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻠﻰ ﺍﳌﺮﻳﺾ‬
‫ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺗﺘﺄﻟﻒ ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﲜﻌﻞ ﺍﳌﺮﻳﺾ ﻳﺘﻮﱃ‬
‫ﻣﺴﺆﻭﻟﻴﺔ ﻫﺬﻩ ﺍﻟﺴﻤﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻭﻓﻬﻢ ﻣﻨﺸﺆﻫﺎ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﺃﳕﺎﻁ ﺍﻟﺴﻠﻮﻙ ﻟﻠﺘﻜﻴﻒ‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﺘﻢ‬
‫ﺍﻟﻌﻼﺝ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﰲ ﺟﻠﺴﺎﺕ ﻳﺒﻠﻊ ﻋﺪﺩﻫﺎ ﲬﺴﺔ ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﻭﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺟﻠﺴﺎﺕ‬
‫ﺿﻤﻦ ﳎﻤﻮﻋﺔ‪.‬‬
‫ﺏ‪ .‬ﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ )‪ :(Thérapie Comportementale‬ﰲ ﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ ﳛﺪﺩ ﺍﳌﻌﺎﰿ‬
‫ﺑﺪﺍﻳﺔ ﺟﺬﻭﺭ ﺃﳕﺎﻁ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺭﺍﺀ ﻣﺸﻜﻼﺕ ﺍﳌﺮﻳﺾ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ ﻏﲑ‬
‫ﺍﳌﺘﻼﺋﻢ ﻳﻘﻮﻡ ﺑﺪﻭﺭﻩ ﺑﺘﻌﺰﻳﺰ ﻭﺗﻘﻮﻳﺔ ﺍﻻﻓﺘﺮﺍﺿﺎﺕ ﺍﻟﱵ ﳛﻤﻠﻬﺎ ﺍﳌﺮﻳﺾ ﻋﻦ ﻧﻔﺴﻪ‪ ،‬ﻓﺎﻟﺸﺨﺺ‬
‫ﺍﻟﺬﻱ ﻳﻌﺎﱐ ﻣﻦ ﺍﺿﻄﺮﺍﺏ ﰲ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻗﺪ ﻳﻨﻄﻠﻖ ﻣﻦ ﻓﺮﺿﻴﺔ ﺧﺎﻃﺌﺔ ﻗﺎﺋﻠﺔ‪:‬‬
‫" ﺳﻴﺤﺼﻞ ﻋﻠﻰ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻟﺪﻋﻢ ﻣﻦ ﺷﺨﺺ"‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﻮﻡ ﺍﻟﺸﺨﺺ ﺍﳌﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﺸﺨﺺ ﺍﻟﺬﻱ ﻳﻌﺎﱐ ﻣﻦ ﺍﺿﻄﺮﺍﺏ ﺑﺈﳘﺎﻟﻪ ﻭﻫﺠﺮﻩ‪ ،‬ﻓﺈﻧﻪ ﺳﺮﻋﺎﻥ ﻣﺎ ﻳﺴﺘﺠﻴﺐ ﻟﻠﺨﻮﻑ‬
‫ﻭﺍﻻﻛﺘﺌﺎﺏ‪.‬‬
‫ﳛﺎﻭﻝ ﺍﳌﻌﺎﰿ ﺍﻟﺴﻠﻮﻛﻲ ﺗﻌﺪﻳﻞ ﻫﺬﻩ ﺍﻟﻔﺮﺿﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﺸﻜﻴﻜﻪ ﲟﺪﻯ ﻣﻨﻄﻘﻴﺔ ﻫﺬﻩ‬
‫ﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﻳﻌﻠﻢ ﺍﳌﻌﺎﰿ ﻃﺮﻕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺮﻫﻘﺔ ﻭﻣﻮﺍﺟﻬﺘﻬﺎ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﻨﺘﻘﻞ ﳓﻮ‬
‫ﲢﺴﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻠﻤﻌﺎﰿ )ﺳﺎﻣﺮ ﲨﻴﻞ ﺭﺿﻮﺍﻥ‪ ،2009 ،‬ﺹ‪.(155‬‬
‫ﺟﺎﺀ ﰲ )ﻣﺼﻄﻔﻰ ﺷﻜﻴﺐ‪ ،2007 ،‬ﺹ‪ (10‬ﺑﺄﻥ ﺍﻟﻌﻼﺝ ﺍﻟﺴﻠﻮﻛﻲ ﻓﻌﺎﻝ ﺿﺪ ﺍﺿﻄﺮﺍﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻟﻜﻮﻧﻪ ﻳﻨﺘﺞ ﺳﺒﻼ ﺟﺪﻳﺪﺓ ﻟﻠﺘﻔﻜﲑ ﻭﺍﻟﺴﻠﻮﻙ‪.‬‬
‫‪ :(Thérapie‬ﺇﻥ ﺍﻟﻌﻼﺝ ﺍﳉﻤﺎﻋﻲ ﻳﻮﻓﺮ ﻓﺮﺻﺔ ﻟﺘﺸﺠﻴﻊ‬ ‫)‪de Groupe‬‬ ‫ﺝ‪ .‬ﺍﻟﻌﻼﺝ ﺍﳉﻤﺎﻋﻲ‬
‫ﺍﻻﺳﺘﻘﻼﻝ ﺍﻟﺬﺍﰐ ﻋﻨﺪ ﺍﳌﺮﻳﺾ )ﻣﺼﻄﻔﻰ ﺷﻜﻴﺐ‪ ،2007 ،‬ﺹ‪.(10‬‬
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‫ﺩ‪ .‬ﺍﻟﻌﻼﺝ ﺍﻟﺪﻭﺍﺋﻲ )‪ :(Thérapie Psychotropes‬ﳚﺮﻯ ﺍﻟﻌﻼﺝ ﺍﻟﺪﻭﺍﺋﻲ ﰲ ﺍﻟﻌﺎﺩﺓ ﻛﻤﺎ ﻳﺸﲑ‬
‫)ﺳﺎﻣﺮ ﲨﻴﻞ ﺭﺿﻮﺍﻥ‪ ،2009 ،‬ﺹ‪ (155‬ﺿﻤﻦ ﺇﻃﺎﺭ ﺍﻟﻌﻼﺝ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﰲ ﺍﻟﻌﻼﺝ ﺍﻟﺪﻭﺍﺋﻲ‬
‫ﻳﺮﻛﺰ ﺍﳌﻌﺎﰿ ﻋﻠﻰ ﺍﻷﻋﺮﺍﺽ ﺃﻭ ﻣﺘﻼﺯﻣﺎﺕ ﳏﺪﺩﺓ ﻛﻤﺎ ﻳﺬﻛﺮﻫﺎ‪:‬‬
‫‪ -‬ﻣﻀﺎﺩﺍﺕ ﺍﻻﻛﺘﺌﺎﺏ )‪(Les Antidépresseur‬‬
‫‪ -‬ﻣﻀﺎﺩﺍﺕ ﺍﻟﻘﻠﻖ )‪(Les Anxialaptique‬‬
‫‪ -10‬ﻧﺴﺒﺔ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪:‬‬
‫ﺇﻥ ﺗﻘﺪﻳﺮﺍﺕ ﻣﻌﺪﻝ ﺍﻧﺘﺸﺎﺭ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺗﺘﺮﺍﻭﺡ ﻣﺎ ﺑﲔ )‪ (1,5‬ﺑﺎﳌﺎﺋﺔ‬
‫ﻋﻠﻰ ﺃﻗﻞ ﺗﻘﺪﻳﺮ ﺣﱴ )‪ (05‬ﺑﺎﳌﺎﺋﺔ‪ (07) ،‬ﺑﺎﳌﺎﺋﺔ ﻋﻠﻰ ﺃﻋﻠﻰ ﺗﻘﺪﻳﺮ‪.‬‬
‫ﻭﺇﻥ ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ ﺃﻛﺜﺮ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺷﻴﻮﻋﺎ ﻭﺃﻛﺜﺮ ﺍﻧﺘﺸﺎﺭﺍ ﻋﻨﺪ ﺍﻟﻨﺴﺎﺀ ﻣﻘﺎﺭﻧﺔ‬
‫ﺑﺎﻟﺮﺟﺎﻝ )‪.(Hagin & Whitbournem 1997m P192‬‬
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‫ﺧﻼﺻﺔ ﺍﻟﻔﺼﻞ‪:‬‬
‫ﺗﻌﺪ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻦ ﺑﲔ ﺍﳊﺎﻻﺕ ﺍﳌﺮﺿﻴﺔ‪ ،‬ﻓﺄﺻﺤﺎﺏ ﻫﺬﻩ ﺍﻟﺸﺨﺼﻴﺔ ﳝﻴﻠﻮﻥ‬
‫ﺑﺸﺪﺓ ﺇﱃ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺇﱃ ﺇﻟﻘﺎﺀ ﺃﻋﺒﺎﺋﻬﻢ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﻧﻈﺮﺍ ﻟﻨﻘﺺ ﺍﻟﺜﻘﺔ ﰲ ﺃﻧﻔﺴﻬﻢ ﻓﻬﻢ ﺩﺍﺋﻤﺎ‬
‫ﻳﺘﺠﻨﺒﻮﻥ ﻓﺮﺽ ﺃﺭﺍﺋﻬﻢ‪ ،‬ﻭﻳﻔﻀﻠﻮﻥ ﺗﺮﻙ ﺣﻴﺎ‪‬ﻢ ﲢﺖ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﻟﺬﺍ ﳒﺪﻫﻢ ﺍﻧﻌﺰﺍﻟﻴﲔ ﻋﻦ ﺍﳊﻴﺎﺓ ﺍﻟﻌﺎﻣﺔ ﻭﻳﻔﻀﻠﻮﻥ ﺍﻟﺒﻘﺎﺀ ﺿﻤﻦ ﺣﺪﻭﺩ ﺍﳊﻴﺎﺓ ﺍﻟﻀﻴﻘﺔ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻣﺎ ﻳﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺗﺪﻫﻮﺭ ﻗﺪﺭﺗﻪ ﰲ ﺍﳌﻮﺍﺟﻬﺔ‪ ،‬ﻭﻫﺬﺍ ﺍﻷﻣﺮ ﻻ ﻳﻜﻮﻥ ﺳﻬﻼ ﻋﻨﺪ ﺍﻷﺳﻮﻳﺎﺀ ﰲ ﻇﻞ‬
‫ﺍﳊﻴﺎﺓ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﳌﻮﺍﺟﻬﺔ ﻭﺍﻟﻜﻔﺎﺡ ﻭﲢﺪﻱ ﻣﺼﺎﻋﺒﻬﺎ‪.‬‬
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‫ﺃﻭﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -2‬ﺣﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -3‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -4‬ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -5‬ﻣﻜﺎﻥ ﻭﺯﻣﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -6‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫ﺍﺳﺘﻨﺘﺎﺝ ﻋﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‬
‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -2‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -3‬ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -4‬ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -5‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ -6‬ﺗﻘﻨﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻃﺮﻳﻘﺔ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ‬
‫ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﻭﻓﻘﺎ ﻟﺴﻠﻢ ﻟﻴﻜﺮﺕ‬

‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬
‫ﺇﻥ ﻣﻦ ﺃﻫﻢ ﻣﺎ ﳝﻴﺰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻗﻴﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻹﻋﻄﺎﺀ ﳌﺴﺔ ﻋﻠﻤﻴﺔ ﻟﻠﺒﺤﺚ ﺣﱴ ﻳﺼﺒﺢ ﺃﻛﺜﺮ ﻣﺼﺪﺍﻗﻴﺔ‪ ،‬ﻭﳍﺬﺍ ﻭﺟﺐ ﺍﻟﻘﻴﺎﻡ ﲟﺠﻤﻮﻋﺔ ﻣﻦ‬
‫ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻟﺘﺴﻬﻴﻞ ﻭﺗﺒﺴﻴﻂ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺳﻨﺘﻄﺮﻕ ﺇﱃ ﺷﺮﺡ ﺃﻫﻢ ﻫﺬﻩ ﺍﻹﺟﺮﺍﺀﺍﺕ‬
‫ﻭﺍﳋﻄﻮﺍﺕ ﺍﳌﻬﻤﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﻭﺍﳌﻴﺪﺍﻧﻴﺔ‪.‬‬
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‫ﺃﻭﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬

‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺗﻌﺘﱪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﲟﺜﺎﺑﺔ ﺩﺭﺍﺳﺔ ﻓﺮﻋﻴﺔ ﺍﺳﺘﻜﺸﺎﻓﻴﺔ ﲤﻬﻴﺪﻳﺔ ﲝﻴﺚ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺚ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﲝﺜﻪ ﺍﻷﺳﺎﺳﻲ ﻟﻜﻮ‪‬ﺎ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﻟﻴﺔ‪ ،‬ﻭﻗﺪ ‪‬ﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﺍﳊﺎﻟﻴﺔ‬
‫ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﺑﺸﻜﻞ ﻣﻌﻤﻖ ﻋﻠﻰ ﺃﺑﻌﺎﺩ ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ‬
‫ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ‪ ،‬ﻭﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺣﻮﺍﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ ﻣﺘﻨﻮﻋﺔ ﻗﺼﺪ ﺍﻛﺘﺸﺎﻑ ﺣﺎﻻﺕ‬
‫ﺍﻋﺘﻤﺎﺩﻳﺔ ﳑﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺮﺿﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻧﺘﺎﺋﺞ ﺃﻛﺜﺮ ﻣﺼﺪﺍﻗﻴﺔ‪.‬‬
‫‪ -2‬ﺣﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺍﺧﺘﲑﺕ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﻘﺼﻮﺩﺓ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ )‪ (13‬ﺷﺨﺺ‬
‫ﻣﻦ <ﻛﻮﺭ ﻭﺇﻧﺎﺙ‪ ،‬ﲟﺨﺘﻠﻒ ﺍﳉﻬﺎﺕ ﻟﻮﻻﻳﺔ ﺳﻌﻴﺪﺓ‪ ،‬ﺍﳌﻮﺯﻋﲔ ﺣﺴﺐ ﺍﳉﻨﺲ ﻭﺍﻟﺴﻦ ﻛﻤﺎ ﻫﻮ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (01‬ﻭ)‪.(02‬‬
‫ﺃ‪ .‬ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳉﻨﺲ‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(01‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﳉﻨﺲ‪:‬‬
‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﳉﻨﺲ‬
‫‪04‬‬ ‫ﺫﻛﻮﺭ‬
‫‪09‬‬ ‫ﺇﻧﺎﺙ‬
‫ﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (01‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺣﺴﺐ ﺍﳉﻨﺲ‪ ،‬ﺣﻴﺚ ﴰﻠﺖ )‪(04‬‬
‫ﺫﻛﻮﺭ ﻭ)‪ (09‬ﺇﻧﺎﺙ‪.‬‬
‫ﺏ‪.‬ﺗﻮﺯﻳﻊ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺴﻦ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(02‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺍﻟﺴﻦ‪:‬‬
‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ‬
‫‪03‬‬ ‫ﺃﻗﻞ ﻣﻦ ‪ 20‬ﺳﻨﺔ‬
‫‪04‬‬ ‫ﻣﻦ ‪ 20‬ﺇﱃ ‪ 30‬ﺳﻨﺔ‬
‫‪06‬‬ ‫ﻣﻦ ‪ 30‬ﺇﱃ ‪ 40‬ﺳﻨﺔ‬
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‫ﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (02‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻋﻠﻰ ﺣﺴﺐ ﺍﻟﺴﻦ‪ ،‬ﺣﻴﺚ ﺗﺘﺮﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻢ‬
‫ﻣﺎ ﺑﲔ )‪ 20‬ﺳﻨﺔ ﺇﱃ ‪ (40‬ﺳﻨﺔ‪.‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﻧﻮﺿﺢ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻴﻨﺔ ﻣﻦ ﺣﻴﺚ ﺍﳉﻨﺲ‪ ،‬ﺍﻟﺴﻦ‬
‫ﻭﺍﻟﺴﻜﻦ‪.‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(03‬ﺍﳋﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻴﻨﺔ‬
‫ﺍﻟﺴﻜﻦ‬ ‫ﺍﻟﺴﻦ‬ ‫ﺍﳉﻨﺲ‬ ‫ﺍﻟﺸﺨﺺ‬
‫‪ 17‬ﺍﻟﺮﻳﺎﺽ‬ ‫ﺃﻧﺜﻰ‬ ‫ﺵ‪.‬ﺡ‬
‫‪ 27‬ﻋﲔ ﺍﳊﺠﺮ‬ ‫ﺫﻛﺮ‬ ‫ﺹ‪.‬ﺍ‬
‫ﺍﻟﻔﺘﺢ‬ ‫‪30‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﺡ‪.‬ﻡ‬
‫ﺍﻟﻨﺼﺮ‬ ‫‪19‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻭ‪.‬ﺍ‬
‫ﺍﻟﺮﻳﺎﺽ‬ ‫‪33‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻕ‪.‬ﻙ‬
‫ﻋﲔ ﺍﳊﺠﺮ‬ ‫‪23‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻉ ‪.‬ﺱ‬
‫ﻭﺳﻂ ﺍﳌﺪﻳﻨﺔ‬ ‫‪31‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻉ‪.‬ﺥ‬
‫‪ 05‬ﺟﻮﻳﻠﺔ‬ ‫‪30‬‬ ‫ﺫﻛﺮ‬ ‫ﻡ‪.‬ﺝ‬
‫ﻋﲔ ﺍﳊﺠﺮ‬ ‫‪19‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﺱ‪,‬ﺡ‬
‫ﺍﻟﻨﺼﺮ‬ ‫‪33‬‬ ‫ﺫﻛﺮ‬ ‫ﺕ‪.‬ﻉ‬
‫ﺣﻲ ﺍﻟﺴﻌﺎﺩﺓ‬ ‫‪27‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻁ‪.‬ﻑ‬
‫ﺍﻟﺒﺪﺭ‬ ‫‪30‬‬ ‫ﺫﻛﺮ‬ ‫ﺏ‪.‬ﺡ‬
‫ﻭﺳﻂ ﺍﳌﺪﻳﻨﺔ‬ ‫‪20‬‬ ‫ﺃﻧﺜﻰ‬ ‫ﻑ‪.‬ﻥ‬
‫‪ -3‬ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻭﻗﺪ ﰎ ﺍﻻﻋﺘﻤﺎﺩ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﻋﻠﻰ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺍﳌﺒﲏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﺿﻄﺮﺍﺏ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﳊﺎﻻﺕ ﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﳌﻠﺤﻖ‬
‫ﺭﻗﻢ‪.(01‬‬
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‫ﰎ ﺗﺼﻤﻴﻢ ﻭﺑﻨﺎﺀ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻣﻌﺘﻤﺪﻳﻦ ﰲ‬

‫ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺸﺨﻴﺼﻲ ﺍﻟﺮﺍﺑﻊ )‪ (DSM4‬ﻟﻸﻣﺮﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻣﻦ‬
‫)‪ (08‬ﻋﺒﺎﺭﺍﺕ ﲝﻴﺚ ﳚﻴﺐ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﻛﻞ ﺑﻨﺪ ﻣﻦ ﺑﻨﻮﺩ ﺍﻻﺳﺘﺒﻴﺎﻥ ﺑـ‪ :‬ﺃﺑﺪﺍ‪ -‬ﺃﺣﻴﺎﻧﺎ‪ -‬ﻏﺎﻟﺒﺎﹰ‪-‬‬
‫ﺩﻭﻣﺎﹰ‪.‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻫﺬﺍ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻏﲑ ﻣﻘﻨﻦ ﺑﻞ ﻣﺄﺧﻮﺫ ﻣﻦ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺸﺨﻴﺼﻲ ﺍﻟﺮﺍﺑﻊ )‪ (DSM4‬ﻟﻸﻣﺮﺍﺽ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‪.‬‬
‫ﻣﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ‪) :‬ﻣﻦ ‪ 0‬ﺇﱃ ‪ (20‬ﺩﺭﺟﺔ‬
‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﺪﺭﺟﺔ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬ ‫ﻣﻦ ‪ 0‬ﺍﱃ‪0.33‬‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺧﻔﻴﻔﺔ‬ ‫ﻣﻦ ‪ 0.34‬ﺇﱃ ‪0.75‬‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺣﺎﺩﺓ‬ ‫ﻣﻦ ‪ 0.76‬ﺇﱃ ‪01‬‬
‫‪ -4‬ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺑﻌﺪ ﲢﺪﻳﺪ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺗﺘﺸﻜﻞ ﻣﻦ )‪ (13‬ﺷﺨﺺ ﻛﻤﺎ ﻫﻮ ﻣﺒﲔ ﺃﻋﻼﻩ‪ ،‬ﰎ ﺍﺳﺘﺒﻌﺎﺩ‬
‫)‪ (05‬ﺃﺷﺨﺎﺹ ﻣﻨﻬﻢ ﻧﻈﺮﺍ ﻟﺮﻓﻀﻬﻢ ﺍﻟﺘﺠﺎﻭﺏ ﻭﺍﺳﺘﻨﻜﺎﻓﻬﻢ ﻋﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫ﻭﻟﺘﻮﺿﻴﺢ ﺃﻛﺜﺮ؛ ﻧﻘﻮﻡ ﺑﻌﺮﺽ ﻋﺪﺩ ﺍﳌﺴﺘﺒﻌﺪﻳﻦ ﻭﺃﺳﺒﺎﺏ ﺍﺳﺘﺒﻌﺎﺩﻫﻢ ﻣﻦ ﺧﻼﻝ ﺍﳉﺪﻭﻝ‬
‫ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(04‬ﻋﺪﺩ ﺍﳌﺴﺘﺒﻌﺪﻳﻦ ﻭﻣﱪﺭﺍﺕ ﺍﻻﺳﺘﺒﻌﺎﺩ‬
‫ﻣﱪﺭﺍﺕ ﺍﻻﺳﺘﺒﻌﺎﺩ‬ ‫ﻋﺪﺩ ﺍﳌﺴﺘﺒﻌﺪﻳﻦ‬
‫ﺍﺳﺘﻜﻨﺎﻑ ﻋﻦ ﺍﻹﺟﺎﺑﺔ‬ ‫‪1‬‬
‫ﺇﺟﺎﺑﺔ ﻏﲑ ﻭﺍﺿﺤﺔ‬ ‫‪1‬‬
‫ﺇﺟﺎﺑﺔ ﻏﲑ ﻣﻜﺘﻤﻠﺔ‬ ‫‪3‬‬
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‫ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺸﻤﻞ )‪ (08‬ﺃﺷﺨﺎﺹ‪ ،‬ﻭﻛﺎﻧﺖ ﺇﺟﺎﺑﺎ‪‬ﻢ ﻋﻦ ﺃﺳﺌﻠﺔ‬

‫ﺍﻻﺳﺘﺒﻴﺎﻥ ﻣﻮﺿﺤﺔ ﰲ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺗﺎﺭﻳﺦ ﺗﺴﻠﻴﻢ ﺍﻻﺳﺘﻤﺎﺭﺓ ﺗﺎﺭﻳﺦ ﺍﻻﺳﺘﺮﺟﺎﻉ‬ ‫ﺍﳊﺎﻟﺔ‬
‫‪ 20‬ﻣﺎﻱ‪2015‬‬ ‫‪15‬ﻣﺎﻱ‪2015‬‬ ‫ﻡ‪.‬ﺝ‬
‫‪ 20‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 15‬ﻣﺎﻱ ‪2015‬‬ ‫ﺵ‪.‬ﺡ‬
‫‪ 20‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 16‬ﻣﺎﻱ ‪2015‬‬ ‫ﺡ‪.‬ﻡ‬
‫‪ 20‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 17‬ﻣﺎﻱ‪2015‬‬ ‫ﺕ‪.‬ﻉ‬
‫‪ 21‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 18‬ﻣﺎﻱ ‪2015‬‬ ‫ﺹ‪.‬ﺍ‬
‫‪ 21‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 18‬ﻣﺎﻱ ‪2015‬‬ ‫ﻁ‪.‬ﻑ‬
‫‪ 21‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 19‬ﻣﺎﻱ ‪2015‬‬ ‫ﻉ ‪.‬ﺱ‬
‫‪ 21‬ﻣﺎﻱ ‪2015‬‬ ‫‪ 19‬ﻣﺎﻱ ‪2015‬‬ ‫ﺏ‪.‬ﺡ‬
‫ﻭﺑﻌﺪ ﺫﻟﻚ ﻗﻤﻨﺎ ﺑﺎﺳﺘﺮﺟﺎﻉ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ ﻣﻦ ﺍﳊﺎﻻﺕ ﺣﻴﺚ ﺍﺳﺘﻐﺮﻗﺖ ﻣﺪﺓ ﺍﻻﺳﺘﺮﺟﺎﻉ‬
‫ﻳﻮﻣﲔ ﻛﺎﻣﻠﲔ‪.‬‬
‫‪ -5‬ﻣﻜﺎﻥ ﻭﺯﻣﺎﻥ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃﺟﺮﻳﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﲟﺨﺘﻠﻒ ﺍﳉﻬﺎﺕ ﻟﻮﻻﻳﺔ ﺳﻌﻴﺪﺓ )ﺍﳉﺪﻭﻝ ﺭﻗﻢ ‪ ،(03‬ﻭﻛﺎﻥ‬
‫ﺍﳍﺪﻑ ﺍﻷﻭﱄ ﻣﻦ ﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ ﻫﻮ ﺗﻄﺒﻴﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﺄﻛﺪ ﻣﻦ‬
‫ﺍﻷﻋﺮﺍﺽ ﻭﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺜﻞ ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺇﳚﺎﺩ ﺣﺎﻻﺕ ﺗﻌﺎﱐ ﺃﻭ ﻟﺪﻳﻬﺎ ﲰﺎﺕ‬
‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺰﻣﺎﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﻘﺪ ﺍﺳﺘﻐﺮﻗﺖ ﺣﻮﺍﱄ ﺃﺳﺒﻮﻋﲔ ﻣﻦ )‪ 15‬ﻣﺎﻱ ﺇﱃ ‪21‬‬
‫ﻣﺎﻱ ‪.(2015‬‬
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‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(05‬ﻳﻮﺿﺢ ﺗﻮﺯﻳﻊ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﺣﺴﺐ ﻣﻜﺎﻥ ﺍﻟﺴﻜﻦ‬
‫ﺍﻟﻌﺪﺩ‬ ‫ﺍﳉﻬﺔ‬
‫‪02‬‬ ‫ﻋﲔ ﺍﳊﺠﺮ‬
‫‪03‬‬ ‫ﻭﺳﻂ ﺍﳌﺪﻳﻨﺔ‬
‫‪02‬‬ ‫ﺣﻲ ﺍﻟﺮﻳﺎﺽ‬
‫‪01‬‬ ‫ﺣﻲ ﺍﻟﺴﻌﺎﺩﺓ‬
‫‪ -6‬ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪:‬‬
‫ﺑﻌﺪ ﺗﺴﻠﻴﻢ ﻭﺍﺳﺘﺮﺟﺎﻉ ﻭﺗﺼﺤﻴﺢ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻭﻓﻖ ﻣﻔﺘﺎﺡ ﺍﳌﻘﻴﺎﺱ ﺍﳌﺬﻛﻮﺭ ﺳﺎﺑﻘﺎ‪،‬‬
‫ﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (06‬ﻛﺎﻟﺸﻜﻞ ﺍﻵﰐ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(06‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﺣﺴﺐ ﺷﺪﺓ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﻧﻮﻉ ﺍﳊﺎﻟﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬ ‫ﻣﻌﺎﻣﻞ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬ ‫ﺍﳊﺎﻟﺔ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬ ‫‪0,22‬‬ ‫ﻡ‪.‬ﺝ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺧﻔﻴﻔﺔ‬ ‫‪0,41‬‬ ‫ﺵ‪.‬ﺡ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺧﻔﻴﻔﺔ‬ ‫‪0,39‬‬ ‫ﺡ‪.‬ﻡ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬ ‫‪0,30‬‬ ‫ﺕ‪.‬ﻉ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬ ‫‪0,17‬‬ ‫ﺹ‪.‬ﺍ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺣﺎﺩﺓ‬ ‫‪0,81‬‬ ‫ﻁ‪.‬ﻑ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺧﻔﻴﻔﺔ‬ ‫‪0,62‬‬ ‫ﻉ ‪.‬ﺱ‬
‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬ ‫‪0,29‬‬ ‫ﺏ‪.‬ﺡ‬
‫ﺃﻣﺎ ﺗﻮﺯﻳﻊ ﺍﳊﺎﻻﺕ ﻣﻦ ﺣﻴﺚ ﺗﻜﺮﺍﺭﺍ‪‬ﺎ ﻓﺠﺎﺀﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(07‬ﺗﻜﺮﺍﺭ ﺍﳊﺎﻻﺕ‬
‫ﺍﻟﻌﺪﺩ‬ ‫ﻧﻮﻉ ﺍﳊﺎﻟﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫‪04‬‬ ‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﺻﺤﻴﺔ‬
‫‪03‬‬ ‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺧﻔﻴﻔﺔ‬
‫‪01‬‬ ‫ﺣﺎﻟﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻣﺮﺿﻴﺔ ﺣﺎﺩﺓ‬
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‫ﺑﻌﺪ ﺗﺼﺤﻴﺢ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺗﻔﺮﻳﻎ ﺍﻻﺳﺘﻤﺎﺭﺍﺕ )ﺍﳌﻠﺤﻖ ﺭﻗﻢ ‪ ،(01‬ﻭﻓﻖ ﺍﳌﻔﺘﺎﺡ ﺍﳌﻨﺎﺳﺐ‬
‫ﺟﺎﺀﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‪:‬‬
‫‪ -‬ﺍﻻﺳﻢ‪ :‬ﻑ‬
‫‪ -‬ﺍﻟﺴﻦ‪27 :‬‬
‫‪ -‬ﺍﳉﻨﺲ‪ :‬ﺃﻧﺜﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﺃﺭﺟﻮ ﻣﻨﻚ ﺍﻟﺘﻜﺮﻡ ﺑﺎﳌﺴﺎﻋﺪﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﺩﻕ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‬
‫ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﺃﻣﺎ ﻛﻞ ﻋﺒﺎﺭﺓ ﺗﻨﺎﺳﺐ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻣﻼﺣﻈﺔ ﻋﺎﻣﺔ‪ :‬ﻧﻮﺩ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﻣﺎ ﺳﺘﺪﱄ ﺑﻪ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺳﻴﻌﺎﻣﻞ ﺑﺴﺮﻳﺔ ﺗﺎﻣﺔ ﻭﻟﻦ ﻳﺴﺘﺨﺪﻡ‬
‫ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪:‬‬
‫ﺩﻭﻣﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﺃﺑﺪﺍ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪x‬‬ ‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺍﲢﺎﺩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﺑﺪﻭﻥ ﻗﺪﺭ ﺯﺍﺋﺪ ﻣﻦ‬
‫ﺍﻟﻨﺼﺢ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻄﻤﺄﻧﺔ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‬
‫‪x‬‬ ‫ﲢﺘﺎﺝ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﺘﻮﻟﻮﺍ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﻣﻌﻈﻢ ﺣﻴﺎﺗﻚ‬
‫‪x‬‬ ‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﺗﻔﺎﻗﻚ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺴﺒﺐ ﺍﳋﻮﻑ‬
‫ﻣﻦ ﻓﻘﺪﺍﻥ ﺍﳌﺴﺎﻧﺪﺓ ﺃﻭ ﺍﻟﺘﻘﺒﻞ‬
‫‪x‬‬ ‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺑﺪﺀ ﻣﺸﺎﺭﻳﻊ ﺃﻭ ﻋﻤﻞ ﺃﺷﻴﺎﺀ ﲣﺼﻚ ﺷﺨﺼﻴﺎ )ﺑﺴﺒﺐ‬
‫ﺿﻌﻒ ﺛﻘﺘﻚ ﰲ ﺃﺣﻜﺎﻣﻚ ﺃﻭ ﻗﺪﺭﺍﺗﻚ ﻭﻟﻴﺲ ﺑﺴﺒﺐ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻟﻄﺎﻗﺔ(‬
‫‪x‬‬ ‫ﺗﺒﺬﻝ ﻛﻞ ﻣﺎ ﰲ ﻭﺳﻌﻚ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺮﻋﺎﻳﺔ ﺃﻭ ﺍﳌﺴﺎﻧﺪﺓ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‬
‫ﻟﺪﺭﺟﺔ ﺍﻟﺘﻄﻮﻉ ﻟﻌﻤﻞ ﺃﺷﻴﺎﺀ ﻏﲑ ﺳﺎﺭﺓ‬
‫‪x‬‬ ‫ﺗﺸﻌﺮ ﺑﺎﻟﻀﻌﻒ ﻭﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ )ﺃﻱ ﺍﻟﻌﺠﺰ( ﻭﺧﺼﻮﺻﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫ﲟﻔﺮﺩﻙ ﳋﻮﻓﻚ ﺍﻟﺮﻫﻴﺐ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺭﻋﺎﻳﺔ ﻧﻔﺴﻚ‬
‫‪x‬‬ ‫ﺗﺒﺤﺚ ﺑﺈﳊﺎﺡ ﻋﻦ ﻋﻼﻗﺔ ﺃﺧﺮﻯ ﻛﻤﺼﺪﺭ ﻟﻠﺮﻋﺎﻳﺔ ﻭﺍﳌﺴﺎﻧﺪﺓ ﻋﻨﺪﻣﺎ‬
‫ﺗﻨﻘﻀﻲ ﻭﺍﺣﺪﺓ ﻣﻦ ﻋﻼﻗﺘﻚ ﺍﳊﻤﻴﻤﻴﺔ‬
‫‪x‬‬ ‫ﻣﻨﺸﻐﻞ ﺑﺼﻮﺭﺓ ﻏﲑ ﻭﺍﻗﻌﻴﺔ ﺑﺎﳋﻮﻑ ﻣﻦ ﺃﻥ ﺗﺘﺮﻙ ﻟﺮﻋﺎﻳﺔ ﻧﻔﺴﻚ‬
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‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺗﺒﲔ ﻟﻨﺎ ﺃﻥ ﺍﳊﺎﻟﺔ )ﻑ( ﻟﺪﻳﻬﺎ ﺷﺨﺼﻴﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻟﺘﺤﺼﻠﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(08‬ﺩﺭﺟﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﻘﻴﺎﺱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﺍﻟﺪﺭﺟﺔ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫‪0‬‬ ‫ﺃﺑﺪﺍ‬
‫‪0‬‬ ‫ﺃﺣﻴﺎﻧﺎ‬
‫‪04‬‬ ‫ﻏﺎﻟﺒﺎ‬
‫‪04‬‬ ‫ﺩﻭﻣﺎ‬
‫ﻭﺑﻌﺪ ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻊ ﺍﳌﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺤﻲ ﻟﻠﻤﻘﻴﺎﺱ ﲢﺼﻠﺖ ﺍﳊﺎﻟﺔ ﻋﻠﻰ ﳎﻤﻮﻉ )‪(20‬‬
‫ﺩﺭﺟﺔ‪ ،‬ﺃﻱ ﻣﺎ ﻳﻌﺎﺩﻝ ﻣﺴﺘﻮﻯ ﻣﺮﺗﻔﻊ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﺆﻛﺪ ﻟﻨﺎ ﺃﻥ ﺍﳊﺎﻟﺔ )ﻑ( ﻟﺪﻳﻬﺎ ﻣﻈﺎﻫﺮ ﻭﺃﻋﺮﺍﺽ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳉﺎﻧﺐ ﺍﻟﺴﻠﻮﻛﻲ ﻭﺍﻟﻨﻔﺴﻲ‪.‬‬
‫ﺍﺳﺘﻨﺘﺎﺝ ﻋﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪:‬‬

‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻄﺮﻕ ﻟﻺﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﻛﻞ ﻣﻌﻄﻴﺎ‪‬ﺎ‬
‫ﲤﻜﻨﻨﺎ ﻣﻦ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﺍﳊﺎﻟﺔ‪ ،‬ﻭﺇﺑﺮﺍﺯ ﳐﺘﻠﻒ ﺍﻟﻨﺘﺎﺋﺞ ﻟﻠﺘﺤﻠﻴﻞ ﺍﳋﺎﺹ ﳌﻀﻤﻮﻥ ﻭﺗﺼﻮﺭ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
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‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‬

‫‪ -1‬ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﳎﺮﻳﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ ﻭﺍﻧﺘﻘﺎﺀ ﺍﳊﺎﻟﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻭﻓﻘﺎ ﻟﻼﺳﺘﺒﻴﺎﻥ ﺍﳌﺒﲏ‬
‫ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ .‬ﻗﻤﻨﺎ ﲟﺘﺎﺑﻌﺔ ﺇﺟﺮﺍﺀﺍﺕ ﺗﻄﺒﻴﻖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺇﱃ‬
‫ﺣﻞ ﺍﻹﺷﻜﺎﻟﻴﺔ ﺍﳌﻄﺮﻭﺣﺔ‪ ،‬ﻭﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﻓﺤﺺ ﺍﻟﻔﺮﺿﻴﺔ ﺍﳌﻌﱪ ﻋﻨﻬﺎ ﺑـ"ﳚﺪ‬
‫ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ"‪.‬‬
‫‪ -2‬ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺗﻌﺪ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﺳﻮﻑ ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﻟﻌﻴﺎﺩﻱ‬
‫ﺍﻟﻮﺻﻔﻲ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﻋﻠﻰ ﲡﻤﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﻞ ﻣﻦ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪،‬‬
‫ﻭﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﺫﻟﻚ ﺑﻐﺮﺽ ﻭﺻﻔﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﺘﻌﻤﻴﻤﺎﺕ‬
‫ﺍﳌﻨﺎﺳﺒﺔ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻓﺎﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻳﻬﺘﻢ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻈﺎﻫﺮﺓ ﻛﻤﺎ ﻫﻲ ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﻭﻳﻬﺘﻢ ﺑﻮﺻﻔﻬﺎ ﻭﺻﻔﺎ ﺩﻗﻴﻘﺎ‬
‫ﻭﻳﻌﱪ ﻋﻨﻬﺎ ﺗﻌﺒﲑﺍ ﻛﻤﻴﺎ ﺃﻭ ﻛﻴﻔﻴﺎ‪ ،‬ﻓﺎﻟﺘﻌﺒﲑ ﺍﻟﻜﻴﻔﻲ ﻳﺼﻒ ﻟﻨﺎ ﺍﻟﻈﺎﻫﺮﺓ ﻭﻳﻮﺿﺢ ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﺃﻣﺎ‬
‫ﺍﻟﺘﻌﺒﲑ ﺍﻟﻜﻤﻲ ﻓﻬﻮ ﻳﻌﻄﻴﻨﺎ ﻭﺻﻔﺎ ﺭﻗﻤﻴﺎ ﻳﻮﺿﺢ ﻣﻘﺪﺍﺭ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺃﻭ ﺣﺠﻤﻬﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ‬
‫ﺩﺭﺟﺎﺕ ﺍﺭﺗﺒﺎﻃﻬﺎ ﻣﻊ ﺍﻟﻈﻮﺍﻫﺮ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ -3‬ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﻟﻘﺪ ﰎ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻊ ﺣﺎﻟﺔ ﺗﺘﻤﻴﺰ ﺑﺎﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻟﺪﻳﻬﺎ ﺷﺨﺼﻴﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻭﻓﻖ ﺗﻄﺒﻴﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫‪ -‬ﺍﳉﻨﺲ ﺃﻧﺜﻰ ﺗﺒﻠﻎ ﻣﻦ ﺍﻟﻌﻤﺮ )‪ (27‬ﺳﻨﺔ ﺣﺎﻟﺘﻬﺎ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﺰﺑﺎﺀ‪.‬‬
‫‪ -‬ﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ ﺑﻄﺮﻳﻘﺔ ﻗﺼﺪﻳﺔ ﻣﻦ ﺍﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫‪ -4‬ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃ‪ .‬ﺍﳊﺪﻭﺩ ﺍﻟﺰﻣﺎﻧﻴﺔ‪ :‬ﻗﺪ ﺍﺳﺘﻐﺮﻗﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﺍﻣﺘﺪﺕ ﻣﺎ ﺑﲔ )‪ 10‬ﺟﻮﺍﻥ‬
‫‪ 2015‬ﺣﱴ ‪ 02‬ﺟﻮﻳﻠﺔ ‪.(2015‬‬
‫ﺏ‪.‬ﺍﳊﺪﻭﺩ ﺍﳌﻜﺎﻧﻴﺔ‪ :‬ﻗﺪ ﲤﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻓﻖ ﺍﻟﱪﻧﺎﻣﺞ ﺍﻟﺘﺎﱄ‪:‬‬
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‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(09‬ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬

‫ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﻣﻜﺎﻥ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻠﺔ‬ ‫ﺍﳌﻘﺎﺑﻼﺕ‬
‫‪ 10‬ﺟﻮﺍﻥ ‪2015‬‬ ‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ‬
‫‪ 14‬ﺟﻮﺍﻥ ‪2015‬‬ ‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪ 19‬ﺟﻮﺍﻥ ‪2015‬‬ ‫ﺍﳊﺪﻳﻘﺔ ﺍﻟﻌﺎﻣﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫‪ 23‬ﺟﻮﺍﻥ ‪2015‬‬ ‫ﻣﺴﻜﻦ ﺍﳊﺎﻟﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‬
‫‪ 27‬ﺟﻮﺍﻥ ‪2015‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬
‫‪ 02‬ﺟﻮﻳﻠﻴﺔ ‪2015‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬
‫‪ -5‬ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰎ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺩﺍﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ‪:‬‬
‫ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ‪ :‬ﻥ ﻃﺮﻳﻘﺔ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﻣﻴﺎﺩﻳﻦ ﻣﺘﻌﺪﺩﺓ ﻭﻣﺘﻨﻮﻋﺔ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺗﺮﻛﺰ ﻋﻠﻰ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﺩ ﻭ‪‬ﺪﻑ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻔﺮﻭﺽ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﺗﻌﺘﱪ ﲟﺜﺎﺑﺔ ﺍﻟﻮﻋﺎﺀ ﺍﻟﺬﻱ ﻳﻨﻈﻢ ﻓﻴﻪ ﻛﻞ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﳌﺨﺘﺺ ﻋﻦ ﺍﻟﻔﺮﺩ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻘﺎﺑﻠﺔ ﻭﺍﳌﻼﺣﻈﺔ ﻭﺍﻟﺘﺎﺭﻳﺦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﻔﺤﻮﺹ ﺍﻟﻄﺒﻴﺔ‪ ،‬ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﺗﺪﻭﺭ ﺃﺳﺎﺳﺎ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﺣﻮﻝ‬
‫ﺍﻟﻜﺎﺋﻦ ﺍﻹﻧﺴﺎﱐ ﰲ ﺗﻔﺮﺩﻩ‪ ،‬ﻭﺗﺎﺭﻳﺦ ﺍﳊﺎﻟﺔ ﻫﻮ ﻗﺼﺔ ﺷﺨﺺ ﻭﺍﺣﺪ ﻗﺪ ﻧﺼﻞ ﻣﻨﻬﺎ ﺇﱃ ﺍﻧﻄﺒﺎﻋﺎﺕ ﺃﻭ‬
‫ﻓﺮﻭﺽ ﺃﻭ ﻧﻘﻂ ﺑﺪﺍﻳﺔ ﳌﻮﺍﺻﻠﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﻭﻗﺪ ﺍﻋﺘﻤﺪﻧﺎ ﻋﻠﻴﻬﺎ ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﻫﺬﻩ ﻣﻦ ﺃﺟﻞ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺩﺭﺍﺳﺔ ﺍﻟﻔﺮﺩ‬
‫ﻭﺣﺎﻟﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺎﺭﻳﺦ ﺍﳌﺮﺿﻲ ﻟﻠﺤﺎﻟﺔ ﺣﻴﺚ ﺳﺎﳘﺖ ﰲ ﻓﻬﻤﻨﺎ ﻟﻠﺤﺎﻟﺔ ﻭﻭﺻﻔﻬﺎ‬
‫ﻭﺗﺸﺨﻴﺼﻬﺎ ﺍﻟﺪﻗﻴﻖ ﻭﳏﺎﻭﻟﺔ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺴﺒﺒﻴﺔ ﺍﳌﺮﺿﻴﺔ‪.‬‬
‫‪ -6‬ﺗﻘﻨﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬
‫ﺃ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ‪ :‬ﻋﺪ ﺍﳌﻘﺎﺑﻠﺔ ﻣﻦ ﺑﲔ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻷﻛﺜﺮ ﺍﺳﺘﻌﻤﺎﻻ‪ ،‬ﻷ‪‬ﺎ ﻃﺮﻳﻘﺔ ﻣﻬﻨﻴﺔ ﳍﺎ ﻫﺪﻑ‬
‫ﻭﳍﺎ ﺑﻨﻴﺎﻥ ﻳﺘﻔﺎﻭﺕ ﰲ ﺩﺭﺟﺔ ﲢﺪﻳﺪﻩ ﻣﻦ ﻣﻮﻗﻒ ﻵﺧﺮ‪ ،‬ﻭﻳﺘﺤﻘﻖ ﺍﳍﺪﻑ ﻋﻦ ﻃﺮﻳﻖ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻋﻤﻠﻴﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﲢﺮﻙ ﺍﳌﻘﺎﺑﻠﺔ ﳓﻮ ﻏﺎﻳﺘﻬﺎ‪ ،‬ﻓﺪﻳﻨﺎﻣﻴﺎﺕ ﺍﳌﻘﺎﺑﻠﺔ ﻣﺘﻀﻤﻨﺔ ﰲ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﳌﻌﺎﰿ‬
‫ﻭﺍﻟﻌﻤﻴﻞ‪.‬‬
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‫ﻭﻗﺪ ﺍﺳﺘﺨﺪﻣﻨﺎ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﺟﻞ ﻓﻬﻢ ﻃﺒﻴﻌﺔ ﺍﳌﺸﻜﻠﺔ ﻭﺍﳌﺘﻤﺜﻠﺔ ﰲ‬
‫ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﲡﺪﻫﺎ ﺍﳊﺎﻟﺔ ﺍﳌﻌﻨﻴﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﻋﺘﻤﺪﻧﺎ ﻋﻠﻰ‪:‬‬
‫‪ -‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﻮﺟﻬﺔ‪ :‬ﺍﻋﺘﻤﺪﻧﺎ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻘﺎﺑﻠﺔ ﻣﻦ ﺍﺟﻞ ﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﺍﶈﺪﺩﺓ ﻭﺍﳌﻌﺪﺓ‬
‫ﺇﻋﺪﺍﺩﺍ ﺩﻗﻴﻘﺎ ﻭﻣﺴﺒﻘﺎ ﻣﻦ ﻃﺮﻑ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﺗﻘﺪﳝﻬﺎ ﻟﻠﺤﺎﻟﺔ ﻣﻦ ﺃﺟﻞ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺎﺭﻳﺦ‬
‫ﺍﳌﺮﺿﻲ ﻟﻠﺤﺎﻟﺔ‪ ،‬ﻭﺧﻠﻔﻴﺎﺕ ﺍﻻﺿﻄﺮﺍﺏ ﻭﺃﺛﺮﻩ ﻋﻠﻰ ﻧﻔﺴﻴﺘﻬﺎ ﻭﻋﻠﻰ ﻣﻦ ﻳﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬
‫ﺏ‪.‬ﺍﳌﻼﺣﻈﺔ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ‪ :‬ﻋﺮﻑ ﺍﳌﻼﺣﻈﺔ ﺑﺄ‪‬ﺎ ﺃﻫﻢ ﻭﺳﻴﻠﺔ ﻳﻌﺘﻤﺪﻫﺎ ﺍﻷﺧﺼﺎﺋﻲ ﺍﻟﻨﻔﺴﺎﱐ ﰲ‬
‫ﻣﻼﺣﻈﺔ ﻛﻞ ﺍﻷﺷﻴﺎﺀ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳊﺎﻟﺔ‪ ،‬ﺇﺫ ﺗﺴﻤﺢ ﻟﻨﺎ ﺑﺘﻘﻴﻴﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻣﻌﺮﻓﺔ ﺟﻮﺍﻧﺒﻬﺎ‪,‬‬
‫ﻛﺎﳌﻈﻬﺮ ﺍﳉﺴﻤﺎﱐ‪ ،‬ﺃﺳﻠﻮﺏ ﺍﻟﻜﻼﻡ‪ ،‬ﺍﻟﺘﺮﺩﺩ ﻭﺍﻟﺼﻤﺖ ﻭﻃﺮﻳﻘﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬
‫ﻭﺍﻋﺘﻤﺪﻧﺎ ﰲ ﺩﺭﺍﺳﺘﻨﺎ ﻋﻠﻰ ﺍﳌﻼﺣﻈﺔ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﺔ ﻷ‪‬ﺎ ﺍﻧﺴﺐ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺃﺛﻨﺎﺀ‬
‫ﺍﳌﻘﺎﺑﻠﺔ‪.‬‬
‫ﻛﺬﻟﻚ ﰎ ﺍﻻﻋﺘﻤﺎﺩ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻣﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ )ﺍﳌﻠﺤﻖ‬
‫‪ ،(02‬ﺍﻟﺬﻱ ﻳﻌﺘﱪ ﺍﻷﻧﺴﺐ ﻟﻨﺎ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻷﻧﻪ ﻳﻜﺸﻒ ﻋﻦ ﺻﻌﻮﺑﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺗﻌﺮﻳﻒ ﻣﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﳌﻘﻴﺎﺱ ﺇﱃ ﻗﻴﺎﺱ ﻗﺪﺭﺓ ﺍﻟﻔﺮﺩ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﻗﺪ ﺻﻤﻢ ﻋﻠﻰ ﺻﻮﺭﺗﲔ‪:‬‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻷﻭﱃ )ﺃ( ﲰﻴﺖ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ‪ ،‬ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﺜﺎﻧﻴﺔ )ﺏ( ﲰﻴﺖ‪ :‬ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ‪،‬‬
‫ﻭﻳﺘﻜﻮﻥ ﺍﺧﺘﺒﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻣﻦ )‪ (21‬ﻋﺒﺎﺭﺓ ﻣﺘﺒﻮﻋﺔ ﺑﺜﻼﺛﺔ ﺍﺧﺘﻴﺎﺭﺍﺕ‪ ,‬ﻭﻳﺘﻜﻮﻥ ﺍﺧﺘﺒﺎﺭ ﺍﳉﻤﻞ ﻣﻦ‬
‫)‪ (38‬ﻋﺒﺎﺭﺓ ﻣﺘﺒﻮﻋﺔ ﲞﻤﺴﺔ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳏﺘﻤﻠﺔ‪ ،‬ﻭﺍﳌﻄﻠﻮﺏ ﻣﻦ ﺍﳌﻔﺤﻮﺹ ﺍﺧﺘﻴﺎﺭ ﺃﺣﺪﻯ ﻫﺬﻩ‬
‫ﺍﻻﺳﺘﺠﺎﺑﺎﺕ‪ ،‬ﻭﺗﻨﺪﺭﺝ ﻫﺬﻩ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻣﻦ )ﻣﻠﺰﻣﺔ‪ ،‬ﺿﺮﻭﺭﻳﺔ ﺟﺪﺍ‪ ،‬ﳑﻜﻨﺔ‪ ،‬ﻏﲑ ﻣﻠﺰﻣﺔ‪ ،‬ﻏﲑ‬
‫ﺿﺮﻭﺭﻳﺔ ﺇﻃﻼﻗﺎ(‪.‬‬
‫ﻃﺮﻳﻘﺔ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ‪:‬‬
‫ﺑﻮﺟﻮﺩ ﻟﻠﺼﻮﺭﺓ )ﺃ( ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺧﺎﺹ ‪‬ﺎ ﻭﺗﺼﺤﻴﺢ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﻋﻠﻰ ﻣﻘﻴﺎﺱ‬
‫ﻟﻴﻜﺮﺕ ﺍﳋﻤﺎﺳﻲ ﻛﺎﻟﺘﺎﱄ‪ :‬ﺗﻌﻄﻲ ﺍﻟﺪﺭﺟﺎﺕ )‪ (5-4-3-2-1‬ﻟﻼﺳﺘﺠﺎﺑﺎﺕ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪,‬‬
‫ﻭﻣﻦ ﺧﻼﻝ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﱵ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺍﳌﻔﺤﻮﺹ ﳝﻜﻦ ﻣﻌﺮﻓﺔ ﺩﺭﺟﺘﻪ ﺍﻟﻜﻠﻴﺔ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ )ﺳﻠﻄﺎﻥ ﺑﻦ ﻋﺎﺷﻮﺭ ﺑﻦ ﻋﻠﻲ ﺍﻟﺰﻫﺮﺍﱐ‪ ،‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ‬
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‫ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪ ،‬ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﱐ‪ 1421/1420 :‬ﻫـ‪ ،‬ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ :‬ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ(‪.‬‬
‫ﻭﻟﻘﺪ ﺍﻗﺘﺼﺮﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﺍﶈﻜﻤﺔ‪ ،‬ﻭﺍﳌﻮﺟﻬﺔ ﻟﻠﺘﻄﺒﻴﻖ )ﺍﳌﻠﺤﻖ‬
‫‪ ،(02‬ﻷ‪‬ﺎ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻃﺒﻴﻌﺔ ﺍﳌﺸﻜﻠﺔ ﻭﲣﺪﻡ ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺍﻟﺼﻮﺭﺓ )ﺏ( ﻭﻓﻘﺎ ﻟﺴﻠﻢ ﻟﻴﻜﺮﺕ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(10‬ﺩﺭﺟﺎﺕ ﺍﻻﺳﺘﺠﺎﺑﺔ ﳌﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺍﻟﺪﺭﺟﺔ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫‪04‬‬ ‫ﺩﻭﻣﺎ‬
‫‪03‬‬ ‫ﻏﺎﻟﺒﺎ‬
‫‪02‬‬ ‫ﺃﺣﻴﺎﻧﺎ‬
‫‪01‬‬ ‫ﻟﺴﺖ ﺃﺩﺭﻱ‬
‫‪0‬‬ ‫ﺃﺑﺪﺍ‬
‫ﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (10‬ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻜﻤﻴﻤﻴﺔ ﻟﻼﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﻮﺻﻔﻴﺔ ﺍﻟﱵ ﻳﺘﺄﻟﻒ ﻣﻨﻬﺎ‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺃﻣﺎ ﺩﺭﺟﺎﺕ ﺍﻟﺼﻌﻮﺑﺔ ﻭﻓﻖ ﻣﻔﺘﺎﺡ ﺗﺼﺤﻴﺢ ﺍﳌﻘﻴﺎﺱ ﻫﻲ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(11‬ﺩﺭﺟﺎﺕ ﺍﻟﺼﻌﻮﺑﺔ‬
‫ﺩﺭﺟﺔ ﺍﻟﺼﻌﻮﺑﺔ‬ ‫ﳎﺎﻝ ﳎﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺧﻔﻴﻔﺔ‬ ‫ﻣﻦ ‪ 0‬ﺇﱃ ‪26‬‬
‫ﻣﺘﻮﺳﻄﺔ‬ ‫ﻣﻦ ‪ 27‬ﺇﱃ ‪52‬‬
‫ﺣﺎﺩﺓ‬ ‫ﻣﻦ ‪ 53‬ﺇﱃ ‪78‬‬
‫ﺣﺎﺩﺓ ﺟﺪﺍ‬ ‫ﻣﻦ ‪ 79‬ﺇﱃ ‪104‬‬
‫ﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ (11‬ﺗﺪﺭﺝ ﺻﻌﻮﺑﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﺍﳊﺎﻟﺔ ﲝﺴﺐ ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲢﺎﺩ ﺍﻟﻘﺮﺍﺭ‪.‬‬
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‫ﲤﻬﻴﺪ‬
‫‪ -1‬ﺗﻘﺪﱘ ﺍﳊﺎﻟﺔ‬
‫‪ -2‬ﻋﺮﺽ ﳏﺘﻮﻯ ﺍﳌﻘﺎﺑﻼﺕ‬
‫ﻋﺮﺽ ﻣﻠﺨﺺ ﺍﳌﻘﺎﺑﻼﺕ‬
‫‪ -3‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‬
‫‪ -4‬ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‬
‫‪ -5‬ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

‫ﻋﺮﺽ ﺍﳊﺎﻟﺔ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﻭﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‬
‫ﻳﺘﻨﺎﻭﻝ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﻨﺎ ﳍﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱵ ﺃﺟﺮﻳﻨﺎﻫﺎ‪،‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺘﻤﺜﻠﺔ ﰲ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻌﻴﺎﺩﻳﺔ‪ ،‬ﻭﻣﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ‬
‫ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫‪ -1‬ﺗﻘﺪﱘ ﺍﳊﺎﻟﺔ‪:‬‬
‫ﺃ‪ .‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ‪:‬‬
‫ﺍﻻﺳﻢ‪ :‬ﻑ‬ ‫‪-‬‬
‫ﺍﳉﻨﺲ‪ :‬ﺃﻧﺜﻰ‬ ‫‪-‬‬
‫ﺍﻟﺴﻦ‪27 :‬‬ ‫‪-‬‬
‫ﺍﳊﺎﻟﺔ ﺍﳌﺪﻧﻴﺔ‪ :‬ﻋﺰﺑﺎﺀ‬ ‫‪-‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﳌﻌﻴﺸﻲ‪ :‬ﺟﻴﺪ‬ ‫‪-‬‬
‫ﻣﻜﺎﻥ ﺍﻹﻗﺎﻣﺔ‪ :‬ﻭﻻﻳﺔ ﺳﻌﻴﺪﺓ‬ ‫‪-‬‬
‫ﺏ‪.‬ﻭﺻﻒ ﺍﳊﺎﻟﺔ‪:‬‬
‫‪ -‬ﺍﻟﻠﺒﺎﺱ‪ :‬ﻧﻈﻴﻒ ﻭﻣﺮﺗﺐ‬
‫‪ -‬ﻣﻼﻣﺢ ﺍﻟﻮﺟﻪ‪ :‬ﺗﺒﺪﻭﺍ ﻋﻠﻰ ﺍﳊﺎﻟﺔ ﻣﻼﻣﺢ ﺍﻻﺳﺘﻴﺎﺀ‪ ،‬ﺗﺴﻴﻄﺮ ﻋﻠﻴﻬﺎ ﺍﻟﺴﻠﺒﻴﺔ ﻭﺃﺣﻴﺎﻧﺎ ﺗﺒﺪﻭ ﻣﻜﺘﺌﺒﺔ‬
‫ﻋﻨﺪ ﺣﺪﺛﻬﺎ ﻋﻦ ﻣﺸﺎﻛﻠﻬﺎ ﻭﻋﺪﻡ ﻗﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﳌﻮﺍﺟﻪ‪.‬‬
‫‪ -‬ﺍﻻﺗﺼﺎﻝ‪ :‬ﺍﺗﺴﻢ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﳊﺎﻟﺔ ﺑﻨﻮﻉ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺑﺪﺍﻳﺔ ﺍﻷﻣﺮ‪ ،‬ﻭﻟﻜﻦ ﺑﻌﺪ ﺷﺮﺣﻨﺎ‬
‫ﻟﻄﺒﻴﻌﺔ ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﺳﻨﻘﻮﻡ ﺑﻪ ﺳﺮﻋﺎﻥ ﻣﺎ ﺗﻔﻬﻤﺖ ﺍﳌﻮﺿﻮﻉ ﻭﲡﺎﻭﺑﺖ ﻣﻊ ﺍﳊﺪﻳﺚ‪.‬‬
‫ﺝ‪ .‬ﺗﺎﺭﻳﺦ ﺍﳊﺎﻟﺔ‪:‬‬
‫ﺍﻟﻮﺍﻟﺪﻳﻦ‪ :‬ﺍﻷﺏ ﻭﺍﻷﻡ ﻛﻼﳘﺎ ﻋﻠﻰ ﻗﻴﺪ ﺍﳊﻴﺎﺓ‬ ‫‪-‬‬
‫ﺍﻹﺧﻮﺓ‪ :‬ﺍﻹﻧﺎﺙ‪ (02) :‬ﻭﺍﻟﺬﻛﻮﺭ‪(03) :‬‬ ‫‪-‬‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻌﺎﺋﻠﻲ‪ :‬ﲢﺘﻞ ﺍﳌﺮﺗﺒﺔ ﺍﻷﺧﲑﺓ‬ ‫‪-‬‬
‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ‪ :‬ﻣﺘﺤﺼﻠﺔ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺍﻟﻠﻴﺴﺎﻧﺲ‬ ‫‪-‬‬
‫ﺍﻟﺴﻮﺍﺑﻖ ﺍﳌﺮﺿﻴﺔ‪ :‬ﺛﻘﺐ ﰲ ﺍﻟﻘﻠﺐ‬ ‫‪-‬‬
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‫‪ -2‬ﻋﺮﺽ ﳏﺘﻮﻯ ﺍﳌﻘﺎﺑﻼﺕ‪:‬‬

‫ﺃ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ‪ :‬ﺃﺟﺮﻳﺖ ﺍﳌﻘﺎﺑﻠﺔ ﰲ ﻳﻮﻡ‪ 2015/06/10:‬ﲟﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ )ﺍﺗﺼﺎﻻﺕ‬
‫ﺍﳉﺰﺍﺋﺮ( ﻭﻻﻳﺔ ﺳﻌﻴﺪﺓ‪ ،‬ﻭﺍﻟﱵ ﺩﺍﻣﺖ )‪30‬ﺩﻗﻴﻘﺔ(‪ ،‬ﺣﻴﺚ ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻠﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ‬
‫ﺍﳊﺎﻟﺔ ﻭﺧﻠﻖ ﺟﻮ ﻣﻦ ﺍﻟﺜﻘﺔ ﺑﺘﻌﺮﻳﻒ ﺃﻧﻔﺴﻨﺎ ﻟﻠﺤﺎﻟﺔ‪ ،‬ﻭﺑﻴﻨﺎ ﺃﻫﺪﺍﻑ ﺩﺭﺍﺳﺘﻨﺎ‪ ،‬ﻭﺑﻌﺪ ﻣﻮﺍﻓﻘﺔ ﺍﳊﺎﻟﺔ‬
‫ﻗﻤﻨﺎ ﲜﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻷﻭﻟﻴﺔ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ﻣﺴﺒﻘﺎ‪.‬‬
‫ﺏ‪.‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﻛﺎﻧﺖ ﺑﺘﺎﺭﻳﺦ‪ 2015/06/14:‬ﲟﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ ﻣﺪ‪‬ﺎ )‪40‬ﺩﻗﻴﻘﺔ(‪،‬‬
‫ﻛﺎﻧﺖ ‪‬ﺪﻑ ﻣﻌﺮﻓﺔ ﺍﳌﺰﻳﺪ ﻋﻦ ﺍﳊﺎﻟﺔ ﻭﻋﺎﺋﻠﺘﻬﺎ ﻭﻃﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻷﺳﺮﻳﺔ‪ ،‬ﺑﺪﺃﺕ ﺍﳊﺎﻟﺔ )ﻑ(‬
‫ﺑﺘﺤﺪﺙ ﻋﻦ ﺃﺳﺮ‪‬ﺎ ﺃ‪‬ﺎ ﺗﻌﻴﺶ ﰲ ﺃﺳﺮﺓ ﻣﺴﺘﻘﺮﺓ ﻳﺴﻮﺩﻫﺎ ﺟﻮ ﻣﻦ ﺍﳍﺪﻭﺀ‪ ،‬ﺍﳌﻜﻮﻧﺔ ﻣﻦ ﺍﻟﻮﺍﻟﺪﻳﻦ‬
‫ﻭﺃﺭﺑﻊ )‪ (04‬ﺇﺧﻮﺓ ﺗﺮﺑﻄﻬﻢ ﻋﻼﻗﺔ ﺟﻴﺪﺓ ﻭﻗﻮﻳﺔ ﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺃﻱ ﻣﺸﺎﻛﻞ ﻟﻘﻮﳍﺎ "ﻛﻞ ﻭﺍﺣﺪ‬
‫ﻣﻨﺎ ﻳﻌﺮﻑ ﺣﻘﻪ ﻭﻭﺍﺟﺒﻪ"‪.‬‬
‫ﰒ ﺍﻧﺘﻘﻠﺖ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﻧﻔﺴﻬﺎ؛ ﺃﻧﺎ ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﱵ ﻛﻨﺖ ﺃﻋﺮﻑ ﺳﻮﻯ ﺣﻘﻮﻗﻲ ﻷﻧﻪ ﻣﻨﺬ‬
‫ﻃﻔﻮﻟﱵ ﺗﺮﺑﻴﺖ ﻋﻠﻰ ﺍﻟﺪﻻﻝ ﻟﻘﻮﳍﺎ ﻛﻨﺖ ﻣﻘﻠﺸﺔ ﺑﺰﺍﻑ‪ ،‬ﻛﻨﺖ ﺃﺣﺼﻞ ﻋﻠﻰ ﺃﻱ ﺷﻲﺀ ﺃﻃﻠﺒﻪ‬
‫ﺧﺼﻮﺻﺎ ﻣﻦ ﻭﺍﻟﺪﻱ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻨﺎﺩﻳﲏ ﺑـ"ﺃﻣﻲ" ﻷﻧﲏ ﻛﻨﺖ ﺃﲪﻞ ﻧﻔﺲ ﺍﺳﻢ ﺃﻣﻪ ﺃﻱ "ﺟﺪﰐ"‬
‫ﻭﱂ ﺃﺗﻌﺮﺽ ﻟﻠﻀﺮﺏ ﺃﻭ ﺍﻟﻌﻘﺎﺏ ﻣﻦ ﺃﻱ ﺍﺣﺪ‪ .‬ﻭﻋﻨﺪ ﺑﻠﻮﻏﻲ )‪ (19‬ﺳﺘﺔ ﺍﻛﺘﺸﻔﺖ ﺃﻥ ﻟﺪﻱ ﺛﻘﺐ‬
‫ﰲ ﺍﻟﻘﻠﺐ ﻭﻫﺬﺍ ﻣﺎ ﺯﺍﺩ ﻣﻦ ﺧﻮﻑ ﻭﺍﻟﺪﻱ‪ ‬ﻋﻠﻰ ﺻﺤﱵ ﻭﺟﻌﻠﻲ ﺩﻭﻣﺎ ﲢﺖ ﻣﺮﺍﻗﺒﺘﻬﻢ ﻭﺭﻋﺎﻳﺘﻬﻢ‪.‬‬
‫ﺃﺻﺒﺤﺖ ﺍﻋﺘﻤﺪ ﻋﻠﻰ ﺃﻣﻲ ﻭﺃﺧﻮﺍﰐ ﰲ ﻛﻞ ﺷﻲﺀ ﺣﱴ ﰲ ﺍﻷﻣﻮﺭ ﺍﻟﺒﺴﻴﻄﺔ‪ ،‬ﻻ ﺃﻧﻜﺮ ﺃﻧﲏ ﻛﻨﺖ‬
‫ﺃﺳﺘﻐﻞ ﻫﺬﺍ ﺍﻟﻮﺿﻊ ﰲ ﻋﺪﺓ ﻣﻮﺍﻗﻒ‪.‬‬
‫ﺝ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﰎ ﺇﺟﺮﺍﺀ ﺍﳌﻘﺎﺑﻠﺔ ﺑﺘﺎﺭﻳﺦ‪ 2015/06/19:‬ﺩﺍﻣﺖ ﳌﺪﺓ )‪ 40‬ﺩﻗﻴﻘﺔ( ﺑﺎﳊﺪﻳﻘﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ‪‬ﺪﻑ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺎﺭﻳﺦ ﺍﳌﺮﺿﻲ ﻟﻠﺤﺎﻟﺔ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻛﺘﺸﺎﻑ ﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﻵﺛﺎﺭ‬
‫ﺍﻟﻨﺎﲨﺔ ﻋﻠﻰ ﻧﻔﺴﻴﺘﻬﺎ ﻭﺃﺳﺮ‪‬ﺎ‪ ،‬ﻭﺟﺮﺍﺀ ﺫﻟﻚ ﻻﺣﻈﻨﺎ ﺃ‪‬ﺎ ﻛﺎﻧﺖ ﺑﻨﻔﺴﻴﺔ ﺟﺪ ﻣﺮﺗﺎﺣﺔ‪ ،‬ﺑﻴﻨﻤﺎ‬
‫ﻧﺘﺠﺎﺫﺏ ﺃﻃﺮﺍﻑ ﺍﳊﺪﻳﺚ ﻭ‪‬ﺮﺩ ﺭﺅﻳﺘﻬﺎ ﻟﺸﺨﺺ ﻣﻌﺎﻕ ﺗﻐﲑﺕ ﻣﻼﳏﻬﺎ‪ ،‬ﻭﺑﻌﺪ ﺻﻤﺖ ﻃﻮﻳﻞ‬
‫ﻗﺎﻟﺖ‪":‬ﺍﻟﺼﺤﺔ ﻫﻲ ﻛﻞ ﺷﻲ"‪.‬‬
‫ﺗﻜﻠﻤﺖ ﺍﳊﺎﻟﺔ ﻋﻦ ﻧﻔﺴﻬﺎ ﻭﻋﻦ ﻣﺮﺿﻬﺎ ﺩﻭﻥ ﺃﻥ ﺗﺘﻠﻘﻰ ﺃﻱ ﺳﺆﺍﻝ ﻣﻦ ﻟﻘﻮﳍﺎ ﺣﺎﻟﱵ‬
‫ﺍﻟﺼﺤﻴﺔ ﻏﲑﺕ ﳎﺮﻯ ﺣﻴﺎﰐ‪ ،‬ﺣﻴﺚ ﺃﺻﺒﺤﺖ ﻋﺎﺟﺰﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺄﺑﺴﻂ ﺍﻷﻣﻮﺭ‪ ،‬ﻭﺫﻟﻚ ﺭﺍﺟﻊ‬
‫ﻟﻼﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻣﻦ ﻃﺮﻑ ﺍﻟﻌﺎﺋﻠﺔ ﺍﻟﺬﻱ ﺟﻌﻠﲏ ﺍﻋﺘﺎﺩ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﻘﻴﺎﻡ ﺑﺄﻣﻮﺭﻱ ﺍﳋﺎﺻﺔ ﻭﺍﻻﺗﻜﺎﻝ‬
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‫ﻋﻠﻰ ﻏﲑﻱ‪ ،‬ﻓﺪﺍﺋﻤﺎ ﺃﺣﺲ ﺃﱐ ﲝﺎﺟﺔ ﺇﱃ ﻣﻦ ﻳﺘﻮﱃ ﻣﺴﺆﻭﻟﻴﱵ ﻭﺍﺳﺘﻨﺪ ﻋﻠﻴﻪ‪ ،‬ﻭﻣﺎ ﻳﺜﲑ ﻗﻠﻘﻲ ﻭﺧﻮﰲ‬
‫ﻫﻮ ﻋﺪﻡ ﻗﺪﺭﰐ ﻋﻠﻰ ﲢﻤﻞ ﻭﺿﻌﻴﱵ ﻭﻻ ﺃﻣﻠﻚ ﺍﻟﺜﻘﺔ ﺑﻨﻔﺴﻲ ﻟﻔﺮﺽ ﺷﺨﺼﻴﱵ ﺭﻏﻢ ﺇﺣﺴﺎﺳﻲ‬
‫ﺍﳌﺴﺘﻤﺮ ﺑﺎﱐ ﻋﺎﻟﺔ ﻋﻠﻰ ﺃﻫﻠﻲ ﻭﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﺩ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻠﺔ ﺑﺘﺎﺭﻳﺦ‪ 2015/06/23:‬ﻣﺪ‪‬ﺎ )‪ 45‬ﺩﻗﻴﻘﺔ( ﲟﺴﻜﻦ‬
‫ﺍﳊﺎﻟﺔ‪ ،‬ﻫﺪﻓﺖ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻋﻠﻰ ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﰲ ﺑﺎﺩﺉ ﺍﻷﻣﺮ‬
‫ﻛﺎﻥ ﺳﺆﺍﻟﻨﺎ ﻋﻦ ﻛﻴﻔﻴﺔ ﻧﻈﺮ‪‬ﺎ ﻟﺬﺍ‪‬ﺎ ﻓﺘﻨﻬﺪﺕ ﺍﳊﺎﻟﺔ )ﻑ( ﻗﺎﺋﻠﺘﺎ‪":‬ﻭﺍﷲ ﻣﺎﱐ ﻋﺎﺭﻓﺔ" ﻓﺄﺣﻴﺎﻧﺎ‬
‫ﺃﺣﺲ ﺃﻧﻪ ﻟﻴﺲ ﻟﺪﻱ ﺃﳘﻴﺔ ﻭﻏﲑ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻓﻌﻞ ﺃﻱ ﺷﻲﺀ ﺩﻭﻥ ﺍﳌﺂﻝ ﺇﱃ ﺍﻟﻐﲑ ﻭﺧﺎﺻﺔ‬
‫ﻋﺎﺋﻠﱵ‪ ،‬ﺇﱐ ﺃﺭﻯ ﰲ ﻧﻔﺴﻲ ﺇﻧﺴﺎﻧﺔ ﻓﺎﺷﻠﺔ ﻟﺘﻌﻮﺩﻱ ﻋﻠﻰ ﻭﺟﻮﺩ ﻛﻞ ﻣﺘﻄﻠﺒﺎﰐ ﺩﻭﻥ ﺑﺬﻝ ﺃﻱ‬
‫ﳎﻬﻮﺩ ﻋﻠﻰ ﻋﻜﺲ ﺃﺧﻮﺍﰐ‪ ،‬ﻟﺬﺍ ﺃﺣﺎﻭﻝ ﻣﻨﺤﻬﻢ ﻛﻞ ﻣﺎ ﻟﺪﻱ ﺑﻐﺮﺽ ﺍﻻﺳﺘﻤﺮﺍﺭ ﰲ ﻣﺴﺎﻋﺪﰐ‪.‬‬
‫ﻭﻫﺬﺍ ﻣﺎ ﻳﱪﺭ ﺃ‪‬ﺎ ﺩﻭﻣﺎ ﲢﺖ ﺭﲪﺔ ﺍﻵﺧﺮﻳﻦ ﻭﺳﻠﻄﺘﻬﻢ‪ ،‬ﺣﻴﺚ ﻋﱪﺕ ﺑﺼﺮﺍﺣﺔ ﻋﻦ ﻣﺪﻯ‬
‫ﺧﻮﻓﻬﺎ ﻟﻔﻘﺪﺍ‪‬ﺎ ﳌﻦ ﺣﻮﳍﺎ ﺟﺮﺍﺀ ﺻﺪﻭﺭ ﺃﻱ ﻓﻌﻞ ﻣﻨﻬﺎ ﻳﺆﺛﺮ ﰲ ﺫﻟﻚ‪ .‬ﻟﺬﺍ ﺗﺴﻌﻰ ﺟﺎﻫﺪﺓ ﺇﱃ‬
‫ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﻈﻬﻮﺭ ﺑﺼﻮﺭﺓ ﺟﻴﺪﺓ ﻭﻻﺋﻘﺔ ﺃﻣﺎﻣﻬﻢ‪.‬‬
‫ﰒ ﺍﻧﺘﻘﻠﺖ ﻟﻠﺤﺪﻳﺚ ﻋﻦ ﻋﻼﻗﺘﻬﺎ ﻣﻊ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﺃﺣﺒﺘﻪ ﻭﻫﻲ ﲢﻤﻞ ﻧﻔﺴﻬﺎ ﺍﳌﺴﺆﻭﻟﻴﺔ‬
‫ﺍﻟﻜﺎﻣﻠﺔ ﻗﺎﻟﺖ‪ :‬ﺑﺎﺋﺖ ﻋﻼﻗﱵ ﺑﺎﻟﻔﺸﻞ ﺑﺴﺒﱯ ﻷﱐ ﱂ ﺍﻋﺮﻑ ﻛﻴﻒ ﺃﺗﺼﺮﻑ ﲝﻜﻢ ﻋﺪﻡ ﻭﺟﻮﺩ ﺭﺃﻱ‬
‫ﺛﺎﺑﺖ ﺃﻭ ﻫﺪﻑ ﻭﺍﺿﺢ ﻛﻨﺖ ﺩﺍﺋﻤﺔ ﺍﻟﺘﺮﺩﺩ ﻭﺍﳊﲑﺓ‪ .‬ﻓﻤﺮﺓ ﻋﺮﺽ ﻋﻠﻴﺎ ﻓﻜﺮﺓ ﺍﻟﺰﻭﺍﺝ ﺑﺸﺮﻁ ﺍﻟﺘﺨﻠﻲ‬
‫ﻋﻦ ﺍﻟﻌﻤﻞ ﻭﻗﺘﻬﺎ ﱂ ﺍﺳﺘﻄﻊ ﺗﺮﺗﻴﺐ ﺃﻓﻜﺎﺭﻱ ﻭﺍﻻﻧﻔﺮﺍﺩ ﺑﻘﺮﺍﺭ ﻣﻌﲔ ﺑﺎﳌﻮﺍﻓﻘﺔ ﺃﻭ ﺍﻟﺮﻓﺾ‪ ،‬ﻓﻜﻠﻤﺎ ﺃﺭﺍﺩ‬
‫ﺍﻟﺪﺧﻮﻝ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺃﺣﺎﻭﻝ ﺗﻐﻴﲑﻩ ﻭﺍﳍﺮﻭﺏ ﻣﻨﻪ ﺑﺄﻱ ﻃﺮﻳﻘﺔ‪ .‬ﻭﻫﻨﺎ ﺃﺣﺴﺴﺖ ﺃﱐ ﻋﺎﺟﺰﺓ‬
‫ﻋﻦ ﺗﺴﻴﲑ ﻣﺸﺎﺭﻳﻌﻲ ﻭﺇﺩﺍﺭﺓ ﺃﻋﻤﺎﱄ ﻟﻮﺣﺪﻱ‪ ،‬ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﱐ ﺍﻋﻠﻢ ﺟﻴﺪﺍ ﺃﻥ ﻋﺎﺋﻠﱵ ﻭﺍﻷﺷﺨﺎﺹ‬
‫ﺍﻟﺬﻳﻦ ﺍﻋﺘﺪﺕ ﻣﺴﺎﻧﺪ‪‬ﻢ ﺑﺈﻣﻜﺎ‪‬ﻢ ﻣﺴﺎﻋﺪﰐ ﻭﻟﻸﺳﻒ ﻻ ﺃﻣﻠﻚ ﺍﳉﺮﺃﺓ ﺍﻟﻜﺎﻓﻴﺔ ﻟﻠﺒﻮﺡ ﳍﻢ ﻭﺷﺮﺡ‬
‫ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﻩ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ‪ :‬ﲤﺖ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻠﺔ ﺑﻴﻮﻡ‪ 2015/06/27:‬ﲟﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ ﳌﺪﺓ )‪35‬‬
‫ﺩﻗﻴﻘﺔ( ﻫﺪﻓﺖ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻠﺔ ﺇﱃ ﻣﻌﺮﻓﺔ ﺁﺛﺎﺭ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﲝﻴﺚ ﺭﻛﺰﺕ ﻫﺬﻩ‬
‫ﺍﳌﻘﺎﺑﻠﺔ ﻋﻠﻰ ﺇﺩﺭﺍﺝ ﺃﺳﺌﻠﺔ ﻣﺒﺎﺷﺮﺓ ﻭﻭﺍﺿﺤﺔ ﺗﺘﻌﻠﻖ ﲟﺎ ﻣﺪﻯ ﻗﺪﺭ‪‬ﺎ ﻭﺣﻜﻤﻬﺎ ﰲ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍ‪‬ﺎ‪،‬‬
‫ﺣﻴﺚ ﺑﺪﺃﺕ ﺍﳊﺎﻟﺔ ﺑﺎﳊﺪﻳﺚ ﻭﺍﻹﺟﺎﺑﺔ ﻟﻜﻦ ﺑﻄﺮﻳﻘﺔ ﻭﻛﺄ‪‬ﺎ ﻣﺴﺘﺎﺀﺓ ﻣﻦ ﺣﺎﻟﺘﻬﺎ ﻓﻬﻲ ﺗﻘﻮﻝ‬
‫ﻛﺜﺮﺓ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺪﻻﻝ ﺟﻌﻠﺖ ﻣﲏ ﺇﻧﺴﺎﻧﺔ ﻓﺎﺷﻠﺔ ﻭﺳﻠﺒﻴﺔ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻨﺎﺱ‪ ،‬ﻭﰲ ﺍﲣﺎﺫ‬
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‫ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻬﻤﺔ ﻭﻏﲑ ﺍﳌﻬﻤﺔ‪ ،‬ﻭﺇﺫﺍ ﺣﺼﻞ ﻭﺍﲣﺬﺕ ﻗﺮﺍﺭ ﻓﺴﺮﻋﺎﻥ ﻣﺎ ﺍﻧﺪﻡ ﻋﻠﻴﻪ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﻥ‬
‫ﻃﺒﻴﻌﺔ ﻋﻤﻠﻲ ﺗﻔﺮﺽ ﻋﻠﻲ ﺃﻥ ﺃﻛﻮﻥ ﻣﻠﺘﺰﻣﺔ ﻭﻣﺴﺆﻭﻟﺔ ﻋﻦ ﻣﺎ ﺍﻓﻌﻠﻪ‪ ،‬ﻟﻜﻦ ﻭﺑﺼﺮﺍﺣﺔ ﺩﺍﺋﻤﺎ‬
‫ﺃ‪‬ﺮﺏ ﻭﺃﲢﺎﺷﻰ ﺍﳌﻮﺍﻗﻒ ﺍﻟﱵ ﺗﺘﻄﻠﺐ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺃﻭ ﻓﺮﺽ ﺭﺃﻱ‪ ،‬ﻟﺬﻟﻚ ﱂ ﺃﲢﺼﻞ ﻋﻠﻰ ﺃﻱ‬
‫ﺗﺮﻗﻴﺔ ﻭﱂ ﺃﺷﺎﺭﻙ ﰲ ﺃﻱ ﺍﺟﺘﻤﺎﻉ‪ ،‬ﻭﻣﻦ ﺧﻮﰲ ﺃﺿﻌﺖ ﻋﺪﺓ ﻓﺮﺹ ﻛﻔﺮﺻﺔ ﺍﻟﻌﻤﻞ ﰲ ﻭﻻﻳﺔ‬
‫"ﻣﻌﺴﻜﺮ"‪ ،‬ﻓﺄﻧﺎ ﻻ ﺃﲣﻴﻞ ﻧﻔﺴﻲ ﰲ ﻳﻮﻡ ﻣﻦ ﺍﻷﻳﺎﻡ ﺃﺳﺘﻄﻴﻊ ﻓﺮﺽ ﺷﺨﺼﻴﱵ ﻭﻣﻮﺍﺟﻬﺔ ﻣﺸﺎﻛﻠﻲ‬
‫ﺩﻭﻥ ﻣﺴﺎﻋﺪﺓ ﺃﺣﺪ‪ ،‬ﺩﺍﺋﻤﺎ ﺃﺳﺎﻝ ﻧﻔﺴﻲ ﻛﻴﻒ ﺳﺄﻛﻮﻥ ﰲ ﺍﳌﺴﺘﻘﺒﻞ؟ ﻛﻴﻒ ﺃﺑﲏ ﺃﺳﺮﺓ؟ ﻛﻴﻒ‬
‫ﺍﺭﰊ ﺃﻭﻻﺩﻱ؟ ﻷﱐ ﺃﺭﻯ ﰲ ﻧﻔﺴﻲ ﻣﺎﺯﻟﺖ ﻃﻔﻠﺔ ﺧﺼﻮﺻﺎ ﺃﻥ ﺯﻣﻴﻼﰐ ﰲ ﺍﻟﻌﻤﻞ ﻳﻘﻮﻟﻮﻥ ﱄ‬
‫"ﺇﺫﺍ ﺑﻘﻴﱵ ‪‬ﺎﺩ ﺍﻟﻌﻘﻠﻴﺔ ﻣﺎﺩﻳﺮﻱ ﻭﺍﻟﻮ "‪ .‬ﻟﺬﺍ ﺩﺍﺋﻤﺎ ﺍﻗﻠﻞ ﻣﻦ ﳐﺎﻟﻄﱵ ﻟﻠﻨﺎﺱ ﺣﱴ ﺃﱐ ﺻﺮﺕ ﺃﺣﺒﺬ‬
‫ﺍﻟﺒﻘﺎﺀ ﰲ ﺍﻟﺒﻴﺖ ﻟﻘﻮﳍﺎ "ﺑﺎﺵ ﻧﺴﻘﺮ ﺭﺍﺳﻲ" ﺻﺮﺍﺣﺔ ﻻ ﺍﻋﺮﻑ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻧﻔﺴﻲ ﻭﺃﺧﺎﻑ‬
‫ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻭ‪ .‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‪ :‬ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳌﻘﺎﺑﻠﺔ ﺑﺘﺎﺭﻳﺦ‪ 2015/07/02:‬ﻣﺪ‪‬ﺎ )‪ 30‬ﺩﻗﻴﻘﺔ( ﲟﻜﺘﺐ‬
‫ﺍﳊﺎﻟﺔ‪ ،‬ﺣﻴﺚ ﰎ ﺗﻄﺒﻴﻖ ﻣﻘﻴﺎﺱ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻗﺒﻞ ﺍﻟﺘﻄﺒﻴﻖ ﺑﺸﺮﺣﻪ ﻭﻃﻠﺒﻨﺎ ﻣﻦ‬
‫ﺍﳊﺎﻟﺔ ﻗﺮﺍﺀﺓ ﺍﻟﺒﻨﻮﺩ ﺟﻴﺪﺍ ﻭﺍﻹﺟﺎﺑﺔ ﺗﻜﻮﻥ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﺃﻣﺎﻡ ﺍﳋﺎﻧﺔ ﺍﳌﺨﺼﺼﺔ ﻟﺬﻟﻚ‬
‫ﻭﺍﻟﱵ ﲤﺜﻞ ﺍﻹﺟﺎﺑﺔ ﺍﻟﱵ ﺗﻨﻄﺒﻖ ﻋﻠﻴﻚ‪.‬‬
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‫ﻋﺮﺽ ﻣﻠﺨﺺ ﺍﳌﻘﺎﺑﻼﺕ‪:‬‬

‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(12‬ﻣﻠﺨﺺ ﻣﻘﺎﺑﻼﺕ ﺍﳊﺎﻟﺔ‬
‫ﺍﳍﺪﻑ‬ ‫ﺍﳌﻜﺎﻥ‬ ‫ﺍﳌﺪﺓ‬ ‫ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ‬
‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ ﻛﺴﺐ ﺍﻟﺜﻘﺔ ﻭﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﻟﻴﺔ‬ ‫‪ 30‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/06/10‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻷﻭﱃ‬
‫ﻋﻦ ﺍﳊﺎﻟﺔ‬ ‫)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬
‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻃﻔﻮﻟﺘﻬﺎ ﻭﻣﺮﺍﻫﻘﺘﻬﺎ‬ ‫‪ 40‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/06/14‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺍﻷﺳﺮﻳﺔ‬ ‫)ﺍﺗﺼﺎﻻﺕ ﺍﳉﺰﺍﺋﺮ(‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﺎﺭﻳﺦ ﺍﳌﺮﺿﻲ‬ ‫ﺍﳊﺪﻳﻘﺔ ﺍﻟﻌﺎﻣﺔ‬ ‫‪ 40‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/06/19‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫ﻭﻛﻴﻔﻴﺔ ﺍﻛﺘﺸﺎﻑ ﺍﻻﺿﻄﺮﺍﺏ‬
‫ﻭﺁﺛﺎﺭﻩ ﻋﻠﻰ ﻧﻔﺴﻴﺘﻬﺎ ﻭﺃﺳﺮ‪‬ﺎ‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺗﺄﺛﲑ‬ ‫ﻣﺴﻜﻦ ﺍﳊﺎﻟﺔ‬ ‫‪ 45‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/06/23‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺮﺍﺑﻌﺔ‬
‫ﺍﳊﻴﺎﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻣﻌﺮﻓﺔ ﺍﺛﺮ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﰲ ﺍﲣﺎﺫ‬ ‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ‬ ‫‪ 35‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/06/27‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﳋﺎﻣﺴﺔ‬
‫ﺍﻟﻘﺮﺍﺭ‬
‫ﺗﻄﺒﻴﻖ ﻣﻘﻴﺎﺱ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ‬ ‫ﻣﻜﺎﻥ ﻋﻤﻞ ﺍﳊﺎﻟﺔ‬ ‫‪ 30‬ﺩﻗﻴﻘﺔ‬ ‫‪2015/07/02‬‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺴﺎﺩﺳﺔ‬
‫ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -3‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‪:‬‬

‫‪ -‬ﺍﻻﺳﻢ‪ :‬ﻑ‬
‫‪ -‬ﺍﻟﺴﻦ‪ 27 :‬ﺳﻨﺔ‬
‫‪ -‬ﺍﳉﻨﺲ‪ :‬ﺃﻧﺜﻰ‬
‫‪ -‬ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﻓﻴﻤﺎ ﻳﻠﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳉﻤﻞ ﻋﻠﻰ ﻫﻴﺌﺔ ﺃﺳﺌﻠﺔ ﻗﺪ ﻳﺴﺄﳍﺎ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻟﻨﻔﺴﻪ‪ ،‬ﻭﻗﺪ‬
‫ﻭﺿﻌﺖ ﺃﻣﺎﻡ ﻛﻞ ﺳﺆﺍﻝ ﺃﻭﺯﺍﻥ ﲬﺴﺔ ﻣﺘﺪﺭﺟﺔ‪ :‬ﺩﺍﺋﻤﺎ‪ ،‬ﻏﺎﻟﺒﺎ‪ ،‬ﻟﺴﺖ ﺍﺩﺭﻱ‪ ،‬ﺃﺣﻴﺎﻧﺎ‪ ،‬ﺃﺑﺪﺍ‪.‬‬
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‫ﻭﺍﳌﻄﻠﻮﺏ ﻣﻨﻚ ﻫﻮ ﻗﺮﺍﺀﺓ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻭﺍﺧﺘﻴﺎﺭ ﻭﺍﺣﺪ ﻣﻦ ﺍﻷﻭﺯﺍﻥ ﺍﳋﻤﺴﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻜﻞ‬
‫ﺳﺆﺍﻝ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﲢﺖ ﺍﻟﻮﺯﻥ ﺍﻟﺬﻱ ﺗﺮﺍﻩ ﻣﻨﺎﺳﺐ ﻟﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺃﺑﺪﺍ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﻟﺴﺖ ﺃﺩﺭﻱ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺩﺍﺋﻤﺎ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪ -1‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻧﺴﺐ ﺍﻷﻭﻗﺎﺕ ﻻﲣﺎﺫ ‪x‬‬
‫‪ -2‬ﻫﻞ ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳋﱪﺓ ﺍﻟﺴﺎﺑﻘﺔ ‪x‬‬
‫ﻭﺩﺭﺟﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪x‬‬ ‫‪ -3‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﺄﺳﻴﺲ ﻗﺮﺍﺭﺍﺗﻚ ﻋﻠﻰ ﻣﻌﺮﻓﺔ‬
‫ﺑﺎﳊﻘﺎﺋﻖ‬
‫‪ -4‬ﻋﻨﺪﻣﺎ ﺗﺘﺨﺬ ﻗﺮﺍﺭﺍ ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﺘﺎﺑﻌﺔ ‪x‬‬
‫ﺍﻟﺘﻨﻔﻴﺬ‬
‫‪ -5‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻗﺒﻞ ‪x‬‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪x‬‬ ‫‪ -6‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﳘﻴﺔ ﺍﻟﺘﻮﻗﻴﺖ ﰲ ﺍﲣﺎﺫ‬
‫‪x‬‬ ‫‪ -7‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﲨﻊ ﻛﻞ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﺍﺣﺘﺎﺝ‬
‫ﺇﻟﻴﻬﺎ ﻗﺒﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪x‬‬ ‫‪ -8‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﻮﺍﺯﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ‬
‫‪x‬‬ ‫‪ -9‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﺪﻳﺮ ﻣﺴﺆﻭﻟﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -10‬ﺃﲣﻮﻑ ﻣﻦ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﻗﺮﺍﺭ ‪x‬‬
‫ﺧﺎﻃﺊ‬
‫‪ -11‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﲢﺪﻳﺪ ﻓﻮﺍﺋﺪ ﻭﻣﻀﺎﺭ ﺍﻟﻘﺮﺍﺭ ‪x‬‬
‫‪x‬‬ ‫‪ -12‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻘﺮﺍﺭ‬
‫‪x‬‬ ‫‪ -13‬ﺍﺭﺗﺒﻚ ﺃﺛﻨﺎﺀ ﳌﻨﺎﻗﺸﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
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‫‪ -14‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﻣﻊ ‪x‬‬

‫ﺍﻵﺧﺮﻳﻦ ﻋﻨﺪﻣﺎ ﺗﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -15‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﻠﻮﻝ ﺍﻟﱵ ﺗﺼﻄﺪﻡ ‪x‬‬
‫ﺑﺎﻟﻘﻮﺍﻧﲔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪x‬‬ ‫‪ -16‬ﺃﲣﻮﻑ ﻣﻦ ﺭﺃﻱ ﺍﳉﻤﺎﻋﺔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -17‬ﺍﺳﺘﻴﺎﺀ ﺍﻵﺧﺮﻳﻦ ﳝﻨﻌﻚ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ‪x‬‬
‫ﺣﱴ ﻭﻟﻮ ﺭﺍﻳﺘﻬﺎ ﺻﺎﺋﺒﺔ‬
‫‪ -18‬ﺍﺧﺘﻼﻑ ﻣﻴﻮﻟﻚ ﻣﻊ ﻣﻴﻮﻻﺕ ﺍﻵﺧﺮﻳﻦ ‪x‬‬
‫ﲤﻨﻌﻚ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫‪ -19‬ﺗﺆﺧﺮ ﺍﲣﺎﺫﻙ ﻟﻘﺮﺍﺭ ﻷﻧﻚ ﺗﺄﻣﻞ ﰲ ﺃﻥ ‪x‬‬
‫ﳛﺪﺙ ﺷﻲﺀ ﻳﺮﳛﻚ ﻣﻨﻪ‬
‫‪x‬‬ ‫‪ -20‬ﺗﺴﻤﺢ ﻵﺭﺍﺀ ﺍﻵﺧﺮﻳﻦ ﺑﺎﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻗﺮﺍﺭﻙ‬
‫‪x‬‬ ‫‪ -21‬ﺗﺘﺮﺩﺩ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -22‬ﺣﺎﻟﺘﻚ ﺍﻟﻨﻔﺴﻴﺔ ﺗﺆﺛﺮ ﰲ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭﻙ ‪x‬‬
‫‪x‬‬ ‫‪ -23‬ﺗﺘﺮﺍﺟﻊ ﺑﺴﺮﻋﺔ ﰲ ﻗﺮﺍﺭﺍﻙ ﺑﻌﺪ ﺍﲣﺎﺫﻩ‬
‫‪ -24‬ﻋﻨﺪ ﺍﲣﺎﺫﻙ ﻟﻘﺮﺍﺭ ﺗﻌﺎﱐ ﻣﻦ ﺍﻟﺸﻚ ﰲ ‪x‬‬
‫ﺧﻄﺌﻪ ﺃﻭ ﺻﻮﺍﺑﻪ‬
‫‪x‬‬ ‫‪ -25‬ﺗﺴﻤﺢ ﻟﻠﺘﻌﺼﺐ ﻭﺍﻟﺘﺤﻴﺰ ﺃﻥ ﻳﺆﺛﺮ ﰲ ﻗﺮﺍﺭﻙ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ ﺍﳌﻘﻴﺎﺱ ‪ ,‬ﻭﺍﻟﺘﺼﺤﻴﺢ ﲢﺼﻠﺖ ﺍﳊﺎﻟﺔ )ﻑ( ﻋﻠﻰ )‪ (93‬ﺩﺭﺟﺔ‪ ،‬ﺃﻱ ﻣﺎ‬
‫ﻳﻌﺎﺩﻝ ﰲ ﺍﳌﻘﻴﺎﺱ ﺍﻟﺘﺼﺤﻴﺤﻲ ﻟﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺩﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ )ﺣﺎﺩﺓ( ﺟﺪﺍ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺣﺴﺐ ﻣﺎ ﺃﻭﺿﺤﺘﻪ ﻧﺘﺎﺋﺞ ﻭﺍﺳﺘﺠﺎﺑﺎﺕ ﺍﳊﺎﻟﺔ )ﻑ( ﻋﻠﻰ ﺑﻨﻮﺩ ﺍﳌﻘﻴﺎﺱ ﺗﺒﲔ ﺃﻥ ﻟﺪﻳﻬﺎ ﺻﻌﻮﺑﺔ‬
‫ﺑﺪﺭﺟﺔ ﻣﺮﺗﻔﻌﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
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‫‪ -4‬ﲢﻠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ‪:‬‬
‫ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﳌﻨﻬﺠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ﺍﳌﻴﺪﺍﻧﻴﺔ ﻭﺇﺧﻀﺎﻋﻬﺎ ﻟﻠﻤﻨﻬﺞ ﺍﻟﻌﻴﺎﺩﻱ‪ ،‬ﻭﻣﻦ‬
‫ﺧﻼﻝ ﺗﻘﻨﻴﺎﺕ ﺍﻟﻔﺤﺺ ﺍﳌﺴﺘﺨﺪﻣﺔ )ﺍﺳﺘﺒﻴﺎﻥ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻣﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ( ﺗﻮﺻﻠﻨﺎ ﺇﱃ‪ :‬ﳊﺎﻟﺔ )ﻑ( ﻟﺪﻳﻬﺎ ﺷﺨﺼﻴﺔ ﺍﻋﺘﻤﺎﺩﻳﺔ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻨﺸﺌﺘﻬﺎ ﻣﻨﺬ‬
‫ﺍﻟﺼﻐﺮ ﻋﻠﻰ ﺍﻟﺮﻗﺔ ﻭﺍﻟﺪﻻﻝ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﺰﺍﺋﺪ ﻭﺗﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎ‪‬ﺎ ﺩﻭﻥ ﺍﺳﺘﺜﻨﺎﺀ‪ ،‬ﲤﻴﻞ ﺇﱃ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺍﻵﺧﺮﻳﻦ ﺷﻌﻮﺭﻳﺎ ﺃﻭ ﻻ ﺷﻌﻮﺭﻳﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﺗﺮﻳﺪ‪ ،‬ﻣﺸﻜﻠﺘﻬﺎ ﺃ‪‬ﺎ ﻏﲑ ﻭﺍﺛﻘﺔ ﺑﻨﻔﺴﻬﺎ ﻭﻏﲑ‬
‫ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻷﻋﻤﺎﻝ ﺍﻟﱵ ﲣﺼﻬﺎ‪ ،‬ﻋﺪﻡ ﻣﻌﺎﺭﺿﺘﻬﺎ ﻟﻶﺧﺮﻳﻦ ﺧﻮﻓﺎ ﻣﻦ ﻓﻘﺪﺍ‪‬ﻢ‪ ،‬ﻭﲡﺪ‬
‫ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺒﺪﺀ ﲟﺸﺎﺭﻳﻊ ﺩﻭﻥ ﻣﺴﺎﻋﺪﺓ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﻻﻓﺘﻘﺎﺭ ﺇﱃ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﻟﻴﺲ‬
‫ﺍﻟﻄﺎﻗﺔ‪ ،‬ﻧﻈﺮ‪‬ﺎ ﻟﻠﺬﺍﺕ ﺳﻠﺒﻴﺔ ﻭﺗﻘﻠﻞ ﻣﻦ ﻗﺪﺭﺍ‪‬ﺎ‪ ،‬ﻟﺪﻳﻬﺎ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺩﻭﻥ ﺍﻟﺮﺟﻮﻉ‬
‫ﺇﱃ ﻧﺼﺎﺋﺢ ﻭﻃﻤﺄﻧﺔ ﺍﻵﺧﺮﻳﻦ ﻷ‪‬ﺎ ﺗﻌﻮﺩﺕ ﰲ ﺣﻴﺎ‪‬ﺎ ﺑﺄﻥ ﺍﻵﺧﺮﻳﻦ ﻳﻘﺮﺭﻭﻥ ﻭﻳﻔﻌﻠﻮﻥ ﻛﻞ ﺷﻲﺀ‬
‫ﳜﺼﻬﺎ‪.‬‬
‫ﻭﻫﻨﺎ ﺗﻈﻬﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺳﻠﺒﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﺍﳊﻤﺎﻳﺔ ﺍﻟﺰﺍﺋﺪﺓ ﰲ ﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﻭﲡﻌﻞ‬
‫ﻣﻨﻬﻢ ﺩﺍﺋﻤﻲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻏﲑﻫﻢ‪ ،‬ﻭﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﲣﺎﺫ ﻗﺮﺍﺭﺍ‪‬ﻢ ﺑﺄﻧﻔﺴﻬﻢ‪ ،‬ﻭﻟﺪﻳﻬﻢ ﺷﻚ ﰲ‬
‫ﻗﺪﺭﺍ‪‬ﻢ ﻭﺃﻋﻤﺎﳍﻢ‪ ,‬ﻭﺩﺍﺋﻤﺎ ﻳﻠﺠﺌﻮﻥ ﻟﺴﺆﺍﻝ ﺍﻵﺧﺮﻳﻦ ﺣﻮﻝ ﺃﻣﻮﺭﻫﻢ ﺍﳋﺎﺻﺔ ﻣﺜﻞ‪ :‬ﻣﺎﺫﺍ ﻧﻔﻌﻞ؟ ﻭﺃﻳﻦ‬
‫ﻧﺬﻫﺐ؟‪...‬ﺍﱁ‬
‫ﻭﳜﺎﻓﻮﻥ ﻣﻦ ﺃﻥ ﻳﺘﺮﻛﻬﻢ ﺍﻵﺧﺮﻭﻥ ﺃﻭ ﻳﻬﺠﺮﻭ‪‬ﻢ ﻭﻳﺆﺩﻱ ﺍﻋﺘﻤﺎﺩﻫﻢ ﺇﱃ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﻗﻴﻤﺔ‬
‫ﺫﻭﺍ‪‬ﻢ‪ ،‬ﻛﻤﺎ ﻳﺰﺩﺍﺩ ﻟﺪﻳﻬﻢ ﻗﻠﻖ ﺍﻻﻧﻔﺼﺎﻝ‪ ,‬ﻭﻗﺪ ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ "ﻟﻮﺱ ﻭﺁﺧﺮﻭﻥ" ‪ 2006‬ﺇﱃ‬
‫ﻭﺟﻮﺩ ﺗﻼﺯﻡ ﻛﺒﲑ ﺑﲔ ﺃﻋﺮﺍﺽ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﻗﻠﻖ ﺍﻻﻧﻔﺼﺎﻝ ﻋﻦ ﻋﻴﻨﺔ ﻣﻦ‬
‫ﺍﳌﺮﺿﻰ ﺍﻹﻛﻠﻴﻨﻴﻜﻴﲔ‪.‬‬
‫‪ -5‬ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﺑﻌﺪ ﺍﻹﳌﺎﻡ ﺑﺎﳉﻮﺍﻧﺐ ﺍﳌﻨﻬﺠﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ﻭﺍﻧﻄﻼﻗﺎ ﻣﻦ ﻓﺮﺿﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻌﱪ ﻋﻨﻬﺎ ﺑﺎﻟﻨﺺ‬
‫ﺍﻟﺘﺎﱄ‪ ":‬ﳚﺪ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ ﺻﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ"‪ ،‬ﺗﻮﺻﻠﻨﺎ ﺇﱃ ﺃﻥ ﺍﻟﺸﺨﺺ ﺍﻻﻋﺘﻤﺎﺩﻱ‬
‫ﻳﻨﻔﺮﺩ ﺑﻌﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻣﻮﺍﺟﻬﺔ ﺻﻌﻮﺑﺎﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺍﻓﺘﻘﺎﺭﻩ ﻟﻠﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ﻭﻋﺪﻡ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﲣﺎﺫ‬
‫ﻗﺮﺍﺭﺍﺗﻪ‪ ،‬ﻭﺍﻟﺘﻌﻮﺩ ﻋﻠﻰ ﺍﻟﺘﺪﻟﻴﻞ ﻭﺍﳌﺒﺎﻟﻐﺔ ﺑﺈﺷﺒﺎﻉ ﺣﺎﺟﻴﺎﺗﻪ ﺩﻭﻥ ﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﺷﺪﻳﺪ ﺍﻟﺘﻌﻠﻖ‬
‫ﺑﺎﻵﺧﺮﻳﻦ ﻟﻴﻘﻮﻣﻮﺍ ﲟﻬﺎﻣﻪ‪ ،‬ﺩﺍﺋﻢ ﺍﳋﻮﻑ ﻭﺍﻻﻧﺴﺤﺎﺏ‪.‬‬
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‫ﻭﺟﺪﺕ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﻣﻮﺿﻮﻉ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻣﻦ‬
‫ﺑﻴﻨﻬﺎ ﺩﺭﺍﺳﺔ "ﺑﺎﻧﺪﻭﺭﺍ" ﺗﻮﺻﻞ ﺇﱃ ﺃﻥ ﺍﻹﻓﺮﺍﻁ ﻭﺍﻟﺘﺬﺑﺬﺏ ﰲ ﺍﻟﺪﻑﺀ ﻭﺍﻟﻌﺎﻃﻔﺔ ﺍﻟﻮﺍﻟﺪﻳﺔ ﺗﺜﺒﺘﺎﻥ‬
‫ﺍﻻﺗﻜﺎﻟﻴﺔ‪ ،‬ﻓﺎﻟﺪﻑﺀ ﻭﺍﻟﺘﻘﺒﻞ ﻣﻦ ﺟﺎﻧﺐ ﺍﻷﺑﻮﻳﻦ ﻳﺆﺩﻱ ﺇﱃ ﺗﻜﻮﻳﻦ ﻋﺪﺩ ﻣﻦ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﳌﺮﻏﻮﺏ ﻓﻴﻬﺎ؛ ﻛﻘﻮﺓ ﺍﻟﻀﻤﲑ ﻭﺍﳌﺸﺎﺭﻛﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﺮﻓﺾ ﻓﻴﺆﺩﻱ ﺇﱃ ﺍﻟﱰﻋﺔ ﺍﻻﺗﻜﺎﻟﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺃﺷﺎﺭﺕ ﺩﺭﺍﺳﺔ "ﻣﻌﺮﻭﻑ" ‪ 1972‬ﺃﻥ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺩﻭﺭﺍ ﻓﺎﻋﻼ ﻭﻣﺆﺛﺮﺍ ﰲ‬
‫ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ‪ ،‬ﺃﻱ ﺃﻥ ﺃﻃﻔﺎﻝ ﺍﻟﻄﺒﻘﺔ ﺍﻟﻔﻘﲑﺓ ﻳﻈﻬﺮﻭﻥ ﺍﺗﻜﺎﻻ ﻗﻠﻴﻼ ﺃﻭ ﻻ ﻳﻈﻬﺮﻭﻥ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﻐﲑ‬
‫ﺍﻏﻠﺐ ﺃﻃﻔﺎﻝ ﺍﻟﻄﺒﻘﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﻌﺎﻟﻴﺔ ﺑﺈﻇﻬﺎﺭ ﻛﺜﲑ ﻣﻦ ﺍﻻﺗﻜﺎﻝ‪.‬‬
‫ﰲ ﺣﲔ ﺗﻮﺻﻠﺖ ﺩﺭﺍﺳﺔ "ﻋﻔﺮﺍﻭﻱ" ‪ 1965‬ﺇﱃ ﺃﻥ ﺃﻃﻔﺎﻝ ﺍﻷﻣﻬﺎﺕ ﺍﻟﻠﻮﺍﰐ ﻳﻨﺘﻤﲔ ﺇﱃ‬
‫ﺍﻟﻄﺒﻘﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻳﺮﻳﺪﻭﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﻻﻧﺘﺒﺎﻩ‪ ،‬ﻣﻘﺎﺭﻧﺔ ﺑﺄﻃﻔﺎﻝ ﺍﻷﻣﻬﺎﺕ ﻣﻦ ﺍﻟﻄﺒﻘﺔ ﺍﻟﻮﺍﻃﺌﺔ‪.‬‬
‫ﻭﻛﺸﻔﺖ ﺩﺭﺍﺳﺔ "ﱐ ﻣﺎﻫﻮﻥ" ‪ 1982‬ﻋﻦ ﺍﻟﺬﺍﺕ ﻭﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺸﺨﺼﻲ ﻭﺍﻟﺘﻐﲑﺍﺕ‬
‫ﺍﳊﻴﺎﺗﻴﺔ‪ ،‬ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻮﺣﺪﺓ ﻟﺪﻯ ﺍﻟﺒﺎﻟﻐﲔ‪ ،‬ﰒ ﺗﻄﺒﻴﻖ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﻌﻤﺮﻳﺔ ﻣﻦ )‪ (25-18‬ﺳﻨﺔ‪ ،‬ﻻﺧﺘﺒﺎﺭ ﺩﺭﺟﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺬﺍﺕ ﻭﺍﻻﻋﺘﻤﺎﺩ‬
‫ﺍﻟﺸﺨﺼﻲ‪ ،‬ﺃﻱ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻭﺍﻟﺘﻐﲑﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻮﺣﺪﺓ‪ ،‬ﺻﻤﻢ ﺍﺳﺘﺒﻴﺎﻥ‬
‫ﻟﻘﻴﺎﺱ ﺍﳌﺘﻐﲑﺍﺕ ﺇﱃ ﺟﺎﻧﺐ ﻣﻘﻴﺎﺱ )‪ (UCLA‬ﻟﻘﻴﺎﺱ ﺍﻟﻮﺣﺪﺓ ﺃﺛﺒﺘﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺗﺄﻛﻴﺪ ﺍﻟﻔﺮﺽ ﺑﻮﺟﻮﺩ‬
‫ﻋﻼﻗﺔ ﺑﲔ ﻣﺪﻯ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺬﺍﺕ ﻭﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻮﺣﺪﺓ ﻋﻦ ﻣﺴﺘﻮﻯ )‪.(0.05‬‬
‫ﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ "ﲰﻴﺤﺔ ﺗﻮﻓﻴﻖ ﻭﺳﻠﻴﻤﺎﻥ" ‪ 1990‬ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﰲ ﻛﻞ ﻣﻦ‬
‫ﻣﺼﺪﺭ ﺍﻟﻀﺒﻂ )ﺩﺍﺧﻠﻲ‪-‬ﺧﺎﺭﺟﻲ(‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﳉﺎﻣﻌﺔ‬
‫)ﺫﻛﻮﺭ‪ -‬ﺇﻧﺎﺙ(‪ ،‬ﻣﻦ ﺛﻼﺙ )‪ (03‬ﻣﻨﺎﻃﻖ ﳐﺘﻠﻔﺔ ) ﻗﻄﺮ‪ ،‬ﻣﺼﺮ‪ ،‬ﺍﺳﺘﺮﺍﻟﻴﺎ( ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺎﻥ‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﻄﻠﺒﺔ ﺍﳌﺮﺣﻠﺘﲔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺍﳉﺎﻣﻌﻴﺔ )ﻣﻮﺍﻗﻒ ﻣﻦ ﺍﳊﻴﺎﺓ(‪ ،‬ﻭﺑﻴﻨﺖ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺟﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﲔ ﻣﺼﺪﺭ ﺍﻟﻀﺒﻂ )ﺍﻟﺪﺍﺧﻠﻲ‪-‬ﺍﳋﺎﺭﺟﻲ( ﻟﺪﻯ ﻋﻴﻨﺔ "ﻣﺼﺮ"‪ ،‬ﻭﻫﺬﺍ‬
‫ﻣﺎ ﻳﺸﲑ ﺇﱃ ﺃﻥ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﻋﺎﻟﻴﺔ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻳﻬﻢ ﺛﻘﺔ ﻛﺒﲑﺓ ﰲ ﻗﺪﺭﺍ‪‬ﻢ ﺍﻟﺸﺨﺼﻴﺔ‪,‬‬
‫ﻭﰲ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﻟﱵ ﻳﻌﺘﱪﻭﻥ ﺍ‪‬ﺎ ﻫﻲ ﺍﻟﱵ ﲢﺪﺩ ﻭﺟﻮﺩﻫﻢ‪ ،‬ﻛﺬﻟﻚ ﻓﺈﻥ ﻣﻨﺨﻔﻀﻲ ﺍﻟﻘﺪﺭﺓ‬
‫ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ﺳﻠﻮﻛﻬﻢ ﻫﻮ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﳛﺪﺩ ﻧﻮﻉ ﺍﻟﺘﺪﻋﻴﻤﺎﺕ ﺍﻟﱵ ﻳﻨﺎﻟﻮ‪‬ﺎ‪،‬‬
‫ﻭﻫﺬﺍ ﻣﺎ ﺃﻛﺪﺗﻪ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻛﺎﻥ ﳌﺘﻐﲑ ﺍﳉﻨﺲ ﻭﺍﳉﻨﺴﻴﺔ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﱂ ﻳﻜﻦ‬
‫ﻫﻨﺎﻟﻚ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
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‫‪ -‬ﻭﻣﻦ ﺧﻼﻝ ﻣﺎ ﺳﺒﻖ ﻧﺮﻯ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻗﺪ ﺍﺳﺘﺨﺪﻣﺖ ﻋﻴﻨﺎﺕ‬
‫ﳐﺘﻠﻔﺔ ﻋﻦ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫‪ -‬ﻭﺍﻫﺘﻤﺖ ﻣﻌﻈﻢ ﺩﺭﺍﺳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻣﻦ ﺟﻬﺔ ﺇﺩﺍﺭﻳﺔ ﻭﻻﺣﻈﻨﺎ ﻋﺪﻡ ﻭﺟﻮﺩ ﺩﺭﺍﺳﺎﺕ ﻣﻦ‬
‫ﺟﻬﺔ ﻧﻔﺴﻴﺔ ﳑﺎ ﺷﻜﻞ ﻟﻨﺎ ﺣﺎﻓﺰﺍﹰ ﻛﺒﲑﺍﹰ ﻹﺟﺮﺍﺀ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪﺩﺍﹰ ﻻ‬
‫ﺑﺎﺱ ﺑﻪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻧﺪﺭﺓ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﲡﻤﻊ ﺑﲔ‬
‫ﻣﺘﻐﲑﻱ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ -‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺴﻠﻮﻙ ﺍﻻﺗﻜﺎﱄ ﺗﻮﺍﻓﻘﺖ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ‪.‬‬
‫ﻭﳎﻤﻞ ﺍﻟﻘﻮﻝ ﺃﻥ ﻓﺮﺿﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ﲢﻘﻘﺖ ﺇﱃ ﺣﺪ ﻛﺒﲑ‪ ،‬ﻭﻣﻌﲎ ﺫﻟﻚ ﺃﻥ ﺍﻟﺸﺨﺺ‬
‫ﺍﻻﻋﺘﻤﺎﺩﻱ ﳚﺪ ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬
‫ﺍﻻﺳﺘﻨﺘﺎﺝ‪:‬‬
‫ﻣﻦ ﺧﻼﻝ ﻛﻞ ﻣﺎ ﺗﻄﺮﻗﻨﺎ ﺇﻟﻴﻪ ﺳﺎﺑﻘﺎ ﻣﻦ ﺍﳌﻘﺎﺑﻼﺕ‪ ،‬ﻭﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﻌﻴﺎﺩﻳﺔ‪ ،‬ﻭﺗﻄﺒﻴﻖ ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﺳﺘﺒﻴﺎﻥ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻭﻣﺎ ﺃﺳﻔﺮﺕ ﻋﻨﻪ ﺍﻟﻨﺘﺎﺋﺞ ﻧﺴﺘﻨﺘﺞ ﺃﻥ‪:‬‬
‫ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻳﻄﻐﻰ ﻋﻠﻴﻪ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ‪ ،‬ﻭﺍﳊﺎﺟﺔ ﺍﳌﻔﺮﻃﺔ ﺇﱃ‬
‫ﺍﻟﺮﻋﺎﻳﺔ‪ ،‬ﻭﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﻭﺍﻟﺘﻤﻴﺰ ﺑﺎﳋﻀﻮﻉ ﻭﺍﻟﺘﺸﺒﺚ‪ ،‬ﻭﳐﺎﻭﻑ ﺍﻻﻧﻔﺼﺎﻝ‪،‬‬
‫ﻭﻳﺘﻀﺢ ﻋﻤﻖ ﺍﻻﺿﻄﺮﺍﺏ ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﻛﺎﻟﻄﻔﻞ ﰲ ﺍﻧﻔﻌﺎﻻﺗﻪ ﻭﻣﻼﺯﻣﺔ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻟﺘﺬﻣﺮ‪.‬‬
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‫ﺧﺎﲤــﺔ‬
‫ﺧﺎﲤﺔ‪:‬‬
‫ﺧﺘﺎﻣﺎﹰ ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻨﺎﻩ ﻭﺣﺴﺐ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ‬
‫ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ ﻭﺍﳉﺪ‪ ‬ﰲ ﺃﺩﺍﺀ ﺍﻟﻮﺍﺟﺐ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪ ...‬ﺗﺸﻜﻞ ﺭﻛﺎﺋﺰ ﺍﻟﺴﻌﺎﺩﺓ‬
‫ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﻟﻺﻧﺴﺎﻥ‪ ،‬ﻭﺃﻥ ﻛﻞ ﻓﺮﺩ ﳛﺼﻞ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﻋﻤﻠﻪ‪ ،‬ﻭﻛﻞ ﺷﺨﺺ ﺭﻫﲔ ﺑﺄﻋﻤﺎﻟﻪ ﺇﻥ‬
‫ﺧﲑﺍﹰ ﻓﺨﲑ‪ ,‬ﻭﺍﻥ ﺷﺮﺍﹰ ﻓﺸﺮ‪.‬‬
‫ﺃﻥ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﻟﻠﺬﻳﻦ ﻳﺪﺭﻛﺎﻥ ﻫﺬﺍ ﺍﻷﻣﺮ ﺑﻨﻔﺴﻬﻤﺎ ﻭﻳﺮﺑﻴﺎﻥ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ‬
‫ﺍﻟﺸﺨﺼﻴﺔ ﻣﻨﺬ ﺍﻟﻄﻔﻮﻟﺔ ﻳﻜﻮﻧﺎﻥ ﻗﺪ ﺃﺩﻳﺎ ﺧﺪﻣﺔ ﺟﺒﺎﺭﺓ ﻟﻪ‪ .‬ﻭﺃﺧﺬﺍ ﺑﻴﺪﻩ ﳓﻮ ﻃﺮﻳﻖ ﺍﻟﺴﻌﺎﺩﺓ‬
‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﻭﺍﻟﻔﻼﺡ‪.‬‬
‫ﻭﻟﻘﺪ ﺗﻮﺻﻠﻨﺎ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﺇﱃ ﺃﻥ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺘﻜﺎﻣﻞ ﺍﻟﻔﺮﺩﻱ ﺍﻻﺟﺘﻤﺎﻋﻲ‪,‬‬
‫ﺍﻟﺸﻌﻮﺭ ﺑﺎﳌﺴﺆﻭﻟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‪ ,‬ﻭﻋﻠﻰ ﻛﻞ ﻓﺮﺩ ﺃﻥ ﻳﺴﺘﻨﺪ ﺇﱃ ﻋﻠﻤﻪ‬
‫ﻭﺃﺧﻼﻗﻪ‪ ،‬ﻭﺟﺪ‪‬ﻩ ﻭﺟﻬﺪﻩ ﻭﻳﺴﻌﻰ ﰲ ﻃﺮﻳﻖ ﺿﻤﺎﻥ ﺳﻌﺎﺩﺗﻪ ﻧﻈﺮﻳﺎﹰ ﻭﺗﻄﺒﻴﻘﻴﺎﹰ‪ ,‬ﻭﺍﻥ ﳛﺬﺭ ﻣﻦ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻛﻮﻧﻪ ﻋﺎﻟﺔ ﻋﻠﻰ ﻏﲑﻩ‪.‬ﻭﺍﻥ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻣﺴﺆﻭﻻﻥ ﻋﻦ ﺗﻨﻤﻴﺔ ﻫﺬﻩ ﺍﻟﺴﺠﻴﺔ‬
‫ﺍﳋﻠﻘﻴﺔ ﰲ ﺃﻃﻔﺎﳍﻢ ﻣﻨﺬ ﺍﻟﺼﻐﺮ‪.‬‬
‫ﻭﺍﻥ ﺍﻻﺗﻜﺎﻝ ﻋﻠﻰ ﺍﷲ‪ ,‬ﻭﺍﻻﺗﻜﺎﻝ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﺍﻻﺗﻜﺎﻝ ﻋﻠﻰ ﺍﻟﻨﺎﺱ‪ ...‬ﺛﻼﺙ ﻣﺮﺍﺣﻞ‬
‫ﻣﺴﺘﻘﻠﺔ ﻭﻣﺘﺘﺎﺑﻌﺔ ﰲ ﻣﻀﻤﺎﺭ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﻟﻜﻞ ﻣﻨﻬﺎ ﻧﺘﺎﺋﺞ ﻭﺁﺛﺎﺭ ﻧﻔﺴﻴﺔ ﻭﻋﻤﻠﻴﺔ ﺧﺎﺻﺔ‪.‬‬
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‫ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪:‬‬
‫ﻋﻠﻰ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ ﻫﺪﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﺭﺗﺄﻳﻨﺎ ﺇﱃ ﺗﻘﺪﱘ ﺍﻟﺘﻮﺻﻴﺎﺕ‬
‫ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪ ،‬ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ Ø‬ﺍﻟﺘﻮﻋﻴﺔ ﻭﺗﻘﺪﱘ ﺩﺭﺍﺳﺎﺕ ﺣﻮﻝ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻻﻥ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﻣﻮﺟﻮﺩﺓ ﰲ ﳎﺘﻤﻌﻨﺎ‬
‫ﻭﺑﻜﺜﺮﺓ‪.‬‬
‫‪ Ø‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳉﺎﻧﺐ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﺴﻠﻮﻛﻲ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﻷﻋﺮﺍﺽ ﺍﳌﺼﺎﺣﺒﺔ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪.‬‬
‫‪ Ø‬ﺗﻨﻈﻴﻢ ﺩﻭﺭﺍﺕ ﻟﻠﻔﺤﺺ ﺍﻟﻨﻔﺴﻲ ﺑﻐﺮﺽ ﺍﻟﺘﺮﺻﺐ‪ ،‬ﻭﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳊﺎﻻﺕ ﺍﻟﻨﻔﺴﻴﺔ ﺍﳌﻀﻄﺮﺑﺔ‬
‫ﻭﻣﻨﻬﺎ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﺍﳌﻔﺮﻃﺔ ﺃﻭ ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﺍﳌﻔﺮﻃﺔ‪.‬‬
‫‪ Ø‬ﺗﺸﺠﻴﻊ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺍﳊﻮﺍﺭﻳﺔ ﺩﺍﺧﻞ ﺻﻔﻮﻑ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫‪ Ø‬ﺗﻮﻋﻴﺔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺑﺄﳘﻴﺔ ﺗﻨﻤﻴﺔ ﺣﺲ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻟﺪﻯ ﺍﻷﻓﺮﺍﺩ‪.‬‬
‫‪ Ø‬ﺍﻻﺳﺘﻘﻼﻟﻴﺔ ﰲ ﺍﻟﺮﺃﻱ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‪.‬‬
‫‪ Ø‬ﺗﺼﻤﻴﻢ ﺑﺮﺍﻣﺞ ﺇﺭﺷﺎﺩﻳﺔ ﻭﺗﺪﺭﻳﺒﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ Ø‬ﻧﺸﺮ ﺍﻟﺘﻮﻋﻴﺔ ﻭﻟﻔﺖ ﺃﻧﻈﺎﺭ ﺍﻷﺳﺮﺓ ﳍﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻻﺿﻄﺮﺍﺏ ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺗﺴﺎﻫﻢ ﰲ‬
‫ﻇﻬﻮﺭﻩ ﻭﺧﺎﺻﺔ ﰲ ﻣﺮﺍﺣﻞ ﺍﻟﻨﻤﻮ ﺍﻷﻭﱃ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺃﺟﻞ ﺍﳊﺚ ﻋﻠﻰ ﺗﻄﺒﻴﻊ ﺍﺟﺘﻤﺎﻋﻲ ﺳﻠﻴﻢ‪.‬‬
‫‪ Ø‬ﻣﺮﺍﻋﺎﺓ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﰲ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫‪ Ø‬ﺍﻟﻘﻮﺓ ﻭﺍﻟﺴﻴﻄﺮﺓ ﻭﻫﻲ ﺑﺎﺧﺘﺼﺎﺭ ﺍﻟﺘﺄﺛﲑ ﻭﺍﻟﺘﺄﺛﺮ‪.‬‬
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‫ﻗﺎﺋﻤﺔ ﺍﻟﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ‬

‫ﺃ‪ -‬ﺍﳌﺼﺎﺩﺭ‪:‬‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺮﻭﺍﻳﺔ ﻭﺭﺵ ﻋﻦ ﻧﺎﻓﻊ‬
‫ﺏ‪ -‬ﺍﳌﺮﺍﺟﻊ‪:‬‬
‫‪ .1‬ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﺃﺑﻮ ﺍﺳﻌﺪ )‪ (2010‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪ ،‬ﺍﻷﺭﺩﻥ‪ :‬ﻋﺎﱂ‬
‫ﺍﻟﻜﺘﺐ ﺍﳊﺪﻳﺚ‪.‬‬
‫‪ .2‬ﺍﲪﺪ ﻋﻜﺎﺷﺔ )‪ (1991‬ﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﺎﺷﺮﺓ ﻟﻠﺘﺼﻨﻴﻒ ﺍﻟﺪﻭﱄ ﻟﻼﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺣﺪﺓ‬
‫ﺍﻟﻄﺐ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻋﲔ ﺍﻟﺸﻤﺲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬
‫‪ .3‬ﺃﻣﺎﻝ ﻋﺒﺪ ﺍﻟﺴﻤﻴﻊ )‪ (1997‬ﺍﳋﺪﻣﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻧﻈﺮﺓ ﺗﺎﺭﳜﻴﺔ ﺍﳌﻨﺎﻫﺞ ﺍﳌﻤﺎﺭﺳﺔ‪.‬‬
‫‪ .4‬ﺃﻣﺎﻝ ﻋﺒﺪ ﺍﻟﺴﻤﻴﻊ ﻣﻠﻴﺠﻲ ﺑﺎﻇﺔ )‪ (1992‬ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‪،‬‬
‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪ ،‬ﻣﺼﺮ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻻﳒﻠﻮ ﻣﺼﺮﻳﺔ‪.‬‬
‫‪ .5‬ﺇﻳﻬﺎﺏ ﺻﺒﻴﺢ ﳏﻤﺪ ﺯﺭﻳﻖ )‪ (2001‬ﺇﺩﺍﺭﺓ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﺴﻠﻤﻴﺔ‪ ،‬ﺳﻠﺴﻠﺔ‬
‫ﺍﻹﺩﺍﺭﺓ ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﺍﳉﺰﺀ ‪ ،03‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .6‬ﺗﻮﻣﺎﺱ ﻝ )‪ (1996‬ﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ ﻟﻠﻘﺎﺩﺓ‪ .‬ﻋﻤﻠﻴﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﳍﺮﻣﻲ ﻟﻠﻘﺮﺍﺭﺍﺕ ﰲ ﻋﺎﱂ ﻣﻌﻘﺪ‪،‬‬
‫ﺗﺮﲨﺔ ﺃﲰﺎﺀ ﺑﻨﺖ ﳏﻤﺪ ﺃﲪﺪ ﺑﺎﻫﺮﻣﺰ ﻭﺳﻬﺎﻡ ﺑﻨﺖ ﻋﻠﻲ ﳘﺸﺮﻱ‪ ،‬ﻣﻌﻬﺪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫‪ .7‬ﺗﻴﺴﲑ ﺣﺴﻮﻥ )‪ (2004‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺮﻳﻊ ﺇﱃ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺘﺸﺨﻴﺼﻲ ﺍﻟﺮﺍﺑﻊ ﺍﳌﻌﺪﻝ ﻟﻸﻣﺮﺍﺽ‬
‫ﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﲨﻌﻴﺔ ﺍﻟﻄﺐ ﺍﻟﻨﻔﺴﻲ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺩﻣﺸﻖ‪.‬‬
‫‪ .8‬ﲨﻴﻞ ﺃﲪﺪ ﺗﻮﻓﻴﻖ )‪ (1974‬ﺃﺻﻮﻝ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻣﺼﺮ‪ :‬ﺍﳌﻜﺘﺒﺔ ﺍﻻﳒﻠﻮ ﻣﺼﺮﻳﺔ‪.‬‬
‫‪ .9‬ﺣﺒﻴﺐ ﳎﺪﻱ ﻋﺒﺪ ﺍﻟﻜﺮﱘ )‪ (1997‬ﺳﻴﻜﺰﻟﻮﺟﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻻﳒﻠﻮ‬
‫ﺍﳌﺼﺮﻳﺔ‪.‬‬
‫‪ .10‬ﺣﺴﲔ ﻓﺎﻳﺪ )‪ (2005‬ﺩﺭﺍﺳﺎﺕ ﰲ ﺍﻟﺴﻠﻮﻙ ﻭﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻣﺆﺳﺴﺔ ﻃﻴﺒﺔ ﻟﻠﻨﺸﺮ‪.‬‬
‫‪ .11‬ﺩﺍﻟﻴﺎ ﳏﻤﺪ ﻋﺰﺕ ﻣﺆﻣﻦ )‪ (2004‬ﺳﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﻟﻄﻔﻞ ﻭﺍﳌﺮﺍﻫﻖ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﻣﺪﺑﻮﱄ‪.‬‬
‫‪ .12‬ﺳﺎﻋﺎﰐ ﺃﻣﲔ )‪ (1984‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ ،‬ﺟﺪﺓ‪.‬‬
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‫‪ .13‬ﺳﺎﻣﺮ‪.‬ﲨﻴﻞ ﺭﺿﻮﺍﻥ )‪ (2009‬ﰲ ﺍﻟﻄﺐ ﺍﻟﻨﻔﺴﻲ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻹﻛﻠﻴﻨﻴﻜﻲ‪ ،‬ﺍﻟﻄﺒﻌﺔ‬

‫ﺍﻷﻭﱃ‪ ،‬ﺍﻹﻣﺎﺭﺍﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﳉﺎﻣﻌﻲ‪.‬‬
‫‪ .14‬ﲰﲑ ﺃﲪﺪ ﻛﺎﻣﻞ )‪ ،(2000‬ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻣﺮﻛﺰ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ﻟﻠﻜﺘﺎﺏ‪.‬‬
‫‪ .15‬ﺳﻮﺳﻦ ﺷﺎﻛﺮ ﳎﻴﺪ )‪ (2008‬ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺃﳕﺎﻃﻬﺎ ﻗﻴﺎﺳﻬﺎ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪،‬‬
‫ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺻﻔﺎﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .16‬ﻋﺎﺩﻝ ﺻﺎﺩﻕ )‪ (2006‬ﰲ ﺑﻴﺘﻨﺎ ﻣﺮﻳﺾ ﻧﻔﺴﻲ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﳊﺮﻳﺔ‪.‬‬
‫‪ .17‬ﻋﺒﺪ ﺍﳊﻠﻴﻢ ﻣﺴﲏ )‪ (2003‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻨﻤﻮ ﻟﻸﻃﻔﺎﻝ‪ ،‬ﺍﻻﺳﻜﻨﺪﺭﻳﺔ‪ :‬ﻧﻮﺭ ﻟﻠﻄﺒﺎﻋﺔ‬
‫ﻭﺍﻟﻨﺸﺮ‪.‬‬
‫‪ .18‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺇﺑﺮﺍﻫﻴﻢ )‪ (2006‬ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻓﻜﺮﺓ ﻭﺟﻴﺰﺓ‪ ،‬ﺍﻟﻌﺪﺩ ‪،04‬‬
‫ﺇﺻﺪﺍﺭﺍﺕ ﺷﺒﻜﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .19‬ﻋﺒﺪ ﺍﻟﺴﺘﺎﺭ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﻋﺒﺪ ﺍﷲ ﻋﺴﻜﺮ )‪ (2005‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻹﻛﻠﻴﻨﻴﻜﻲ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﻄﺐ‬
‫ﺍﻟﻨﻔﺴﻲ‪ ,‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻻﳒﻠﻮ ﻣﺼﺮﻳﺔ‪.‬‬
‫‪ .20‬ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺣﻴﺪﺍﺭ )‪ (2013‬ﺗﺸﺨﻴﺺ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪ ،‬ﺍﳉﺰﺍﺋﺮ‪:‬‬
‫ﺍﳉﺴﻮﺭ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .21‬ﻋﻔﻴﻔﻲ ﻣﺼﻄﻔﻰ ﳏﻤﺪ )‪ (1997‬ﻣﺒﺎﺩﺉ ﺃﺻﻮﻝ ﻋﻠﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻃﻨﻄﺎ‪.‬‬
‫‪ .22‬ﻣﺆﻳﺪ ﻋﺒﺪ ﺍﳊﺴﻦ ﺍﻟﻔﻀﻞ )‪ (2009‬ﺍﻹﺑﺪﺍﻉ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪،‬‬
‫ﺍﻷﺭﺩﻥ‪ :‬ﺇﺛﺮﺍﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .23‬ﻣﺄﻣﻮﻥ ﺻﺎﱀ )‪ (2004‬ﺍﻟﺸﺨﺼﻴﺔ ﺑﻨﺎﺋﻬﺎ ﺗﻜﻮﻳﻨﻬﺎ ﺃﳕﺎﻃﻬﺎ ﺍﺿﻄﺮﺍ‪‬ﺎ‪ ،‬ﻋﻤﺎﻥ‪ :‬ﺩﺍﺭ ﺃﺳﺎﻣﺔ‬
‫ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .24‬ﻣﺎﻧﻊ ﺳﻌﻴﺪ ﻋﻠﻲ )‪ (1990‬ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫‪ .25‬ﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻋﺒﺪ ﺍﻟﺮﲪﻦ )‪ (2009‬ﻋﻠﻢ ﺍﻷﻣﺮﺍﺽ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬
‫ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺯﻫﺮﺍﺀ ﺍﻟﺸﺮﻕ‪.‬‬
‫‪ .26‬ﳏﻤﺪ ﲪﺪﻱ ﺍﳊﺠﺎﺯ )‪ (1998‬ﻣﺪﺧﻞ ﺇﱃ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳌﺮﺿﻲ‪ ،‬ﻭﺍﻟﻨﺸﺮ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪،‬‬
‫ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻄﺒﺎﻋﺔ‬
‫‪ .27‬ﻣﺼﻄﻔﻰ ﺷﻜﻴﺐ )‪ (2007‬ﺍﻷﻧﻮﺍﻉ ﺍﻟﻌﺸﺮﺓ ﻻﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
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‫‪ .28‬ﻧﺒﻴﻞ ﺳﻔﻴﺎﻥ )‪ (2004‬ﺍﳌﺨﺘﺼﺮ ﰲ ﻋﻠﻢ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻹﺭﺷﺎﺩ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‪ :‬ﻣﺼﺮ‪ ،‬ﺃﺗﺮﺍﻙ‬
‫ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪.‬‬
‫‪ .29‬ﺍﻟﻨﻤﺮ ﻭﺁﺧﺮﻭﻥ )‪ (1991‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ )ﺍﻷﺳﺲ ﻭﺍﻟﻮﻇﺎﺋﻒ(‪ ،‬ﺟﺎﻣﻌﺔ ﺍﳌﻠﻚ ﺳﻌﻮﺩ‪ ،‬ﻗﺴﻢ‬
‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‪.‬‬
‫‪ .30‬ﻫﻴﻠﻘﺎ ﺩﻭﻣﻨﺪ )‪ (1991‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻟﻔﻌﺎﻟﺔ‪ :‬ﺩﻟﻴﻠﻚ ﺍﻟﻌﻠﻤﻲ ﰲ ﺍﻹﺩﺍﺭﺓ‪ ،‬ﺗﺮﲨﺔ ﻣﺼﻄﻔﻰ‬
‫ﺇﺩﺭﻳﺲ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻄﺎﺑﻊ ﺃﻃﻠﺲ ﻟﻸﻭﻓﺴﺖ‪.‬‬
‫‪ .31‬ﻳﺲ ﻭﺩﺭﻭﻳﺶ )‪ (1975‬ﺍﳌﻜﺘﺒﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻭﺻﻨﺎﻋﺔ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺍﳍﻴﺌﺔ ﺍﳌﺼﺮﻳﺔ ﺍﻟﻌﺎﻣﺔ‬
‫ﻟﻠﻜﺘﺎﺏ‪.‬‬
‫ﺝ‪ -‬ﺍﻟﺪﻭﺭﺍﺕ‪:‬‬
‫‪ .1‬ﺑﻨﺪﺭ ﺑﻦ ﳏﻤﺪ ﺣﺴﻦ ﺍﻟﺰﻳﺎﺩﻱ ﺍﻟﻌﺘﻴﱯ )‪ (1429/1428‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻭﻋﻼﻗﺘﻪ ﺑﻜﻞ ﻣﻦ ﻓﺎﻋﻠﻴﺔ‬
‫ﺍﻟﺬﺍﺕ ﻭﺍﳌﺴﺎﻧﺪﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ ﺍﳌﺮﺷﺪﻳﻦ ﺍﻟﻄﻼﺑﻴﲔ ﲟﺤﺎﻓﻈﺔ ﺍﻟﻄﺎﺋﻒ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ‬
‫ﺍﻟﻘﺮﻯ‪.‬‬
‫‪ .2‬ﺧﻼﺻﻲ ﻣﺮﺍﺩ )‪ (2007/2006‬ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺗﺴﻴﲑ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺍﺳﺘﻘﺮﺍﺭ ﺍﻹﻃﺎﺭﺍﺕ‬
‫ﰲ ﺍﻟﻌﻤﻞ ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﺟﺎﻣﻌﺔ ﻣﻨﺘﻮﺭﻱ‪ ،‬ﻗﺴﻨﻄﻴﻨﺔ‪.‬‬
‫‪ .3‬ﺭﻭﺡ ﺍﻟﻔﺆﺍﺩ ﳏﻤﺪ ﺇﺑﺮﺍﻫﻴﻢ )‪ (2006‬ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻹﺳﺎﺀﺓ ﻟﻠﻤﺮﺃﺓ ﰲ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺰﻭﺍﺟﻴﺔ ﻭﺍﻟﻌﻤﻞ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺰﻗﺎﺯﻳﻖ‬
‫‪ .4‬ﺍﻟﺴﺒﻴﻌﻲ ﻋﻠﻲ ﳏﺴﻦ )‪1422‬ﻫـ( ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﻭﻋﻼﻗﺘﻬﻤﺎ ﺑﺎﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ ﻋﻴﻨﺔ ﻣﻦ‬
‫ﻣﺪﻳﺮﻱ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳊﻜﻮﻣﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﻏﲑ ﻣﻨﺸﻮﺭﺓ‪ ،‬ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪.‬‬
‫‪ .5‬ﺳﻠﻄﺎﻥ ﺑﻦ ﻋﺎﺷﻮﺭ ﺑﻦ ﻋﻠﻲ ﺍﻟﺰﻫﺮﺍﱐ )‪ (1431/1430‬ﺍﻟﺘﻔﻀﻴﻞ ﺍﳌﻬﲏ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﻟﺪﻯ‬
‫ﻋﻴﻨﺔ ﻣﻦ ﻃﻼﺏ ﺍﻟﻜﻠﻴﺎﺕ ﺍﳌﻬﻨﻴﺔ ﲟﺤﺎﻓﻈﺔ ﺟﺪﺓ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ ﺟﺎﻣﻌﺔ‪ ،‬ﺃﻡ ﺍﻟﻘﺮﻯ‪.‬‬
‫‪ .6‬ﻋﻠﻲ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﺳﻠﻴﻤﺎﻥ ﺍﻟﻨﻮﺷﺎﻥ )‪ (2003/1424‬ﺿﻐﻮﻁ ﺍﻟﻌﻤﻞ ﻭﺃﺛﺮﻫﺎ ﻋﻠﻰ ﻋﻤﻠﻴﺔ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﺭﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﲑ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪.‬‬
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:‫ﻼﺕ‬‫ ﺍ‬-‫ﺩ‬
.‫ ﺍﻷﺭﺩﻥ‬،173 ‫ ﺍﻟﻌﺪﺩ‬،‫ ﳎﻠﺔ ﺍﳊﻴﺎﺓ‬،‫( ﺍﻟﺘﺮﺩﺩ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬1997) ‫ ﺃﲪﺪ ﺻﺎﱀ ﺍﻟﻌﻤﺮﺍﺕ‬.1
.21‫ ﺍﻟﻌﺪﺩ‬،‫ ﺩﻭﺭﻳﺔ ﺍﳌﻨﻈﻤﺔ ﻟﻠﻌﻠﻮﻡ ﺍﻹﺩﺍﺭﻳﺔ‬،‫( ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬1970) ‫ ﺍﻟﺴﻠﻤﻲ ﻋﻠﻲ‬.2
،‫( ﻋﻼﻗﺔ ﻣﺼﺪﺭ ﺍﻟﻀﺒﻂ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬1990) ‫ ﲰﻴﺤﺔ ﻛﺮﻡ ﻭﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺳﻠﻴﻤﺎﻥ‬.3
.‫ ﺟﺎﻣﻌﺔ ﻗﻄﺮ‬،8 ‫ ﺍﻟﻌﺪﺩ‬،‫ ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ‬،‫ﳎﻠﺔ ﻣﺮﻛﺰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫( ﻭﺍﻗﻊ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﻣﺪﺍﺭﺱ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺪﻭﻟﺔ‬1996) ‫ ﺍﳍﺪﻫﻮﺩ ﺩﻻﻝ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ‬.4
.11 ‫ ﺍﻟﻌﺪﺩ‬،‫ﻠﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ‬‫ ﺍ‬،‫ﺍﻟﻜﻮﻳﺖ‬
:‫ ﺍﳌﺮﺍﺟﻊ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬-‫ﻫـ‬
1. American psychiatric Association1994 Diagnostic and statistical Manual
of Mental Disarders Washington DC. APA
2. Ferandez :(2003) les nouveaux tableaux des managers. Le projet
décisionnel dans sa totalité. Edition d’organisation.3em édition. Paris.
3. Gale Encyclopedia of psychology (2001) passive Aggressive personality
2nd ed. Gale group.2001
4. Halgin P Richard & whitbourne K Sosnl (1997): Abnormal psychology
Brown Benchrnark Boston.
68
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ :(01‬ﺍﺳﺘﺒﻴﺎﻥ ﻣﺒﲏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ ﻋﻠﻰ ﺣﺴﺐ‬
‫)‪(DSM4‬‬
‫ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﺃﺭﺟﻮ ﻣﻨﻚ ﺍﻟﺘﻜﺮﻡ ﺑﺎﳌﺴﺎﻋﺪﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﺩﻕ ﺍﻟﻨﺘﺎﺋﺞ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‬
‫ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﺃﻣﺎ ﻛﻞ ﻋﺒﺎﺭﺓ ﺗﻨﺎﺳﺐ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻣﻼﺣﻈﺔ ﻋﺎﻣﺔ‪ :‬ﻧﻮﺩ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﻣﺎ ﺳﺘﺪﱄ ﺑﻪ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﺳﻴﻌﺎﻣﻞ ﺑﺴﺮﻳﺔ ﺗﺎﻣﺔ ﻭﻟﻦ ﻳﺴﺘﺨﺪﻡ‬
‫ﺇﻻ ﻟﻐﺮﺽ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪:‬‬
‫ﺩﻭﻣﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﺃﺑﺪﺍ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺍﲢﺎﺩ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳊﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﺑﺪﻭﻥ ﻗﺪﺭ ﺯﺍﺋﺪ ﻣﻦ‬
‫ﺍﻟﻨﺼﺢ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻄﻤﺄﻧﺔ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‬
‫ﲢﺘﺎﺝ ﻣﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻳﺘﻮﻟﻮﺍ ﺍﳌﺴﺆﻭﻟﻴﺔ ﻋﻦ ﻣﻌﻈﻢ ﺣﻴﺎﺗﻚ‬
‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻋﺪﻡ ﺍﺗﻔﺎﻗﻚ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺴﺒﺐ ﺍﳋﻮﻑ‬
‫ﻣﻦ ﻓﻘﺪﺍﻥ ﺍﳌﺴﺎﻧﺪﺓ ﺃﻭ ﺍﻟﺘﻘﺒﻞ‬
‫ﻟﺪﻳﻚ ﺻﻌﻮﺑﺔ ﰲ ﺑﺪﺀ ﻣﺸﺎﺭﻳﻊ ﺃﻭ ﻋﻤﻞ ﺃﺷﻴﺎﺀ ﲣﺼﻚ ﺷﺨﺼﻴﺎ )ﺑﺴﺒﺐ‬
‫ﺿﻌﻒ ﺛﻘﺘﻚ ﰲ ﺃﺣﻜﺎﻣﻚ ﺃﻭ ﻗﺪﺭﺍﺗﻚ ﻭﻟﻴﺲ ﺑﺴﺒﺐ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻭﺍﻟﻄﺎﻗﺔ(‬
‫ﺗﺒﺬﻝ ﻛﻞ ﻣﺎ ﰲ ﻭﺳﻌﻚ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺮﻋﺎﻳﺔ ﺃﻭ ﺍﳌﺴﺎﻧﺪﺓ ﻣﻦ ﺍﻵﺧﺮﻳﻦ‬
‫ﻟﺪﺭﺟﺔ ﺍﻟﺘﻄﻮﻉ ﻟﻌﻤﻞ ﺃﺷﻴﺎﺀ ﻏﲑ ﺳﺎﺭﺓ‬
‫ﺗﺸﻌﺮ ﺑﺎﻟﻀﻌﻒ ﻭﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ )ﺃﻱ ﺍﻟﻌﺠﺰ( ﻭﺧﺼﻮﺻﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫ﲟﻔﺮﺩﻙ ﳋﻮﻓﻚ ﺍﻟﺮﻫﻴﺐ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺭﻋﺎﻳﺔ ﻧﻔﺴﻚ‬
‫ﺗﺒﺤﺚ ﺑﺈﳊﺎﺡ ﻋﻦ ﻋﻼﻗﺔ ﺃﺧﺮﻯ ﻛﻤﺼﺪﺭ ﻟﻠﺮﻋﺎﻳﺔ ﻭﺍﳌﺴﺎﻧﺪﺓ ﻋﻨﺪﻣﺎ‬
‫ﺗﻨﻘﻀﻲ ﻭﺍﺣﺪﺓ ﻣﻦ ﻋﻼﻗﺘﻚ ﺍﳊﻤﻴﻤﻴﺔ‬
‫ﻣﻨﺸﻐﻞ ﺑﺼﻮﺭﺓ ﻏﲑ ﻭﺍﻗﻌﻴﺔ ﺑﺎﳋﻮﻑ ﻣﻦ ﺃﻥ ﺗﺘﺮﻙ ﻟﺮﻋﺎﻳﺔ ﻧﻔﺴﻚ‬
‫‪70‬‬
‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ :(02‬ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ(‬
‫ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﻓﻴﻤﺎ ﻳﻠﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳉﻤﻞ ﻋﻠﻰ ﻫﻴﺌﺔ ﺃﺳﺌﻠﺔ ﻗﺪ ﻳﺴﺄﳍﺎ ﻣﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ ﻟﻨﻔﺴﻪ‪،‬‬
‫ﻭﻗﺪ ﻭﺿﻌﺖ ﺃﻣﺎﻡ ﻛﻞ ﺳﺆﺍﻝ ﺃﻭﺯﺍﻥ ﲬﺴﺔ ﻣﺘﺪﺭﺟﺔ‪ :‬ﺩﺍﺋﻤﺎ‪ ،‬ﻏﺎﻟﺒﺎ‪ ،‬ﻟﺴﺖ ﺍﺩﺭﻱ‪ ،‬ﺃﺣﻴﺎﻧﺎ‪ ،‬ﺃﺑﺪﺍ‪.‬‬
‫ﻭﺍﳌﻄﻠﻮﺏ ﻣﻨﻚ ﻫﻮ ﻗﺮﺍﺀﺓ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﻭﺍﺧﺘﻴﺎﺭ ﻭﺍﺣﺪ ﻣﻦ ﺍﻷﻭﺯﺍﻥ ﺍﳋﻤﺴﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻜﻞ‬
‫ﺳﺆﺍﻝ ﺑﻮﺿﻊ ﻋﻼﻣﺔ )‪ (x‬ﲢﺖ ﺍﻟﻮﺯﻥ ﺍﻟﺬﻱ ﺗﺮﺍﻩ ﻣﻨﺎﺳﺐ ﻟﻌﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﺃﺑﺪﺍ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﻟﺴﺖ ﺃﺩﺭﻱ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺩﺍﺋﻤﺎ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫‪ -1‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻧﺴﺐ ﺍﻷﻭﻗﺎﺕ ﻻﲣﺎﺫ‬
‫‪ -2‬ﻫﻞ ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﳋﱪﺓ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﻭﺩﺭﺟﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -3‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﺄﺳﻴﺲ ﻗﺮﺍﺭﺍﺗﻚ ﻋﻠﻰ ﻣﻌﺮﻓﺔ‬
‫ﺑﺎﳊﻘﺎﺋﻖ‬
‫‪ -4‬ﻋﻨﺪﻣﺎ ﺗﺘﺨﺬ ﻗﺮﺍﺭﺍ ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﺘﺎﺑﻌﺔ‬
‫ﺍﻟﺘﻨﻔﻴﺬ‬
‫‪ -5‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﺸﻜﻠﺔ ﻗﺒﻞ‬
‫ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -6‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﻴﻴﻢ ﺃﳘﻴﺔ ﺍﻟﺘﻮﻗﻴﺖ ﰲ ﺍﲣﺎﺫ‬
‫‪ -7‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﲨﻊ ﻛﻞ ﺍﳊﻘﺎﺋﻖ ﺍﻟﱵ ﺍﺣﺘﺎﺝ‬
‫ﺇﻟﻴﻬﺎ ﻗﺒﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -8‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﻮﺍﺯﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﺮﺗﺒﺔ ﻋﻠﻰ‬
‫‪ -9‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺗﻘﺪﻳﺮ ﻣﺴﺆﻭﻟﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
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‫‪ -10‬ﺃﲣﻮﻑ ﻣﻦ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﻗﺮﺍﺭ‬

‫ﺧﺎﻃﺊ‬
‫‪ -11‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﲢﺪﻳﺪ ﻓﻮﺍﺋﺪ ﻭﻣﻀﺎﺭ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -12‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -13‬ﺍﺭﺗﺒﻚ ﺃﺛﻨﺎﺀ ﳌﻨﺎﻗﺸﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -14‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﻣﻊ‬
‫ﺍﻵﺧﺮﻳﻦ ﻋﻨﺪﻣﺎ ﺗﺘﺨﺬ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -15‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﺳﺘﺒﻌﺎﺩ ﺍﳊﻠﻮﻝ ﺍﻟﱵ ﺗﺼﻄﺪﻡ‬
‫ﺑﺎﻟﻘﻮﺍﻧﲔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -16‬ﺃﲣﻮﻑ ﻣﻦ ﺭﺃﻱ ﺍﳉﻤﺎﻋﺔ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -17‬ﺍﺳﺘﻴﺎﺀ ﺍﻵﺧﺮﻳﻦ ﳝﻨﻌﻚ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫ﺣﱴ ﻭﻟﻮ ﺭﺍﻳﺘﻬﺎ ﺻﺎﺋﺒﺔ‬
‫‪ -18‬ﺍﺧﺘﻼﻑ ﻣﻴﻮﻟﻚ ﻣﻊ ﻣﻴﻮﻻﺕ ﺍﻵﺧﺮﻳﻦ‬
‫ﲤﻨﻌﻚ ﻣﻦ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‬
‫‪ -19‬ﺗﺆﺧﺮ ﺍﲣﺎﺫﻙ ﻟﻘﺮﺍﺭ ﻷﻧﻚ ﺗﺄﻣﻞ ﰲ ﺃﻥ‬
‫ﳛﺪﺙ ﺷﻲﺀ ﻳﺮﳛﻚ ﻣﻨﻪ‬
‫‪ -20‬ﺗﺴﻤﺢ ﻵﺭﺍﺀ ﺍﻵﺧﺮﻳﻦ ﺑﺎﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻗﺮﺍﺭﻙ‬
‫‪ -21‬ﺗﺘﺮﺩﺩ ﻋﻨﺪ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫‪ -22‬ﺣﺎﻟﺘﻚ ﺍﻟﻨﻔﺴﻴﺔ ﺗﺆﺛﺮ ﰲ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﻗﺮﺍﺭﻙ‬
‫‪ -23‬ﺗﺘﺮﺍﺟﻊ ﺑﺴﺮﻋﺔ ﰲ ﻗﺮﺍﺭﺍﻙ ﺑﻌﺪ ﺍﲣﺎﺫﻩ‬
‫‪ -24‬ﻋﻨﺪ ﺍﲣﺎﺫﻙ ﻟﻘﺮﺍﺭ ﺗﻌﺎﱐ ﻣﻦ ﺍﻟﺸﻚ ﰲ‬
‫ﺧﻄﺌﻪ ﺃﻭ ﺻﻮﺍﺑﻪ‬
‫‪ -25‬ﺗﺴﻤﺢ ﻟﻠﺘﻌﺼﺐ ﻭﺍﻟﺘﺤﻴﺰ ﺃﻥ ﻳﺆﺛﺮ ﰲ ﻗﺮﺍﺭﻙ‬
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ميموار دراسة حالة وفيها الاستطلاعية

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ميموار دراسة حالة وفيها الاستطلاعية

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‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‬

‫ﺷﻌﺒﺔ‪ :‬ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬ ‫ﻗﺴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫ﻣﺬﻛﺮﺓ ﲣﺮﺝ ﻟﻨﻴﻞ ﺷﻬﺎﺩﺓ ﺍﳌﺎﺳﺘﺮ ﰲ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻟﻌﻴﺎﺩﻱ‬

‫ﺇﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫﺓ‪:‬‬ ‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﻠﺒﺔ‪:‬‬

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‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﺍﻟﺮﻗﻢ‬

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‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬ ‫ﺍﻟﺮﻗﻢ‬

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‫ﻭﺑﻌﺪ ﺫﻟﻚ ﺍﳋﺼﺎﺋﺺ ﻭﺍﻷﺳﺒﺎﺏ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﺘﻔﺮﻳﻘﻲ ﻭﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﳍﺎ ﰒ‬

‫‪ -3‬ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‬

‫‪ -6‬ﺍﻟﺘﻌﺮﻳﻒ ﺍﻹﺟﺮﺍﺋﻲ ﳌﻔﺎﻫﻴﻢ ﺍﻟﺪﺭﺍﺳﺔ‬

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‫‪ -1‬ﻣﻔﻬﻮﻡ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫‪ -2‬ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫‪ -4‬ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻘﺮﺍﺭ‬

‫‪ -5‬ﺍﳌﻈﺎﻫﺮ ﺍﻟﱵ ﲤﺮ ‪‬ﺎ ﻋﻤﻠﻴﺔ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫‪ -6‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫‪ -7‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫‪ -8‬ﻧﻈﺮﻳﺎﺕ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

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‫‪ -6‬ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‪:‬‬

‫ﻣﺮﺍﺣﻞ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻠﺔ ﳏﻞ ﺍﻟﻘﺮﺍﺭ ﻭﲢﺪﻳﺪﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ‬

‫ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻭﺳﺎﺋﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ‬

‫ﲢﺪﻳﺪ ﺍﻟﺒﺪﺍﺋﻞ ﺍﳌﺘﺎﺣﺔ‬

‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺪﻳﻞ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻷﻓﻀﻞ‬

‫ﻣﺘﺎﺑﻌﺔ ﺍﻟﻘﺮﺍﺭ ﻭﺗﻨﻔﻴﺬﻩ‬

‫‪ -2‬ﺗﻌﺮﻳﻒ ﺍﻟﺴﻠﻮﻙ ﺍﻻﻋﺘﻤﺎﺩﻱ )ﺍﻻﺗﻜﺎﱄ(‬

‫‪ -3‬ﺗﻌﺮﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫‪ -4‬ﺍﳌﻌﺎﻳﺮ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﻻﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫‪ -5‬ﺧﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻻﺗﻜﺎﻟﻴﺔ(‬

‫‪ -6‬ﺃﺳﺒﺎﺏ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫‪ -8‬ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﳌﻔﺴﺮﺓ ﻟﻠﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫‪ -10‬ﻧﺴﺒﺔ ﺍﻧﺘﺸﺎﺭ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

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‫‪ -3‬ﺗﻌﺮﻳﻒ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‬

‫§ ﺩﺍﺋﻤﺎ ﻳﻔﻜﺮ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻀﺤﻴﺔ ﻭﻳﻔﺮﺡ ‪‬ﺬﺍ ﺍﻟﺪﻭﺭ‪.‬‬

‫‪ -5‬ﺧﺼﺎﺋﺺ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ )ﺍﻻﺗﻜﺎﻟﻴﺔ(‪:‬‬

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‫ﺃﻭﻻ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬

‫ﰎ ﺗﺼﻤﻴﻢ ﻭﺑﻨﺎﺀ ﺍﻻﺳﺘﺒﻴﺎﻥ ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﺿﻄﺮﺍﺏ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻻﻋﺘﻤﺎﺩﻳﺔ‪ ،‬ﻣﻌﺘﻤﺪﻳﻦ ﰲ‬

‫ﻭﻗﺪ ﺃﺻﺒﺤﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺸﻤﻞ )‪ (08‬ﺃﺷﺨﺎﺹ‪ ،‬ﻭﻛﺎﻧﺖ ﺇﺟﺎﺑﺎ‪‬ﻢ ﻋﻦ ﺃﺳﺌﻠﺔ‬

‫ﺍﺳﺘﻨﺘﺎﺝ ﻋﺎﻡ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‪:‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‬

‫ﺍﳉﺪﻭﻝ ﺭﻗﻢ )‪ :(09‬ﺑﺮﻧﺎﻣﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ‪:‬‬

‫‪ -2‬ﻋﺮﺽ ﳏﺘﻮﻯ ﺍﳌﻘﺎﺑﻼﺕ‬

‫ﻋﺮﺽ ﻣﻠﺨﺺ ﺍﳌﻘﺎﺑﻼﺕ‬

‫‪ -3‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‬

‫‪ -5‬ﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺿﻮﺀ ﺍﻟﻔﺮﺿﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

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‫‪ -2‬ﻋﺮﺽ ﳏﺘﻮﻯ ﺍﳌﻘﺎﺑﻼﺕ‪:‬‬

‫ﻋﺮﺽ ﻣﻠﺨﺺ ﺍﳌﻘﺎﺑﻼﺕ‪:‬‬

‫‪ -3‬ﻋﺮﺽ ﻧﺘﺎﺋﺞ ﺍﳊﺎﻟﺔ‪:‬‬

‫‪ -14‬ﲡﺪ ﺻﻌﻮﺑﺔ ﰲ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺸﺨﺼﻲ ﻣﻊ ‪x‬‬

‫ﻗﺎﺋﻤﺔ ﺍﻟﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ‬

‫‪ .13‬ﺳﺎﻣﺮ‪.‬ﲨﻴﻞ ﺭﺿﻮﺍﻥ )‪ (2009‬ﰲ ﺍﻟﻄﺐ ﺍﻟﻨﻔﺴﻲ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﻹﻛﻠﻴﻨﻴﻜﻲ‪ ،‬ﺍﻟﻄﺒﻌﺔ‬

‫ﺩﻭﻣﺎ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﺃﺑﺪﺍ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺍﳌﻠﺤﻖ ﺭﻗﻢ )‪ :(02‬ﻣﻘﻴﺎﺱ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﺼﻮﺭﺓ )ﺏ(‬

‫ﺃﺑﺪﺍ‬ ‫ﺃﺣﻴﺎﻧﺎ‬ ‫ﻟﺴﺖ ﺃﺩﺭﻱ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﺩﺍﺋﻤﺎ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫‪ -10‬ﺃﲣﻮﻑ ﻣﻦ ﲢﻤﻞ ﻣﺴﺆﻭﻟﻴﺔ ﺍﻟﻔﺸﻞ ﻗﺮﺍﺭ‬

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