1. ‫ﻧﻔﺴﻲ‬ ‫ﺇﺭﺷﺎﺩ‬ ‫ﺗﺨﺼﺺ‬ ‫ﺍﻟﻨﻔﺲ‬ ‫ﻋﻠﻢ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺎﺟﺴﺘﻴﺮ‬ ‫ﺷﻬﺎﺩﺓ‬ ‫ﻟﻨﻴﻞ‬ ‫ﻣﻜﻤﻠﺔ‬ ‫ﻣﺬﻛﺮﺓ‬
‫ﻣﺪﺭﺳﻲ‬
‫ﺍﻟﻄﺎﻟﺒﺔ‬ ‫ﺇﻋﺪﺍﺩ‬:
‫ﺳﻤﺎﺡ‬ ‫ﺑﺸﻘﺔ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﺍﻷﺳﺘﺎﺫ‬ ‫ﺇﺷﺮﺍﻑ‬:
‫ﺑﺸﻴﺮ‬ ‫ﻣﻌﻤﺮﻳﺔ‬

2. ‫ﺮ‬‫ﺍﻟ‬ ‫ﺍﷲ‬ ‫ﺑﺴﻢ‬‫ﲪ‬ٰ‫ـ‬‫ﺍﻟﺮﺣﻴﻢ‬ ‫ﻦ‬
﴿‫ﳊﺎﻓﻈﲔ‬ ‫ﻋﻠﻴﻜﻢ‬ ‫ﻭﺇﻥ‬﴿10﴾‫ﻛﺎﺗﺒﲔ‬ ‫ﻛﺮﺍﻣﺎ‬﴿11﴾‫ﺗﻔﻌﻠﻮﻥ‬ ‫ﻣﺎ‬ ‫ﻳﻌﻠﻤﻮﻥ‬﴿12﴾﴾
‫ﺍﻻﻧﻔﻄﺎﺭ‬ ‫ﺳﻮﺭﺓ‬

3. ‫أ‬
‫ﺷﻜ‬‫ـ‬‫ﻭﺗﻘ‬ ‫ﺮ‬‫ـ‬‫ﺪﻳﺮ‬
﴿‫ﺗﻜﻔﺮﻭﻥ‬ ‫ﻭﻻ‬ ‫ﱄ‬ ‫ﻭﺍﺷﻜﺮﻭﺍ‬ ‫ﺃﺫﻛﺮﻛﻢ‬ ‫ﻓﺎﺫﻛﺮﻭﱐ‬﴾
‫ﺍﻵﻳﺔ‬ ‫ﺍﻟﺒﻘﺮﺓ‬ ‫ﺳﻮﺭﺓ‬﴿152﴾
‫ﺍﻟﻤﺭﺍﻡ‬ ‫ﺒﻠﻭﻍ‬ ‫ﻓﻲ‬ ‫ﻟﻨﺎ‬ ‫ﺘﻭﻓﻴﻘﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻔﻀل‬ ‫ﺍﻟﻤﻨﺔ‬ ‫ﻟﻪ‬ ‫ﷲ‬ ‫ﻓﺎﻟﺸﻜﺭ‬.
‫ﺍﻟﺩﻜﺘﻭﺭ‬ ‫ﻷﺴﺘﺎﺫﻱ‬ ‫ﻋﺭﻓﺎﻨﻲ‬ ‫ﺜﻡ‬/‫ﻣﻌﻤﺮﻳﺔ‬ ‫ﺑﺸﻴﺮ‬‫ﻗﺒﻭﻟﻪ‬ ‫ﻋﻠﻰ‬
‫ﻭﺘﺼﻭﻴﺒﺎﺕ‬ ‫ﺘﻭﺠﻴﻬﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻲ‬ ‫ﻗﺩﻤﻪ‬ ‫ﻤﺎ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻹﺸﺭﺍﻑ‬.
‫ﺍﻟ‬ ‫ﻜل‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻤﺘﻨﺎﻨﻲ‬ ‫ﺃﺘﻘﺩﻡ‬ ‫ﻜﻤﺎ‬‫ﻜﻠل‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻤﺩﺭﺍﺀ‬
‫ﺍﻟﻨﻭﺭ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺘﻭﺍﻀﻊ‬ ‫ﺍﻟﺠﻬﺩ‬ ‫ﻫﺫﺍ‬ ‫ﺨﺭﻭﺝ‬ ‫ﻟﻲ‬ ‫ﺩﻋﻤﻬﻡ‬.
‫ﺃﻁﻭﺍﺭ‬ ‫ﻜل‬ ‫ﻓﻲ‬ ‫ﺃﺴﺎﺘﺫﺘﻲ‬ ‫ﺤﺭﻓﺎ؛‬ ‫ﻋﻠﻤﻨﻲ‬ ‫ﻤﻥ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻭﺠﺯﻴل‬
‫ﺩﺭﺍﺴﺘﻲ‬.

4. ‫ب‬
‫ﺇﻫ‬‫ـ‬‫ﺪﺍﺀ‬
‫ﺇ‬‫ﻭﺍﻟﺩ‬ ‫ﺃﻭﻟﻬﻡ‬ ‫ﻭﺘﻀﺭﻋﺎ؛‬ ‫ﺩﻋﺎﺀ‬ ‫ﻟﻠﻤﻭﻟﻰ‬ ‫ﻨﺠﻭﺍﻫﻡ‬ ‫ﺴﺭﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻰ‬‫ﺍ‬‫ﻱ‬
‫ﺍﷲ‬ ‫ﺤﻔﻅﻬﻡ‬ ‫ﻭﺇﺨﻭﺘﻲ‬
‫ﺃﺴﺘﺎﺫﺘﻲ‬ ‫ﺨﺎﺼﺘﻪ‬ ‫ﻭﺘﻭﺍﻀﻌﺎ؛‬ ‫ﻋﻠﻤﺎ‬ ‫ﻴﻨﻀﺏ‬ ‫ﻻ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻌﻴﻥ‬ ‫ﺇﻟﻰ‬
"‫ﺧﺪﻳﺠﺔ‬ ‫ﻓﻠﻴﺲ‬ ‫ﺑﻦ‬"‫ﻭ‬"‫ﺑﺮﻛﻮ‬ ‫ﻣﺰﻭﺯ‬"
‫ﺃﻭﻟﻬﻡ‬ ‫ﺍﻟﻁﻴﺒﺔ؛‬ ‫ﻭﺍﻟﻜﻠﻤﺔ‬ ‫ﺍﻟﻌﻁﺎﺀ‬ ‫ﺒﺴﺠﻴﺔ‬ ‫ﺍﷲ‬ ‫ﺤﺒﺎﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺇﻟﻰ‬
‫ﺍﻟﻤﻜﺘﺒﺔ‬ ‫ﻤﺴﺅﻭﻟﺔ‬

5. ‫ﻣﻠﺨ‬‫ــ‬‫ﺍﻟﺒﺤ‬ ‫ﺺ‬‫ــ‬‫ﺚ‬
‫ت‬
‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻠﺨﺹ‬:
‫ﺍﻟﻤﺸﻜﻼ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻤﺜﻠﺕ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺕ‬
‫ﻭ‬‫ﺘ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺤﺎﺠﺎﺘﻬﻡ‬‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻼﻤﻴﺫ‬‫ﺇﻟﻰ‬ ‫ﻫﺩﻓﺕ‬ ‫ﺤﻴﺙ‬:
-‫ﺒﺒﻌﺽ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬
‫ﺒﺎﺘﻨﺔ‬ ‫ﻭﻻﻴﺔ‬ ‫ﻤﺩﺍﺭﺱ‬.
-‫ﺍﻟﺘﻌﺭ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻑ‬.
-‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬.
-‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﻭ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬.
-‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬.
-‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬‫ﻭ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
-‫ﺍﻻ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﺸﻑ‬‫ﺍﻟﺴﻠﻭ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺭﺘﺒﺎﻁﻴﺔ‬‫ﻭ‬ ‫ﻜﻴﺔ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
-‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻌﻴﻨﺔ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬.
‫ﻭ‬‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺍﺴﺘﺨﺩﻤﺕ‬ ‫ﻗﺩ‬:
-‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬.
-‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻗﺎﺌﻤﺔ‬‫ﺍﻟﺩﻴﻥ‬ ‫ﻟﺼﻼﺡ‬‫ﻤﺤﻤﺩ‬‫ﻨﺎﻫﻴﺔ‬ ‫ﺃﺒﻭ‬.
‫ﻭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺃﺠﺭﻴﺕ‬‫ﹸ‬‫ﻁ‬‫ﺃ‬ ‫ﺒﻘﺕ‬‫ﻗﻭﺍﻤﻬﺎ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺩﻭﺍﺘﻬﺎ‬130‫ﻓﺭ‬‫ﺩﺍ‬‫ﺃﺭﺒﻊ‬ ‫ﺇﻟﻰ‬ ‫ﻗﺴﻤﺕ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﺘﺒﻌﺎ‬ ‫ﻓﺌﺎﺕ‬:
-‫ﺫﻜﻭﺭ‬)‫ﻥ‬=90(‫ﻟﻠﻁﻭﺭﻴﻥ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻤﻥ‬.
-‫ﺇﻨﺎﺙ‬)‫ﻥ‬=40(‫ﻟﻠﻁﻭﺭﻴﻥ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻤﻥ‬.
-‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬)‫ﻥ‬=64(‫ﻭ‬ ‫ﺫﻜﻭﺭ‬‫ﺇﻨﺎﺙ‬.
-‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬)‫ﻥ‬=66(‫ﻭ‬ ‫ﺫﻜﻭﺭ‬‫ﺇﻨﺎﺙ‬.

6. ‫ﻣﻠﺨ‬‫ــ‬‫ﺍﻟﺒﺤ‬ ‫ﺺ‬‫ــ‬‫ﺚ‬
‫ث‬
‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬ ‫ﻭﺘﻤﺜﻠﺕ‬‫ﺍﻵﺘﻲ‬ ‫ﻓﻲ‬:
-‫ﺍﻻﺴﺘ‬ ‫ﺘﻁﺒﻴﻕ‬‫ﻭﺘﺼﺤﻴﺤ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺒﻴﺎﻥ‬‫ﻬ‬‫ﻤ‬‫ﺎ‬.
-‫ﻗﻴﺎﺱ‬‫ﻭ‬ ‫ﻟﻼﺴﺘﺒﻴﺎﻥ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬‫ﺒﻔﺌﺎﺘﻬ‬ ‫ﻟﻠﺒﺤﺙ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺌﻤﺔ‬‫ﺎ‬
‫ﺃﺴﺎﻟﻴﺏ‬ ‫ﺒﻭﺍﺴﻁﺔ‬ ‫ﻭﺍﻟﺼﺩﻕ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺎﺴﺘﺨﺭﺍﺝ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻷﺭﺒﻌﺔ‬‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬.
-‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﺘﻤﺕ‬:
‫ﺃ‬-"‫ﻜﺎ‬‫ﻤﺭﺒﻊ‬"‫ﺍﻟﻔﺭ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻟﺤﺴﺎﺏ‬‫ﻭ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬.
‫ﺏ‬-‫ﺍﺨﺘﺒﺎﺭ‬"‫ﺕ‬"‫ﺍﻟﻔﺭ‬ ‫ﺩﻻﻟﺔ‬ ‫ﻟﺤﺴﺎﺏ‬‫ﻭ‬‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻕ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
‫ﺕ‬-‫ﺍﻟﺨﻁﻲ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬‫ﻟﻴﺒﺭﺴﻭﻥ‬‫ﺍﻻ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻟﺤﺴﺎﺏ‬‫ﺭ‬‫ﻤﺘﻐﻴ‬ ‫ﺒﻴﻥ‬ ‫ﺭﺘﺒﺎﻁﻴﺔ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻱ‬
)‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻭﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬.(
‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺃﺴﻔﺭﺕ‬:
-‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
‫ﺒ‬‫ﺒ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﻭﺍﻟﻁﻭﺭﻴﻥ‬‫ﻱ‬‫ﻌﺩ‬‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬.
-‫ﺍﻷﻜﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﺎﺌﺩﺓ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﺩﻴﻤﻴﺔ‬‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺒﺄﺒﻌﺎﺩ‬ ‫ﺘﺘﻌﻠﻕ‬
‫ﺍﻻ‬،‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ،‫ﻨﺴﺤﺎﺒﻲ‬‫ﺍﻟﻤﻨﺤﺭﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬.
-‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬
‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻵﺘﻴﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬:‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ،‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻟﻨﺸﺎﻁ‬
،‫ﺍﻟﻤﻨﺤﺭﻑ‬‫ﺍﻟ‬ ‫ﺍﻟﻌﺎﺩﺍﺕ‬‫ﻐﺭ‬،‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻤﺭﺩ‬ ‫ﺴﻠﻭﻙ‬ ،‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻭﺍﻟﻠﺯﻤﺎﺕ‬ ‫ﻴﺒﺔ‬‫ﺍﻟﺴﻠﻭﻙ‬
‫ﺍﻻ‬‫ﻨﺴﺤﺎﺒﻲ‬.
-‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬
‫ﺒ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﻌﺩ‬‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﺍﻟﻌﺩﻭﺍﻨﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬.
-‫ﺍﻟﺠﻨ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬ ‫ﻻ‬‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺴﻴﻥ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.

7. ‫ﻣﻠﺨ‬‫ــ‬‫ﺍﻟﺒﺤ‬ ‫ﺺ‬‫ــ‬‫ﺚ‬
‫ج‬
-‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺇﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬)‫ﻗﺭﺍﺀﺓ‬/‫ﻜﺘﺎﺒﺔ‬/‫ﺭﻴﺎﻀﻴﺎﺕ‬(‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻟﺼﺎﻟﺢ‬.
-‫ﺇﺤﺼ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻓﺭﻭﻕ‬ ‫ﺘﻭﺠﺩ‬‫ﺎ‬‫ﺍ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﺌﻴﺔ‬‫ﺒ‬ ‫ﻓﻲ‬ ‫ﻟﺠﻨﺴﻴﻥ‬‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻌﺩ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬)‫ﺍﻟ‬‫ﺭﻴﺎﻀﻴﺎﺕ‬(‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺼﺎﻟﺢ‬.
-‫ﺠ‬‫ﻤﻭ‬ ‫ﺍﺭﺘﺒﺎﻁ‬ ‫ﻫﻨﺎﻙ‬‫ﻭﺼﻌﻭﺒ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺩﺍل‬ ‫ﺏ‬‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺎﺕ‬‫ﻋﻴﻨﺔ‬
‫ﺍﻟﺒﺤﺙ‬.
-‫ﻟﺫﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﺘﺘﻌﻠﻕ‬‫ﺼﻌﻭﺒ‬‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺤﺎﺠﺘﻬﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺎﺕ‬
‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬‫ﺍﻟﻤﻘﺭﻭﺀﺓ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻤﻊ‬ ‫ﺍﻷﻟﻔﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺤﺎﺠﺘﻬﻡ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻥ‬
‫ﺍﻟﻜﺘﺎﺒﻲ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺘﺩﻋﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺤﺎﺠﺘﻬﻡ‬‫ﺍﻟﺘﻤ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺤﺎﺠﺘﻬﻡ‬‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻜﻥ‬.
-‫ﻓﻲ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﺘﺘﻌﻠﻕ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻟﺤﺎﺠﺔ‬
‫ﺍﻟﻤﺴﺘﻘﺭ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻻﻨﺩﻤﺎﺠﻲ‬‫ﻭﺍﻟﺤﺎﺠﺔ‬‫ﻤﻥ‬ ‫ﺍﻟﺘﺨﻠﺹ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺤﺎﺠﺔ‬ ‫ﺒﺎﻻﻨﺘﻤﺎﺀ‬ ‫ﺍﻟﺸﻌﻭﺭ‬ ‫ﺇﻟﻰ‬
‫ﻭﺍﻟﻘﻠﻕ‬ ‫ﺍﻟﺘﻭﺘﺭ‬‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺘﺸﻜﻴل‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺤﺎﺠﺔ‬‫ﻭﺍﻟﻘﺩﻭﺓ‬ ‫ﺍﻟﻨﻤﺫﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺤﺎﺠﺔ‬‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺤﺎﺠﺔ‬
‫ﺍﻟﻠﻌﺏ‬‫ﻋﻤﻠﻪ‬ ‫ﻟﻠﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﻨﻭﻋﻲ‬ ‫ﺍﻟﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺤﺎﺠﺔ‬.

8. ‫ﻓﻬـﺮﺱ‬‫ﺍﻟﻤﺤﺘﻮﻳـــﺎﺕ‬
‫ذ‬
‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬
‫ﺇﻫﺩﺍﺀ‬.....................................................................................‫ﺃ‬
‫ﻭﺘﻘﺩﻴﺭ‬ ‫ﺸﻜﺭ‬...............................................................................‫ﺏ‬
‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﻠﺨﺹ‬.............................................................................‫ﺕ‬
‫ﻓﻬﺭﺱ‬‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬.........................................................................‫ﺫ‬
‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻓﻬﺭﺱ‬............................................................................‫ﺵ‬
‫ﺍﻷﺸﻜﺎل‬ ‫ﻓﻬﺭﺱ‬............................................................................‫ﺽ‬
‫ﻤﻘﺩﻤﺔ‬.....................................................................................1
‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬
‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬:‫ﺍ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﻟﺴﻠﻭﻜﻴﺔ‬
‫ﻤﻘﺩﻤﺔ‬.....................................................................................7
‫ﺃﻭﻻ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻔﻬﻭﻡ‬...........................................................8
1(‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺔ‬‫ﺍ‬‫ﻻ‬‫ﺠﺘﻤﺎﻋﻲ‬............................................8
2(‫ﻨﻔﺱ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺔ‬–‫ﺍﺠﺘﻤﺎﻋﻲ‬........................................9
3(‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺔ‬...............................................9
4(‫ﺍﻟﻘﺎﻨﻭﻨﻲ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﻭ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬...........................................................9
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺘﺼﻨﻴﻑ‬.........................................................11
1(‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﺠﺎﻥ‬ ‫ﺠﻬﻭﺩ‬ ‫ﻋﻥ‬ ‫ﻤﻨﺒﺜﻘﺔ‬ ‫ﺘﺼﻨﻴﻔﺎﺕ‬............................................11
1-1(‫ﺍﻟﺜﺎ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﺘﺼﻨﻴﻑ‬‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻸﻤﺭﺍﺽ‬ ‫ﻨﻲ‬.....................11
1-2(‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﻟﻸﻤﺭﺍﺽ‬ ‫ﻊ‬‫ﺠ‬‫ﺭﺍ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﺘﺼﻨﻴﻑ‬............11
2(‫ﻓﺭﺩﻴﺔ‬ ‫ﺠﻬﻭﺩ‬ ‫ﻋﻥ‬ ‫ﻤﻨﺒﺜﻘﺔ‬ ‫ﺘﺼﻨﻴﻔﺎﺕ‬.......................................................12
2-1(‫ﺘﻠﻔﻭﺭﺩ‬ ‫ﺘﺼﻨﻴﻑ‬‫ﻭ‬‫ﺴﺎﻭﺭﻱ‬.........................................................12
2-2(‫ﻜﻭﺍﻱ‬ ‫ﺘﺼﻨﻴﻑ‬....................................................................13
2-3(‫ﻭﻜﺎﺴل‬ ‫ﺩﺭﻴﻜﺭﺯ‬ ‫ﺘﺼﻨﻴﻑ‬..........................................................13
2-4(‫ﻭﺸﺎﺭﻟ‬ ‫ﻤﻴﻠﻤﺎﻥ‬ ‫ﻫﻭﺍﺭﺕ‬ ‫ﺘﺼﻨﻴﻑ‬‫ﺸﻴﻔﺭ‬ ‫ﺯ‬.............................................14
2-5(‫ﻋﻜﺎﺸﺔ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺘﺼﻨﻴﻑ‬.............................................................14
2-6(‫ﺸﺤﻴﻤﻲ‬ ‫ﺃﻴﻭﺏ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺘﺼﻨﻴﻑ‬......................................................15
2-7(‫ﺍﻟﺤ‬ ‫ﺼﻔﺭ‬ ‫ﻫﺎﺸﻡ‬ ‫ﻤﻭﻓﻕ‬ ‫ﺘﺼﻨﻴﻑ‬‫ﻠﺒﻲ‬.................................................15
2-8(‫ﻭﻴﻭﺴﻑ‬ ‫ﻗﻁﺎﻤﻲ‬ ‫ﻨﺎﻴﻔﺔ‬ ‫ﺘﺼﻨﻴﻑ‬‫ﻗ‬‫ﻁﺎﻤﻲ‬.............................................16
2-9(‫ﺴﻠﻴﻡ‬ ‫ﻤﺭﻴﻡ‬ ‫ﺘﺼﻨﻴﻑ‬................................................................16
2-10(‫ﺍﻟ‬ ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬ ‫ﺘﺼﻨﻴﻑ‬‫ﻭﻤﺤﻤﺩ‬ ‫ﻤﻌﺎﻴﻁﺔ‬‫ﺍ‬‫ﻟﺠﻐﻴﻤﺎﻥ‬..................................17
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺨﺼﺎﺌﺹ‬..................................................23
1(‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬...................................................................23
2(‫ﺍﻟﺨﺼﺎﺌﺹ‬‫ﺍﻻ‬‫ﻨﻔﻌﺎﻟﻴﺔ‬...................................................................25
3(‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬...................................................................26
‫ﺭﺍﺒﻌﺎ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬.......................................29
‫ﺨﻼﺼﺔ‬....................................................................................35

9. ‫ﻓﻬـﺮﺱ‬‫ﺍﻟﻤﺤﺘﻮﻳـــﺎﺕ‬
‫ر‬
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬:‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬
‫ﻤﻘﺩﻤﺔ‬.....................................................................................37
‫ﺃﻭﻻ‬:‫ﺍﻟﺘﻌﻠ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻔﻬﻭﻡ‬‫ﻡ‬...............................................................37
1(‫ﺍﻟﻭﺠﻬﺔ‬ ‫ﺃﺜﺭﻴﺔ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬.................................................................37
2(‫ﺍﻟﻭﺠﻬﺔ‬ ‫ﺴﺒﺒﻴﺔ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬.................................................................38
3(‫ﺍﻟﻭﺠﻬﺔ‬ ‫ﺭﺍﺒﻁﺔ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬................................................................38
4(‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻭﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.................................................41
5(‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﺤﻜﺎﺕ‬................................................................42
5-1(‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘﺒﺎﻋﺩ‬ ‫ﻤﺤﻙ‬............................................................42
5-2(‫ﺍﻻﺴﺘﺒﻌﺎﺩ‬ ‫ﻤﺤﻙ‬...................................................................43
5-3(‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﻤﺤﻙ‬...................................................43
5-4(‫ﺍﻟﺘﺭﺒﻭﻱ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﻤﺤﻙ‬............................................................43
5-5(‫ﺍﻟﻨﻤﺎﺌﻲ‬ ‫ﺍﻟﻤﺤﻙ‬....................................................................43
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺼﻨﻴﻑ‬..............................................................45
1(‫ﺍﻟﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬................................................................45
2(‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬..............................................................45
2-1(‫ﺍﻟﻘ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﺭﺍﺀﺓ‬.................................................................45
2-1-1(‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻅﺎﻫﺭ‬.....................................................46
2-1-2(‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﺴﺒﺎﺏ‬.....................................................47
2-2(‫ﺼﻌﻭﺒﺎ‬‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺕ‬..................................................................51
2-2-1(‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻅﺎﻫﺭ‬.....................................................52
2-2-2(‫ﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﺴﺒﺎﺏ‬......................................................54
2-3(‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.............................................................55
2-3-1(‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻅﺎﻫﺭ‬................................................56
2-3-2(‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺃﺴﺒﺎﺏ‬.................................................58
‫ﺜﺎﻟﺜﺎ‬:‫ﺨ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺼﺎﺌﺹ‬.......................................................60
1(‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﻭﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬..............................................................60
2(‫ﻟﻼﻨﺠﺎﺯ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ‬........................................................................63
3(‫ﻭﻨﻤﻭ‬ ‫ﺍﻟﺤﺭﻜﺔ‬‫ﺍﻹﺩﺭﺍﻙ‬..................................................................66
4(‫ﻭﺍﻟﻔﻜﺭ‬ ‫ﺍﻟﻠﻐﺔ‬...........................................................................67
5(‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻻﻨﻔﻌﺎﻟﻲ‬ ‫ﺍﻟﻨﻤﻭ‬............................................................68
‫ﺭﺍﺒﻌﺎ‬:‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬.................................70
‫ﺨﻼﺼﺔ‬....................................................................................73
‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬
‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﻓﺭﻭﻀﻪ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬
‫ﺃﻭﻻ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﺒﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬..............................................................77
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﺩﺍﻑ‬........................................................................79

10. ‫ﻓﻬـﺮﺱ‬‫ﺍﻟﻤﺤﺘﻮﻳـــﺎﺕ‬
‫ز‬
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﻫﻤﻴﺔ‬........................................................................79
‫ﺭﺍﺒﻌﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﻤﺸﻜﻠﺔ‬.......................................................................80
‫ﺨﺎﻤﺴﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﺘﺴﺎﺅﻻﺕ‬...................................................................81
‫ﺴﺎﺩﺴﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﺭﻭﺽ‬....................................................................82
‫ﺴﺎﺒﻌﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺍﻹﺠﺭﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬.................................................82
‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﻔﺼل‬:‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬
84 ‫ﺃﻭﻻ‬:‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬.......................................................................
85 ‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﺔ‬.......................................................................
86 1(‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺨﺼﺎﺌﺹ‬........................................................................
87 ‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﻭﺍﺕ‬........................................................................
87 1(‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬‫ﺍﻷ‬‫ﻜﺎﺩﻴﻤﻴﺔ‬......................................................
87 1-1(‫ﺍﻻﺴﺘﺒﻴﺎﻥ‬ ‫ﺘﺼﺤﻴﺢ‬................................................................
87 1-2(‫ﻟﻼﺴﺘﺒﻴﺎﻥ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬................................................
87 1-2-1(‫ﺍﻟﺼﺩﻕ‬......................................................................
89 1-2-2(‫ﺍﻟﺜﺒﺎﺕ‬.......................................................................
91 2(‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‬ ‫ﻷﻁﻔﺎل‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻗﺎﺌﻤﺔ‬.....................................
92 2-1(‫ﺍﻟﻘﺎﺌﻤﺔ‬ ‫ﺘﺼﺤﻴﺢ‬.....................................................................
92 2-2(‫ﻟﻠﻘﺎﺌﻤﺔ‬ ‫ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬.....................................................
92 2-2-1(‫ﺍﻟﺼﺩﻕ‬.........................................................................
95 2-2-2(‫ﺍﻟﺜﺒﺎﺕ‬..........................................................................
99 ‫ﺭﺍﺒﻌﺎ‬:‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬.....................................................
99 1(‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻹﺤﺼﺎﺀ‬.....................................................................
99 2(‫ﺍﻹﺤﺼﺎﺀ‬‫ﺍﻻﺴﺘﺩﻻﻟﻲ‬...................................................................
‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﻔﺼل‬:‫ﻭﻤ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬‫ﻨﺎﻗﺸﺘﻬﺎ‬
‫ﺃﻭﻻ‬:‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬.......................................................................103
1(‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬..................................................103
2(‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬..................................................110
3(‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬................................................112
4(‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬................................................114
5(‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬................................................116
6(‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬...............................................119
7(‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬..............................................122
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﻨﺘ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬‫ﺎﺌﺞ‬..............................................................123
1(‫ﺍﻷﻭل‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬...........................................123
2(‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺒﺎﻟﺴﺅﺍل‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬..........................................129
3(‫ﺍﻷﻭﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬........................................131
4(‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬.........................................132

11. ‫ﻓﻬـﺮﺱ‬‫ﺍﻟﻤﺤﺘﻮﻳـــﺎﺕ‬
‫س‬
5(‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬.........................................133
6(‫ﺍﻟﺭﺍﺒﻌﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬........................................134
7(‫ﺍﻟﺨﺎﻤﺴﺔ‬ ‫ﺒﺎﻟﻔﺭﻀﻴﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻤﻨﺎﻗﺸﺔ‬......................................137
‫ﺜﺎﻟﺜﺎ‬:‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻨﺎﻗﺸﺔ‬......................................................................139
‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻔﺼل‬:‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬
‫ﻤﻘﺩﻤﺔ‬.....................................................................................142
‫ﺃﻭﻻ‬:‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺫﻭﻱ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬..................................142
1(‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﺒﻜﺭ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬.....................143
2(‫ﺍﻟﻤﻘﺭﻭﺀﺓ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﻤﻊ‬ ‫ﺍﻷﻟﻔﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬.............................................144
3(‫ﺍﻟﻜﺘﺎﺒﻲ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺘﺩﻋﻴﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬.......................................................147
4(‫ﺍﻟ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻴﻨﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬‫ﺭﻴﺎﻀﻴﺔ‬......................................151
‫ﺜﺎﻨﻴﺎ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬..........................................155
1(‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺤﺎﺠﺔ‬‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺩﺭﻴﺒﻪ‬‫ﺍﻻﻨﺩﻤﺎﺠﻲ‬‫ﺍﻟﻤﺴﺘﻘﺭ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬.......................155
2(‫ﺒﺎﻻﻨﺘﻤﺎﺀ‬ ‫ﺸﻌﻭﺭﻩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺤﺎﺠﺔ‬......................................................156
3(‫ﻭﺍﻟﻘﻠﻕ‬ ‫ﺍﻟﺘﻭﺘﺭ‬ ‫ﻤﻥ‬ ‫ﺘﺨﻠﻴﺼﻪ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺤﺎﺠﺔ‬.............................................157
4(‫ﻟﺩﻴﻪ‬ ‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺘﺸﻜﻴل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺤﺎﺠﺔ‬.............................................157
5(‫ﻭﺍﻟﻘﺩﻭﺓ‬ ‫ﱠﻤﺫﺠﺔ‬‫ﻨ‬‫ﺍﻟ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬............................................................158
6(‫ﺍﻟﻠﻌﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬......................................................................159
7(‫ﻋﻤﻠﻪ‬ ‫ﻟﻠﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﻨﻭﻋﻲ‬ ‫ﺍﻟﺘﺤﺩﻴﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺤﺎﺠﺔ‬..............................................160
‫ﺨﻼﺼﺔ‬....................................................................................161
‫ﺍﻟﻤﺭﺍﺠﻊ‬...................................................................................164
‫ﺍﻟﻤﻼﺤﻕ‬...................................................................................171

12. ‫ﻓ‬‫ـ‬‫ﺍﻟﺠ‬ ‫ﻬﺮﺱ‬‫ـ‬‫ﺪﺍﻭﻝ‬‫ﻭﺍﻷﺷﻜـﺎﻝ‬
‫ش‬
‫ﺍﻟﺠﺩﺍﻭل‬ ‫ﻓﻬﺭﺱ‬:
‫ﺭﻗـﻡ‬
‫ﺍﻟﺠـﺩﻭل‬
‫ﺍﻟــﺠـــــــﺩﻭل‬ ‫ﻋــﻨــﻭﺍﻥ‬‫ﺍﻟﺼﻔﺤﺔ‬
1‫ﻭﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻤﺴﺘﻭﻯ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻭﺯﻉ‬85
2‫ﻟﻠﺠﻨﺱ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻷﻁﻭﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻭﺯﻉ‬86
3‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻤﺴﺘﻭﻯ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻷﻁﻭﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺘﻭﺯﻉ‬86
4‫ﺍﻟﺴﻥ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﻠﺠﻨﺱ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻷﻓﺭﺍﺩ‬86
5
‫ﻗﻴﻤﺔ‬"‫ﺕ‬"‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺫﻜﻭﺭ‬
88
6
‫ﻗﻴﻤﺔ‬"‫ﺕ‬"‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻹﻨﺎﺙ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
88
7
‫ﻗﻴﻤﺔ‬"‫ﺕ‬"‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬
88
8
‫ﻗﻴﻤﺔ‬"‫ﺕ‬"‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺼﻌﻭﺒﺎ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺕ‬89
9
‫ﻗﻴﻤﺔ‬"‫ﺕ‬"‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺩﻨﻴﺎ‬ ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺒﺤﺙ‬89
10
‫ﻗﺒل‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻓﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬
90
11
‫ﺼ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬‫ﻗﺒل‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻓﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻌﻭﺒﺎﺕ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬
90
12
‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻷﻭل‬90
13
‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻟﺜﺎﻨﻲ‬
91
14
‫ﺍﻷﻜﺎﺩﻴﻤﻴ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺍﺴﺘﺒﻴﺎﻥ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬‫ﺔ‬‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﻟﻠﺒﺤﺙ‬
91
15
‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬
‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬
93
16
‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬
‫ﺍﻹﻨﺎﺙ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬93
17
‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬
‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬
94
18
‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬
‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬
94
19
‫ﺍﻟﺴ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺘﺔ‬
‫ﺍﻟﻜﻠﻴﺔ‬
95
20
‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻓﺌﺔ‬
96

13. ‫ﻓ‬‫ـ‬‫ﺍﻟﺠ‬ ‫ﻬﺮﺱ‬‫ـ‬‫ﺪﺍﻭﻝ‬‫ﻭﺍﻷﺷﻜـﺎﻝ‬
‫ص‬
21
‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻓﺌﺔ‬
96
22
‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬
97
23
‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﺍﻷﺒﻌﺎﺩ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬
97
24
‫ﺍﻷﺒ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﺴﺘﺔ‬ ‫ﻌﺎﺩ‬
‫ﺍﻟﺘﺼﺤﻴﺢ‬ ‫ﻭﺒﻌﺩ‬ ‫ﻗﺒل‬ ‫ﻟﻠﺒﺤﺙ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬
98
25
‫ﺤﺠﻡ‬ ‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬
‫ﺘﻜﺭﺍﺭﻫﺎ‬
104
26
‫ﺤﺠﻡ‬ ‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻹﻨﺎﺙ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬
‫ﺘﻜﺭﺍﺭﻫﺎ‬
105
27
‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬
‫ﺘﻜﺭﺍﺭﻫﺎ‬ ‫ﺤﺠﻡ‬
107
28
‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻓﺌﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬
‫ﺘﻜﺭﺍﺭﻫﺎ‬ ‫ﺤﺠﻡ‬
108
29
‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺭﺘﻴﺏ‬‫ﻟﻠﺒﺤﺙ‬‫ﺤﺴﺏ‬ ‫ﻭﺫﻟﻙ‬
‫ﺘﻜﺭﺍﺭﻫﺎ‬ ‫ﺤﺠﻡ‬109
30
‫ﻗﻴﻡ‬"‫ﺕ‬"‫ﻟ‬‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻹﻨﺎﺙ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﻻﻟﺔ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬
112
31
‫ﻗﻴﻡ‬"‫ﺕ‬"‫ﺍﻟﻁﻭﺭ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻟﺩﻻﻟﺔ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﺒﻌﺎﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬
114
32
‫ﻗﻴﻡ‬"‫ﻤﺭﺒﻊ‬ ‫ﻜﺎ‬"‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻔﺭﻭﻕ‬‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬)‫ﻗﺭﺍﺀﺓ‬/‫ﻜﺘﺎﺒﺔ‬/‫ﺭﻴﺎﻀﻴﺎﺕ‬(117
33
‫ﻗﻴﻡ‬"‫ﻤﺭﺒﻊ‬ ‫ﻜﺎ‬"‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻔﺭﻭﻕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬)‫ﻗﺭﺍﺀﺓ‬/‫ﻜﺘﺎﺒﺔ‬/‫ﺭﻴﺎﻀﻴﺎﺕ‬(118
34
‫ﻗﻴﻡ‬"‫ﻤﺭﺒﻊ‬ ‫ﻜﺎ‬"‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻔﺭﻭﻕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬)‫ﻗﺭﺍﺀﺓ‬/‫ﻜﺘﺎﺒﺔ‬/‫ﺭﻴﺎﻀﻴﺎﺕ‬(
120
35
‫ﻗﻴﻡ‬"‫ﻤﺭﺒﻊ‬ ‫ﻜﺎ‬"‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﻭﺘﻼﻤﻴﺫ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻠﻔﺭﻭﻕ‬
‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬)‫ﻗﺭﺍﺀﺓ‬/‫ﻜﺘﺎﺒﺔ‬/‫ﺭﻴﺎﻀﻴﺎﺕ‬(
121
36
‫ﺍﻟﺨﻁﻲ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻗﻴﻤﺔ‬‫ﻟﺒﻴﺭﺴﻭﻥ‬‫ﺒﻴ‬‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻥ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻭﺍﻟﻤﺸﻜﻼﺕ‬
122
37
‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺃﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻟﺜﻼﺙ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻨﺴﺒﺔ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺜﺎﻨﻲ‬
143

14. ‫ﻓ‬‫ـ‬‫ﺍﻟﺠ‬ ‫ﻬﺮﺱ‬‫ـ‬‫ﺪﺍﻭﻝ‬‫ﻭﺍﻷﺷﻜـﺎﻝ‬
‫ض‬
‫ﻓﻬﺭﺱ‬‫ﺍﻷﺸﻜﺎل‬:
‫ﺭﻗـﻡ‬
‫ﺍﻟﺸـﻜل‬
‫ﻋــﻨــﻭﺍﻥ‬‫ﺍﻟﺸﻜـــــــــــل‬‫ﺍﻟﺼﻔﺤﺔ‬
1‫ﺍﻟ‬ ‫ﻭﺍﻟﺘﺨﻠﻑ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﺴﻭﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ‬‫ﻘﺭﺍﺌﻲ‬24
2‫ﺃﺸﺒﺎﻫﻬﺎ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﻨﺩﺴﻴﺔ‬ ‫ﻟﻸﺸﻜﺎل‬ ‫ﺍﻟﺫﻫﻨﻴﺔ‬ ‫ﺍﻟﺼﻭﺭ‬152

15. ‫ﻣﻘﺪﻣــــﺔ‬
1
‫ﻤﻘﺩﻤﺔ‬:
‫ﻴ‬‫ﻭ‬‫ﺘﺤ‬ ‫ﻨﻘﻁﺔ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻌﺩ‬‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻜﻔﺎﺀﺘﻪ‬ ‫ﺘﻨﻤﻭ‬ ‫ﺇﺫ‬ ‫ﺍﻟﻁﻔل‬ ‫ﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﻫﺎﻤﺔ‬ ‫ل‬
‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻭﺘﺘﺒﻠﻭﺭ‬ ‫ﻭﺍﻟﺤﺭﻜﻴﺔ‬)‫ﻭﺍﻟﺘﺭﻜﻴﺏ‬ ‫ﻭﺍﻟﻤﻘﺎﺭﻨﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬
‫ﻭﺍﻟﺘﺤﻠﻴل‬(‫ﺍﻷﺴﺎﺴﻴﺔ‬ ‫ﺍﻟﺘﻌﺒﻴﺭ‬ ‫ﻭﺴﺎﺌل‬ ‫ﻭﻴﻜﺘﺴﺏ‬)‫ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫ﻭﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﻴﺔ‬ ‫ﺍﻟﺸﻔﻬﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬(‫ﻭﻴﻨﻤﻭ‬
‫ﻟﺩﻴﻪ‬ِ‫ﺤ‬‫ﺍﻟ‬‫ﺒﺎﺴﺘﺩ‬ ‫ﺍﻷﺨﻼﻗﻲ‬ ‫ﺱ‬‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺨﺎل‬،‫ﹸ‬‫ﺘ‬ ‫ﻟﻬﺫﺍ‬‫ﺩ‬‫ﻌ‬‫ﺍﻟﻤﺭﺤﻠﺔ‬ ‫ﻫﺫﻩ‬‫ﻟﺒﻨﺔ‬‫ﺃﺴﺎﺴﻴﺔ‬
ِ‫ﺴ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻤﺭﺍﺤل‬‫ﻴ‬‫ﻥ‬‫ﺃ‬ ‫ﻤﺎ‬‫ﺨﻼﻟ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﻗﺼﻭﺭ‬ ‫ﺃﻱ‬‫ﻬﺎ‬‫ﱢ‬‫ﺸ‬‫ﻤﺅ‬‫ﻭﺍﻤﺘﺩﺍﺩ‬ ‫ﻟﺘﺭﺍﻜﻡ‬ ‫ﺭ‬
‫ﻤ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻼﺤﻘﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﺭﺍﺤل‬ ‫ﺇﻟﻰ‬ ‫ﺘﺄﺜﻴﺭﻩ‬‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺴﺎﺭ‬.
‫ﺘﺤﻘﻴﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻭﻴﺘﺠﻠﻰ‬‫ﻴ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺃﺩﺍﺀ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬‫ﻌﺩ‬
‫ﻤ‬‫ﺍﻟ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺴﻴﺭﻭﺭﺓ‬ ‫ﻟﻔﻌﺎﻟﻴﺔ‬ ‫ﻤﺅﺸﺭﺍ‬‫ﺩ‬‫ﹶ‬‫ﺨ‬‫ﺭ‬‫ﻭﺍﻟﻤﺨ‬ ‫ﻼﺕ‬‫ﹸ‬‫ﻨ‬‫ﻤ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻫﺫﺍ‬ ،‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺠﺎﺕ‬‫ﺒﻌﺩﺓ‬ ‫ﻭﻁ‬
‫ﻭﺭﺍﺜﻴﺔ‬ ‫ﻋﻭﺍﻤل‬ ‫ﻤﻨﻬﺎ‬ ‫ﺒﻴﻨﻬﺎ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﺘﺘﺒﺎﺩل‬ ‫ﻋﻭﺍﻤل‬،‫ﺼﺤﻴﺔ‬،‫ﻨﻔﺴﻴﺔ‬،‫ﺃﺴﺭﻴﺔ‬‫ﻭ‬‫ﺘﺭﺒﻭﻴ‬‫ﺔ‬.
‫ﺘﺤ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺘﺼﻨﻴﻑ‬ِ‫ﻗ‬‫ﻴﻭ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺼﻴﻠﻪ‬‫ﻋﺩﻡ‬ ‫ﺭﻏﻡ‬ ‫ﺍﻟﻤﺸﺎﻜل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻊ‬
‫ﻤﻥ‬ ‫ﻓﺌﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺨﺎﺼﺔ‬ ‫ﺃﺨﺭﻯ‬ ‫ﻭﺴﺎﺌل‬ ‫ﺘﻭﻓﺭ‬‫ﺍﻟ‬‫ﻴ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﺇﺫ‬ ،‫ﺍﻟﺘﺤﺼﻴل‬ ‫ﻓﻲ‬ ‫ﺸﺩﻴﺩﺍ‬ ‫ﺘﺫﺒﺫﺒﺎ‬ ‫ﻅﻬﺭﻭﻥ‬
‫ﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺫﺍﺘﻪ‬ ‫ﺍﻟﻤﻭﻀﻭﻉ‬ ‫ﻓﻲ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺃﺤﻴﺎﻨﺎ‬ ‫ﻭﻤﻨﺨﻔﻀﺔ‬ ‫ﺃﺤﻴﺎﻨﺎ‬ ‫ﻤﺭﺘﻔﻌﺔ‬ ‫ﻋﻼﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺤﺼﻠﻭﻥ‬
‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﻤﻭﻀﻭﻋﺎﺕ‬.‫ﺘﻘﺼﻲ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺒﺎﺤﺜﻴﻥ‬ ‫ﺩﻓﻌﺕ‬ ‫ﺍﻹﺸﻜﺎﻟﻴﺔ‬ ‫ﻫﺫﻩ‬‫ﻟﺘﺤﺩﻴﺩﻫﺎ‬ ‫ﺴﻌﻴﺎ‬ ‫ﺍﻟﻅﺎﻫﺭﺓ‬ ‫ﻫﺫﻩ‬
‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺯﻤﻼﺌﻪ‬ ‫ﻤﺴﺎﻴﺭﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﻋﺠﺯ‬ ‫ﻭﺃﻥ‬ ‫ﺨﺼﻭﺼﺎ‬ ‫ﻭﺃﺴﺒﺎﺒﻬﺎ‬ ‫ﻤﻅﺎﻫﺭﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬
‫ﻭﻋﻤﺭﻩ‬ ‫ﺫﻜﺎﺌﻪ‬ ‫ﺫﻭﻱ‬ ‫ﻤﻥ‬ ‫ﺃﻗﺭﺍﻨﻪ‬ ‫ﻴﺤﻘﻘﻪ‬ ‫ﻤﺎ‬ ‫ﻤﻊ‬ ‫ﺃﻭ‬ ‫ﺫﻜﻴﺎ‬ ‫ﻜﻭﻨﻪ‬ ‫ﻤﻊ‬ ‫ﻴﺘﻨﺎﺴﺏ‬ ‫ﺍﻹﻨﺠﺎﺯ‬ ‫ﻤﻥ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﺍﻀﻁﺭﺍﺏ‬ ‫ﺃﻭ‬ ‫ﺠﺴﻤﻲ‬ ‫ﺃﻭ‬ ‫ﻋﻘﻠﻲ‬ ‫ﻀﻌﻑ‬ ‫ﻤﻥ‬ ‫ﻤﻌﺎﻨﺎﺘﻪ‬ ‫ﻋﺩﻡ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺭﻏﻡ‬ ‫ﺍﻟﺼﻔﻲ‬ ‫ﻭﻭﻀﻌﻪ‬ ‫ﺍﻟﺯﻤﻨﻲ‬
‫ﺃ‬ ‫ﻨﻔﺴﻲ‬‫ﻤ‬ ،‫ﻟﻠﺘﻌﻠﻡ‬ ‫ﺍﻟﻔﺭﺼﺔ‬ ‫ﻨﻘﺹ‬ ‫ﺃﻭ‬ ‫ﺜﻘﺎﻓﻲ‬ ‫ﺃﻭ‬ ‫ﺤﺴﻲ‬ ‫ﺤﺭﻤﺎﻥ‬ ‫ﻭ‬‫ﻌ‬‫ﺒ‬‫ﻭﺍﻟﺘﺴﺎﺅل‬ ‫ﺍﻟﺩﻫﺸﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺙ‬.
ِ‫ﻠ‬‫ﺃﻁ‬ ‫ﻭﻗﺩ‬‫ﻤﻥ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺩﻴﺩﺓ‬ ‫ﺘﺴﻤﻴﺎﺕ‬ ‫ﻘﺕ‬‫ﺍﻟ‬‫ﻤ‬ ‫ﻜﺎﻥ‬ ‫ﻭﺤﺩﻴﺜﺎ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﺼﻌﻭﺒﺔ‬ ‫ﺼﻁﻠﺢ‬
‫ﻗﺒﻭﻻ‬ ‫ﺍﻷﻜﺜﺭ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻜﺘﺴﺕ‬ ‫ﻭﻗﺩ‬ ،‫ﻋﺎﻟﻤﻴﺎ‬ ‫ﻁﺎﺒﻌﺎ‬‫ﺃﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﺘﺭﺍﻜﻤﺕ‬ ‫ﺇﺫ‬
‫ﺫﻭ‬ ‫ﻓﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻲ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻱ‬،‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺘﺒﺎﻴﻨﺕ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻔﻲ‬
‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺇﺤﺩﻯ‬ ‫ﺃﺸﺎﺭﺕ‬ ‫ﺇﺫ‬ ،‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺍﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺤﻭل‬
‫ﻤﻥ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬1%‫ﺇﻟﻰ‬3%‫ﻤ‬ ‫ﻤﻥ‬‫ﺃﺨﺭﻯ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺠﻤل‬

16. ‫ﻣﻘﺪﻣــــﺔ‬
2
‫ﻤﻥ‬ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺇﻟﻰ‬5%‫ﺇﻟﻰ‬15%‫ﺨﻠﺼﺕ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻲ‬ ،‫ﺍﻻﻨﺘﺸﺎﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺩﺭﺍﺴﺔ‬
‫ﺘﺘﺭﺍﻭﺡ‬‫ﻤﻥ‬20%‫ﺇﻟﻰ‬30%‫ﻤ‬ ‫ﻤﻥ‬‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺃﻁﻔﺎل‬ ‫ﺠﻤل‬.
)‫ﻋﺒﺩ‬ ‫ﺍﻟﺴﻴﺩ‬،‫ﺍﻟﺴﻴﺩ‬ ‫ﺴﻠﻴﻤﺎﻥ‬ ‫ﺍﻟﺤﻤﻴﺩ‬2000،72(
‫ﺩﺭﺍﺴﺔ‬ ‫ﻓﺄﺸﺎﺭﺕ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻓﻲ‬ ‫ﺃﻤﺎ‬)‫ﺃﺤﻤﺩ‬‫ﺃﺤﻤﺩ‬‫ﺍﺩ‬‫ﻭ‬‫ﻋ‬1988(‫ﺃﻥ‬ ‫ﺇﻟﻰ‬)52,24%(
‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﺃﺸﺎﺭﺕ‬ ،)‫ﻫﻭ‬‫ﺤﻨﻔﻲ‬ ‫ﻤﺤﻤﻭﺩ‬ ‫ﻴﺩﺍ‬
1992(‫ﺃﻥ‬ ‫ﺇﻟﻰ‬)11,5%(‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﺼﻑ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬.
)،‫ﺍﻟﺴﻴﺩ‬ ‫ﺴﻠﻴﻤﺎﻥ‬ ‫ﺍﻟﺤﻤﻴﺩ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻟﺴﻴﺩ‬2000،77-78(
،‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺸﻤل‬ ‫ﺒل‬ ‫ﺍﻻﻨﺘﺸﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻘﺘﺼﺭ‬ ‫ﻟﻡ‬ ‫ﺍﻟﻨﺴﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺒﺎﻴﻥ‬ ‫ﻫﺫﺍ‬
‫ﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺠﻨﺱ‬ ‫ﺤﻴﺙ‬ ‫ﻓﻤﻥ‬)‫ﺍﻟﺯﺭﺍﺩ‬ ‫ﺨﻴﺭ‬ ‫ﻓﻴﺼل‬ ‫ﻤﺤﻤﺩ‬1991(‫ﺇﻟ‬‫ﻤﻥ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺃﻥ‬ ‫ﻰ‬
‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬)16%(‫ﺍﻹﻨﺎﺙ‬ ‫ﺃﻤﺎ‬)11%(‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻓﻲ‬)‫ﺏ‬.‫ﻭﺁﺨﺭ‬ ‫ﻤﻌﻤﺭﻴﺔ‬2005(
‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻨﺴﺒﺔ‬ ‫ﻜﺎﻨﺕ‬)69,36%(‫ﻤﻘﺎﺒل‬)30,63%(‫ﺍﻹﻨﺎﺙ‬ ‫ﻤﻥ‬.
)‫ﺏ‬.،‫ﻭﺁﺨﺭ‬ ‫ﻤﻌﻤﺭﻴﺔ‬2005،50(
‫ﺩﺭﺍﺴﺘﻲ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺤﻴﺙ‬ ‫ﻭﻤﻥ‬)‫ﺏ‬.‫ﻤﻌﻤﺭﻴﺔ‬،2004(‫ﻭ‬)‫ﺏ‬.‫ﻤﻌﻤﺭﻴﺔ‬
‫ﻭﺁﺨﺭ‬،2005(‫ﺃ‬ ‫ﺇﻟﻰ‬‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﻜﺎﻨﺕ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻥ‬
‫ﺍﻻ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻷﻭل‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬‫ﺍﻷﻭﻟﻰ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﺒﺘﺩﺍﺌﻲ‬،‫ﻓﻜﺎﻨﺕ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺃﻤﺎ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻁﻭﺭ‬ ‫ﺘﻼﻤﻴﺫ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺘﺭﺘﻴﺏ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺤﺴﺎﺏ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
‫ﻴ‬ ‫ﺍﻟﻤﻭﺠﺯ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﻫﺫﺍ‬‫ﻤﺘﺠﺎﻨﺴﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺃﻥ‬ ‫ﻅﻬﺭ‬
‫ﹶ‬‫ﺘ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﺃﺴﺒﺎﺏ‬ ‫ﺃﻥ‬ ‫ﻋﻥ‬ ‫ﻴﺘﺤﺩﺜﻭﻥ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﻓﻤﻌﻅﻡ‬ ،‫ﺍﻟﺨﺼﺎﺌﺹ‬‫ﺍﻟﺠﻬﺎﺯ‬ ‫ﻓﻲ‬ ‫ﺨﻠل‬ ‫ﺇﻟﻰ‬ ‫ﺭﺠﻊ‬
‫ﺘﺘﻌﻠﻕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻫﺅﻻﺀ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﺒﻌﻀﻬﻡ‬ ‫ﻟﻜﻥ‬ ‫ﺍﻟﻤﺭﻜﺯﻱ‬ ‫ﺍﻟﻌﺼﺒﻲ‬
‫ﻭﺍﻟﻠﻐﺔ‬ ‫ﻭﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻭﺍﻟﺫﺍﻜﺭﺓ‬ ‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﺒﺎﻻﻨﺘﺒﺎﻩ‬،‫ﺍﻟﺸﻔﻬﻴﺔ‬‫ﺤﻴﻥ‬ ‫ﻓﻲ‬‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻵﺨﺭ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻴﺸﻴﺭ‬
‫ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺭﻜﺯﻭﺍ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺒﺎﻟﻤﻬﺎﻡ‬ ‫ﺘﺘﻌﻠﻕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻫﺅﻻﺀ‬

17. ‫ﻣﻘﺪﻣــــﺔ‬
3
‫ﻭﺍﻟﺤﺴﺎﺏ‬،‫ﺜﻡ‬‫ﺃﻭ‬ ‫ﺍﻻﻋﺘﻤﺎﺩﻴﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻨﺴﺤﺎﺏ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﻌﺩﻭﺍﻨﻴﺔ‬ ‫ﺍﻷﻁﻔﺎل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻔﺌﺔ‬ ‫ﻫﺫﻩ‬ ‫ﻴﺼﻔﻭﻥ‬ ‫ﻨﺠﺩﻫﻡ‬
‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻟﻨﺸﺎﻁ‬...‫ﺍﻟﻤ‬ ‫ﻨﻔﺱ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻭﻫﻡ‬ ‫ﻫﺫﺍ‬ ‫ﻓﻜﻴﻑ‬‫ﺍﻟﻌﻀﻭﻴﺔ؟‬ ‫ﺸﻜﻠﺔ‬
‫ﻭ‬‫ﺴ‬‫ﻤﻥ‬ ‫ﻴﺼﺎﺤﺒﻬﺎ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺒﺎﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﺍ‬ ‫ﺒﺤﺜﻨﺎ‬ ‫ﻓﻲ‬ ‫ﻨﺘﻨﺎﻭل‬
‫ﺍﻟﻭﺼﻔﻲ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﺴﻠﻭﻜﻴﺔ‬ ‫ﻤﺸﻜﻼﺕ‬)‫ﺍﻻﺭﺘﺒﺎﻁﻲ‬ ‫ﺍﻟﻤﻘﺎﺭﻥ‬(‫ﻀ‬‫ﻭﺘ‬‫ﻤ‬‫ﺍﻟﺒﺤﺙ‬ ‫ﻥ‬‫ﺠﺎﻨﺒﻴﻥ‬:
‫ﻭﻓﺼﻠﻴﻥ‬ ‫ﻤﻘﺩﻤﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﺸﺘﻤل‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺠﺎﻨﺏ‬:‫ﺃﻭل‬ ‫ﻓﺼل‬‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻓﻴﻪ‬ ‫ﺘﻨﺎﻭﻟﻨﺎ‬
‫ﻭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬‫ﻀ‬‫ﺢ‬‫ﻭﻨﻔﺱ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﺒﻌﺩﺓ‬-‫ﻴ‬‫ﻭﺒ‬ ،‫ﻭﻗﺎﻨﻭﻨﻴﺔ‬ ‫ﻭﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬‫ﻨﺎ‬
‫ﺘ‬‫ﺼﻨ‬‫ﺫﻭﻱ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻁﺭﻗﻨﺎ‬ ،‫ﻭﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺍﻷﺠﻨﺒﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺘﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻴﻑ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﺜ‬‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﻡ‬.
‫ﻭﺘﻨﺎﻭﻟﻨﺎ‬‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻓﻲ‬‫ﻭ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻔﻬﻭﻡ‬‫ﻀ‬‫ﺢ‬‫ﺃﺜﺭﻴﺔ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﺒﻌﺩﺓ‬
‫ﺒ‬‫ﻭ‬ ‫ﺍﻟﻭﺠﻬﺔ‬ ‫ﻭﺭﺍﺒﻁﺔ‬ ‫ﻭﺴﺒﺒﻴﺔ‬‫ﻴ‬‫ﻤ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺘﺼﻨﻴﻑ‬ ‫ﻨﺎ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺭﻜﺯﻴﻥ‬
‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺜﻡ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻁﺭﻗﻨﺎ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬
‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻫﺫﻩ‬.
‫ﺃﺭﺒﻌ‬ ‫ﻓﻲ‬ ‫ﻓﺠﺎﺀ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫ﺍﻟﺠﺎﻨﺏ‬ ‫ﺃﻤﺎ‬‫ﺔ‬‫ﺒﺩﺀ‬ ‫ﻓﺼﻭل‬‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺒﺎﻟﻔﺼل‬ ‫ﺍ‬‫ﺍﻟﺫﻱ‬‫ﻤﺸﻜﻠﺔ‬ ‫ﺘﻨﺎﻭل‬
‫ﺍﻟﺒﺤﺙ‬،‫ﻟﻤﺘﻐﻴﺭﺍﺘﻪ‬ ‫ﺍﻹﺠﺭﺍﺌﻲ‬ ‫ﻭﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﻭﻓﺭﻭﻀﻪ‬ ‫ﺃﺴﺌﻠﺘﻪ‬ ‫ﺘﺒﻴﺎﻥ‬ ‫ﻤﻊ‬ ‫ﻭﺃﻫﻤﻴﺘﻪ‬ ‫ﻭﺃﻫﺩﺍﻓﻪ‬ ‫ﻭﺘﺴﺎﺅﻻﺘﻪ‬
‫ﻭﺘﻨﺎﻭل‬‫ﺍﻟﺭﺍﺒﻊ‬ ‫ﺍﻟﻔﺼل‬‫ﻤﻨﻬ‬ ‫ﺒﺘﻭﻀﻴﺢ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺇﺠﺭﺍﺀﺍﺕ‬‫ﻭﺃﺩﻭﺍﺕ‬ ‫ﻭﺨﺼﺎﺌﺼﻬﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺞ‬
‫ﺍﻟﺒﺤﺙ‬‫ﺇﺤﺼﺎﺌﻴﺎ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻤﻌﺎﻟﺠﺔ‬ ‫ﻭﻜﻴﻔﻴﺔ‬،‫ﺍﻟﺨﺎﻤﺱ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺃﻤﺎ‬‫ﺍﻟﻤ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻋﺭﺽ‬ ‫ﻓﻴﻪ‬ ‫ﻓﺘﻡ‬‫ﺘﻌﻠﻘﺔ‬
‫ﱞ‬‫ل‬‫ﻜ‬ ‫ﻭﻓﺭﻀﻴﺎﺘﻪ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺒﺄﺴﺌﻠﺔ‬،‫ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﺤﺩﻩ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻔﺼل‬ ‫ﻭﺘﻨﺎﻭل‬‫ﺍﻹﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬
‫ﻓﻲ‬‫ﻭ‬ ‫ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬‫ﺍﻟ‬‫ﻤﺸﻜﻼﺕ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬.‫ﺍﻷﺨﻴﺭ‬ ‫ﻭﻓﻲ‬‫ﻋ‬‫ﺭ‬‫ﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﻗﺎﺌﻤﺔ‬ ‫ﺽ‬
‫ﻤ‬‫ﺍﻟﻤﻌﺘ‬‫ﻭﺍﻟﻤﻼﺤﻕ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﻓﻲ‬ ‫ﺩﺓ‬.

18. ‫ﻣﻘﺪﻣــــﺔ‬
4
‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺤﺩﻭﺩ‬:
-‫ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬:‫ﹶ‬‫ﺘ‬‫ﻤ‬‫ﻓﻲ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺘﻤﻊ‬ ‫ﺜل‬‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﻋﻴﻨﺔ‬130‫ﺘﻼﻤﻴﺫ‬ ‫ﻤﻥ‬ ‫ﺘﻠﻤﻴﺫﺍ‬
‫ﺒﻤﺩﻥ‬ ‫ﻭﺍﻟﺠﻨﺴﻴﻥ‬ ‫ﺍﻟﻁﻭﺭﻴﻥ‬ ‫ﻜﻼ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬:،‫ﺁﺭﻴﺱ‬ ،‫ﺒﺎﺘﻨﺔ‬‫ﺇ‬‫ﺫﻭﻱ‬ ،‫ﺸﻤﻭل‬
‫ﺃﻜﺎﺩﻴﻤﻴﺔ‬ ‫ﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
-‫ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬:‫ﺘ‬‫ﺘﻤﺜل‬‫ﻓﻲ‬‫ﻤﺩﺍﺭﺱ‬:،‫ﺍﻷﺨﻀﺭﻱ‬ ‫ﺍﻟﺭﺤﻤﻥ‬ ‫ﻋﺒﺩ‬ ،‫ﺍﻟﻘﺎﺩﺭ‬ ‫ﻋﺒﺩ‬ ‫ﺍﻷﻤﻴﺭ‬
‫ﺍﻟﺠﺒل‬ ‫ﺴﻔﺢ‬ ،‫ﺠﺒﺎﺭﺓ‬ ‫ﺍﻟﻁﺎﻫﺭ‬)2(‫ﺒﺎﺘﻨﺔ‬ ‫ﺒﻤﺩﻴﻨﺔ‬.‫ﻭﻤﺩﺍﺭﺱ‬:‫ﻨﺠﺎﻭﻱ‬ ،‫ﺍﻟﺸﺭﻴﻑ‬ ‫ﻤﺤﻤﺩ‬ ‫ﻋﻜﺸﺔ‬ ‫ﺒﻥ‬
‫ﺒﻤﺩﻴﻨﺔ‬ ‫ﻋﺯﻭﻱ‬ ‫ﻤﺩﻭﺭ‬ ،‫ﺍﻟﺼﺎﻟﺢ‬‫ﺇﺸﻤﻭل‬.‫ﻭﻤﺩﺍﺭﺱ‬:‫ﺍﻟﺠﺩﻴﺩ‬ ‫ﺍﻟﺤﻲ‬ ،‫ﺭﺤﺎﻴﻠﻲ‬ ‫ﻤﺼﻁﻔﻰ‬)2(،
‫ﺍﻟﻤﺩﺭﺴﻲ‬ ‫ﺍﻟﻤﺠﻤﻊ‬)‫ﺤﻲ‬1052(‫ﺁﺭﻴﺱ‬ ‫ﺒﻤﺩﻴﻨﺔ‬.
-‫ﺍﻟﺯﻤﺎﻨﻴﺔ‬ ‫ﺍﻟﺤﺩﻭﺩ‬:‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺨﻼل‬ ‫ﺃﺩﻭﺍﺘﻪ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺘﻡ‬)2006-2007(
‫ﻤﻥ‬6‫ﺇﻟﻰ‬ ‫ﻤﺎﻱ‬16‫ﺍﻟﻤﻴ‬ ‫ﻟﻠﺠﺎﻨﺏ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ‬ ‫ﻤﺎﻱ‬‫ﺩﺍﻨﻲ‬.
‫ﻭﻓﻲ‬‫ﺍﻹﺸﺎﺭﺓ‬ ‫ﺘﺠﺩﺭ‬ ‫ﺍﻷﺨﻴﺭ‬‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﺒﻌﺽ‬ ‫ﺇﻟﻰ‬)‫ﻭﻤﻌﻭﻗﺎﺕ‬ ‫ﺼﻌﻭﺒﺎﺕ‬(‫ﺍﻟﺘﻲ‬
‫ﺃﻭ‬ ‫ﺇﻋﺎﺩﺘﻬﺎ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺘﺴﻠﻡ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺒﺤﺙ‬ ‫ﺃﺩﺍﺓ‬ ‫ﺘﺴﻠﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻤﻌﻠﻤﻴﻥ‬ ‫ﻋﺯﻭﻑ‬ ‫ﺒﻴﻨﻬﺎ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﻭﺍﺠﻬﺕ‬
‫ﹶ‬‫ﺘ‬ ‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﺇﻋﺎﺩﺘﻬﺎ‬ِ‫ﻨ‬‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﻤﺼﺩﺍﻗﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺸﻙ‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻻﺴﺘﻬﺘﺎﺭ‬ ‫ﻋﻥ‬ ‫ﻡ‬.

19. ‫اﻟﺠﺎﻧ‬‫ـ‬‫ـ‬‫ﺐ‬‫اﻟﻨﻈ‬‫ـ‬‫ﺮي‬

20. ‫ﺍﻷﻭل‬ ‫ﺍﻟﻔﺼل‬
‫ﺍﻟﺴﻠﻭﻜﻴ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬‫ﺔ‬
‫ﺃﻭﻻ‬:‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻣﻔﻬﻮﻡ‬
‫ﺛﺎﻧﻴﺎ‬:‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺗﺼﻨﻴﻒ‬
‫ﺛﺎﻟﺜﺎ‬:‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺫﻭﻱ‬ ‫ﺧﺼﺎﺋﺺ‬
‫ﺭﺍﺑﻌﺎ‬:‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺠﻨﺴﻴﻦ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﻔﺮﻭﻕ‬

21. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
7
‫ﻤﻘﺩﻤﺔ‬:
‫ﻜﺜﻴ‬‫ﻓ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﻜﻠﻤﺔ‬ ‫ﺃﻤﺎﻤﻨﺎ‬ ‫ﺘﺘﺭﺩﺩ‬ ‫ﻤﺎ‬ ‫ﺭﺍ‬‫ﻨ‬‫ﺤﻥ‬‫ﻨﻘـﻭل‬ ‫ﻓﺈﻨﻨﺎ‬ ‫ﻏﺎﻤﺽ‬ ‫ﻤﻭﻗﻑ‬ ‫ﺃﻤﺎﻡ‬ ‫ﻨﻜﻭﻥ‬ ‫ﺤﻴﻥ‬
‫ﻤﺸﻜﻠﺔ‬ ‫ﻫﺫﻩ‬‫ﹸ‬‫ﻜ‬‫ﻨ‬ ‫ﻭﺤﻴﻥ‬‫ﻭﻥ‬‫ﻓ‬ ‫ﺼﻌﺏ‬ ‫ﺴﺅﺍل‬ ‫ﺃﻤﺎﻡ‬‫ﺈ‬ِ‫ﺠ‬‫ﻨﻭﺍ‬ ‫ﻨﻨﺎ‬‫ﻤﺸﻜﻠﺔ‬ ‫ﻪ‬‫ﱢ‬‫ﻜ‬‫ﻨﺸ‬ ‫ﻭﺤﻴﻥ‬‫ﻤﺎ‬ ‫ﺸﻲﺀ‬ ‫ﺤﻘﻴﻘﺔ‬ ‫ﻓﻲ‬ ‫ﻙ‬
‫ﻤﺸﻜﻠﺔ‬ ‫ﺃﻤﺎﻡ‬ ‫ﻓﺈﻨﻨﺎ‬.‫ﺒﺎﻟﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﻤﻘﺼﻭﺩ‬ ‫ﻓﻤﺎ‬‫؟‬
»‫ﻏﺎﻤﻀﺎ‬ ‫ﻤﻭﻗﻔﺎ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬‫ﺍ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻨﻘﺼﺎ‬ ‫ﺃﻭ‬‫ﻟﺨﺒﺭﺓ‬.‫ﺴﺅﺍﻻ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻭﻗﺩ‬
‫ﻴ‬‫ﻤﺤ‬‫ﹸ‬‫ﺘ‬ ‫ﻟﻡ‬ ‫ﺤﺎﺠﺔ‬ ‫ﺃﻭ‬ ‫ﺭﺍ‬‫ﺒ‬‫ﺸ‬‫ﻊ‬.‫ﺃﻭ‬ ‫ﻟﻠﻨﻘﺹ‬ ‫ﺇﺸﺒﺎﻉ‬ ‫ﺃﻭ‬ ‫ﻟﻠﻐﻤﻭﺽ‬ ‫ﺤل‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻭﺼﻭل‬ ‫ﻓﻲ‬ ‫ﺭﻏﺒﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﻭﻗﺩ‬
‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺇﺠﺎﺒﺔ‬«.
)‫ﺍﻟﻤﻌ‬ ‫ﺍﻟﻌﺯﻴﺯ‬ ‫ﻋﺒﺩ‬،‫ﻭﺁﺨﺭ‬ ‫ﺎﻴﻁﺔ‬2005،16(
»،‫ﻭﺍﻟﺴـﻠﻭﻜﻴﺔ‬ ‫ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻓﻲ‬ ‫ﻨﻘﺼﺎﻥ‬ ‫ﺃﻭ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬
‫ﺃ‬ ‫ﺍﻟﻨﻘﺹ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻘﺎﺭﻨﻴﻥ‬‫ﺃﺼﻼ‬ ‫ﻤﻘﺒﻭل‬ ‫ﺒﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﺯﻴﺎﺩﺓ‬ ‫ﻭ‬«.
)،‫ﻭﺁﺨﺭ‬ ‫ﻗﻁﺎﻤﻲ‬ ‫ﻨﺎﻴﻔﺔ‬2002،203(
‫ﺭﺃﻴﻴﻥ‬ ‫ﺒﻭﺠﻭﺩ‬ ‫ﺍﻟﺘﻨﻭﻴﻪ‬ ‫ﻤﻥ‬ ‫ﺒﺩ‬ ‫ﻻ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻁﺭﻕ‬ ‫ﻗﺒل‬ِ‫ﻗ‬ ‫ﻤﻥ‬‫ﺒـل‬
‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻌﻠﻤﺎﺀ‬‫ﻤﺼﻁﻠﺤﻲ‬ ‫ﻴﺨﺹ‬‫ﻤﺸﻜﻠﺔ‬Problem‫ﻭ‬‫ﺍﻀﻁﺭﺍﺏ‬Disorder.
-‫ﺍﻷﻭل‬ ‫ﺍﻟﺭﺃﻱ‬:‫ﻌ‬‫ﻴ‬ ‫ﻜﻠﻴﻬﻤﺎ‬ ‫ﺃﻥ‬ ‫ﺃﻱ‬ ‫ﻭﺍﺤﺩ‬ ‫ﺒﻤﻌﻨﻰ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﻴﻥ‬ ‫ﻴﺘﻨﺎﻭل‬‫ﺍ‬ ‫ﻭﻕ‬‫ﺍﻟﻨﻤﻭ‬ ‫ﻋﻥ‬ ‫ﻟﻔﺭﺩ‬
‫ﺍﻟﻤﺘﻜﺎﻤل‬.
-‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻟﺭﺃﻱ‬:‫ﺃﻥ‬ ‫ﺃﻱ‬ ‫ﺍﻻﻀﻁﺭﺍﺏ‬ ‫ﻤﻥ‬ ‫ﺃﻭﻟﻴﺔ‬ ‫ﻤﺭﺤﻠﺔ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﺃﻥ‬ ‫ﻴﺭﻯ‬‫ﻫﻨﺎﻙ‬‫ﻓـﻲ‬ ‫ﻓﺭﻗـﺎ‬
‫ﺒﻴﻨﻬﻤﺎ‬ ‫ﺍﻟﺩﺭﺠﺔ‬.
‫ﺍﻷﻭل‬ ‫ﺍﻟﺭﺃﻱ‬ ‫ﺘﺒﻨﻲ‬ ‫ﺴﻴﺘﻡ‬ ‫ﻭﻋﻠﻴﻪ‬.
)،‫ﻭﺁﺨﺭ‬ ‫ﺴﻠﻴﻡ‬ ‫ﺍﻟﺴﻴﺩ‬ ‫ﺒﺴﻴﻭﻨﻲ‬ ‫ﺒﺴﻴﻭﻨﻲ‬1996،126(

22. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
8
‫ﺃﻭﻻ‬:‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻔﻬﻭﻡ‬Maladjustments
‫ﻋﺎﻡ‬ ‫ﺘﻌﺭﻴﻑ‬ ‫ﻴﻭﺠﺩ‬ ‫ﻻ‬‫ﺠﻤﻠـﺔ‬ ‫ﺇﻟـﻰ‬ ‫ﺍﻟﺴـﺒﺏ‬ ‫ﻭﻴﻌﻭﺩ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﻭﻤﻘﺒﻭل‬‫ﻤـﻥ‬
‫ﻫﻲ‬ ‫ﺍﻟﻌﻭﺍﻤل‬:
-‫ﻋﺩﻡ‬‫ﻭﺠﻭﺩ‬‫ﺤﻭل‬ ‫ﻭﺍﻀﺢ‬ ‫ﺍﺘﻔﺎﻕ‬‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻤﻔﻬﻭﻡ‬.
-‫ﻤ‬ ‫ﻭﺠﻭﺩ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺸﺎﻜل‬.
-‫ﻭ‬‫ﺘﻨ‬‫ﺍﻟﻨ‬ ‫ﺍﻟﺨﻠﻔﻴﺎﺕ‬ ‫ﻉ‬‫ﺩ‬‫ﺍﻟﻤﺴﺘﺨ‬ ‫ﺍﻟﻔﻠﺴﻔﻴﺔ‬ ‫ﻭﺍﻷﻁﺭ‬ ‫ﻅﺭﻴﺔ‬‫ﻤﺔ‬.
-‫ﺍﻻﺠﺘﻤ‬ ‫ﺍﻟﺘﻭﻗﻌﺎﺕ‬ ‫ﺘﺒﺎﻴﻥ‬‫ﺒﺎﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺎﻋﻴﺔ‬.
-‫ﺍﻷﻁﻔﺎل‬ ‫ﺘﺼﻨﻑ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﺍﻟﺠﻬﺎﺕ‬ ‫ﺘﺒﺎﻴﻥ‬‫ﻭﺘﺨﺩﻤﻬﻡ‬ ‫ﺍﻟﻤﻀﻁﺭﺒﻴﻥ‬.
-‫ﺨﺎﺼﺔ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺒﺈﻋﺎﻗﺔ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺘﺭﺘﺒﻁ‬ ‫ﻗﺩ‬‫ﺤﺎﻟﺔ‬ ‫ﻓﻲ‬‫ﺼـﻌﻭﺒﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺨﻠﻑ‬
‫ﻴﺠ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺘﻌﻠﻡ‬‫ﻟ‬ ‫ﺍﻟﺭﺌﻴﺴﻲ‬ ‫ﺍﻟﺴﺒﺏ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﺼﻌﺏ‬ ‫ﻤﻥ‬ ‫ﻌل‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻠﻤﺸﻜﻼﺕ‬.
)‫ﻤ‬ ‫ﺠﻤﺎل‬‫ﺜﻘ‬،‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻟﻘﺎﺴﻡ‬ ‫ﺎل‬2000،14(،)‫ﺃﺤﻤﺩ‬ ‫ﺨﻭﻟﺔ‬‫ﻴﺤ‬‫ﻲ‬،2003،16(
‫ﻴﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬‫ﺍﻟﻤﻨﺎﺤ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ‬‫ﺘﺘﺒﻨﺎﻫﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻲ‬:
1(‫ﻤﺠﻤﻭﻋﺔ‬‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬)‫ﻫﻭﻴﺕ‬1963Hewett‫ﺭﻭﺱ‬ ،1974Ross،
‫ﻜﻭﻓﻤﺎﻥ‬1977Kauffman(:
‫ﺃﻫﻡ‬ ‫ﺇﻥ‬‫ﻤﺎ‬‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺘﺸﻴﺭ‬:
-‫ﻫﻭ‬ ‫ﺍﻟﻤﻀﻁﺭﺏ‬ ‫ﺍﻟﺴﻠﻭﻙ‬‫ﺍﺠﺘﻤﺎﻋﻴﺎ‬ ‫ﻤﻘﺒﻭل‬ ‫ﻏﻴﺭ‬ ‫ﺴﻠﻭﻙ‬.
-‫ﺍﻟﺴﻠﻭ‬‫ﺭ‬‫ﻤﺘﻜ‬ ‫ﺍﻟﻤﻀﻁﺭﺏ‬ ‫ﻙ‬‫ﺍﻟﺤﺩﻭﺙ‬ ‫ﺭ‬.
-‫ﻫﻡ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺇﻟﻴﻪ‬ ‫ﻴﻨﺘﻤﻲ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺤﻴﻁ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺴﻭﻴﺎﺀ‬ ‫ﺍﻟﺭﺍﺸﺩﻭﻥ‬‫ﻤﻥ‬‫ﻴﺤﻜ‬‫ﻡ‬‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻨﻭﻋﻴﺔ‬ ‫ﻋﻠﻰ‬.
-‫ﺤ‬‫ﺍﻟ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﻭﻀﻊ‬ ‫ﻭﺍﻟﺠﻨﺱ‬ ‫ﺍﻟﻌﻤﺭ‬ ‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﺃﻫﻤﻴﺔ‬‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻜﻡ‬.
-‫ﹸ‬‫ﺘ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬‫ﺭ‬‫ﻌ‬‫ﺤﻴﺎﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺨﻁﻴﺭﺓ‬ ‫ﻟﻤﺸﺎﻜل‬ ‫ﺍﻟﻁﻔل‬ ‫ﺽ‬.

23. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
9
2(‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺔ‬‫ﻨﻔﺱ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬–‫ﺍﺠﺘﻤﺎﻋﻲ‬)‫ﻭ‬ ‫ﻫﺎﺭﻴﻨﺞ‬‫ﻓﻠﻴﺒﺱ‬1962&Haring
Philips‫ﺠﺭﻭﺒﺭﺩ‬ ،1973Groberd،‫ﻭ‬ ‫ﻨﻴﺘﻭﻭﺭﺙ‬‫ﺴﻤﻴﺙ‬1975Smith&Networth،
‫ﻨﻴﻭﻜﻤﺭ‬1980Newkimer:(
‫ﺇﻟﻴﻪ‬ ‫ﺘﺸﻴﺭ‬ ‫ﻤﺎ‬ ‫ﺃﻫﻡ‬‫ﻫﺫﻩ‬‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬:
-ِ‫ﺤ‬‫ﺍﻟﻤﻼ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬‫ﻭﻨﻭ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺴﻠﻭﻙ‬ ‫ﺒﻤﻼﺤﻅﺔ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻅ‬‫ﻋﻴﺔ‬
‫ﺍﻟﺴﻠﻭﻙ‬.
-،‫ﺍﻻﻨﺴﺤﺎﺏ‬ ،‫ﺍﻻﻜﺘﺌﺎﺏ‬ ،‫ﺍﻟﻌﺩﻭﺍﻥ‬ ،‫ﺍﻻﻨﺩﻓﺎﻉ‬‫ﺍﻟﺨ‬‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻟﻌﺭﻑ‬ ‫ﺍﻟﻘﻭﺍﻋﺩ‬ ‫ﻋﻥ‬ ‫ﺭﻭﺝ‬...‫ﹸ‬‫ﺘ‬‫ﻌ‬‫ﺩ‬
‫ﺴﻠﻭﻜﻴﺎ‬ ‫ﺍﻟﻤﻀﻁﺭﺒﻴﻥ‬ ‫ﺨﺼﺎﺌﺹ‬ ‫ﻤﻥ‬.
-‫ﺍ‬‫ﻤﻊ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺒﻌﺩﻡ‬ ‫ﺍﻟﺸﻌﻭﺭ‬ ‫ﺭﺘﺒﺎﻁ‬‫ﺍﻻﻀﻁﺭﺍﺏ‬‫ﺍﻟﺴﻠﻭﻜﻲ‬.
-‫ﺍﻟﻤﺘﻜﺭﺭ‬ ‫ﺍﻟﻔﺸل‬ ‫ﺍﺭﺘﺒﺎﻁ‬‫ﺒﺎﻻﻀﻁﺭﺍﺏ‬‫ﺍﻟﺴﻠﻭﻜﻲ‬.
3(‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻤﺠﻤﻭﻋﺔ‬‫ﺍﻟﺘﺭﺒﻭﻱ‬)‫ﻭ‬ ‫ﺒﺎﻭﺭ‬‫ﻻﻤﺒـﺭﺕ‬1969Lambert&Bower،
‫ﻭﻭﺩﻱ‬1969Woody،‫ﻭﻓﻭﺭﻨﺱ‬ ‫ﻫﻭﻴﺕ‬1974ssenFor&Hewett:(
‫ﺘ‬ ‫ﻤﺎ‬ ‫ﺃﻫﻡ‬‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻫﺫﻩ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺸﻴﺭ‬:
-‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬.
-‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺒﺎﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻭﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﺘﺄﺜﺭ‬.
4(‫ﺍﻟﻘﺎﻨﻭﻨﻲ‬ ‫ﺍﻟﻤﻨﺤﻰ‬ ‫ﺫﻭ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬)‫ﻭﻤ‬ ‫ﻜﻔﺎﺭﺴﻴﻭﺱ‬‫ﻴﻠﺭ‬Miller&Kavarissious:(
‫ﻤﺎ‬ ‫ﻭﺃﻫﻡ‬‫ﻴ‬‫ﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﻫﺫﺍ‬ ‫ﺇﻟﻴﻪ‬ ‫ﺸﻴﺭ‬:
-‫ﺍﻟﻤﺨﺎﻟﻔﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻨﺘﻬﺎﻙ‬ ‫ﺨﻁﻭﺭﺓ‬.
-‫ﺸﻜل‬‫ﻭ‬‫ﺍﻟﻤﺨﺎﻟﻔﺔ‬ ‫ﻨﻤﻁ‬.
-‫ﺍﻟﻤﺨﺎﻟﻔﺔ‬ ‫ﺘﻜﺭﺍﺭ‬.
-‫ﻭﺸﺨﺼﻴﺘﻪ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺴﻠﻭﻙ‬.
)‫ﻭ‬ ‫ﺍﻟﻘﺎﺴﻡ‬ ‫ﻤﺜﻘﺎل‬ ‫ﺠﻤﺎل‬،‫ﺁﺨﺭﻭﻥ‬2000،15-19(

24. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
10
‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺃﺨﺭﻯ‬ ‫ﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻴﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬:
I.»‫ﺍ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬‫ﻷﻓﻌﺎل‬،‫ﺒﺎﻟﺸﺩﺓ‬ ‫ﻴﺘﻤﻴﺯ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻟﺤﺩﻭﺙ‬ ‫ﻤﺘﻜﺭﺭﺓ‬‫ﺍﻟ‬ ‫ﺘﺘﺠﺎﻭﺯ‬ ‫ﺒﺤﻴﺙ‬‫ﺍﻟﻤﻘﺒـﻭل‬ ‫ﺤـﺩ‬
‫ﺭ‬‫ﺍﻟﻤﺘﻌﺎ‬ ‫ﻟﻠﺴﻠﻭﻙ‬‫ﻋﻠﻴﻪ‬ ‫ﻑ‬‫ﺒﺎﻟﻁﻔل‬ ‫ﺍﻟﻤﺤﻴﻁﻴﻥ‬ ‫ﺠﺎﻨﺏ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻤﻼﺤﻅﺔ‬ ‫ﻗﺎﺒﻠﺔ‬ ‫ﺃﻋﺭﺍﺽ‬ ‫ﺸﻜل‬ ‫ﻓﻲ‬ ‫ﻭﺘﺒﺩﻭ‬
‫ﺍﻟﻴﻭﻤﻲ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺨﻼل‬«.
)،‫ﺍﻟﺴﻴﺩ‬ ‫ﺍﻟﺭﺯﺍﻕ‬ ‫ﻋﺒﺩ‬ ‫ﺨﺎﻟﺩ‬2001،327-328(
II.»‫ﺴ‬‫ﺍﻟ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺃﺸﻜﺎل‬ ‫ﻤﻥ‬ ‫ﺸﻜل‬‫ﻭﻱ‬،‫ﺍﻟﻔﺭﺩ‬ ‫ﻋﻥ‬ ‫ﻴﺼﺩﺭ‬‫ﻨﺘﻴ‬‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻓﻲ‬ ‫ﺨﻠل‬ ‫ﻭﺠﻭﺩ‬ ‫ﺠﺔ‬
‫ﻴ‬‫ﺍﻟﺘﻜ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺘﻌﺯﻴﺯ‬ ‫ﺸﻜل‬ ‫ﻋﻠﻰ‬ ‫ﺫﻟﻙ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻤﺎ‬ ‫ﻭﻏﺎﻟﺒﺎ‬‫ﻔﻲ‬‫ﻴ‬‫ﺍﻟﺘﻜ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺘﻌﺯﻴﺯ‬ ‫ﻭﻋﺩﻡ‬‫ﻔﻲ‬«.
)،‫ﻴﺤﻲ‬ ‫ﺃﺤﻤﺩ‬ ‫ﺨﻭﻟﺔ‬2003،162-163(
III.»‫ﺴ‬ ‫ﻏﻴﺭ‬ ‫ﺴﻠﻭﻙ‬‫ﻴ‬ ،‫ﻭﺘﻜﺭﺍﺭﻩ‬ ‫ﺸﺩﺘﻪ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻓﻲ‬ ‫ﻭﻱ‬‫ـ‬‫ﺴ‬‫ﺍﻟﻨﻔﺴـﻴﺔ‬ ‫ﻟﻠﺘـﻭﺘﺭﺍﺕ‬ ‫ﻨﺘﻴﺠـﺔ‬ ‫ﺍﻟﻁﻔـل‬ ‫ﻠﻜﻪ‬
‫ﻭﻻ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻌﺎﻨﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﻭﺍﻹﺤﺒﺎﻁﺎﺕ‬‫ﻋﻠﻰ‬ ‫ﻴﻘﺩﺭ‬‫ﻤﻭﺍﺠﻬﺘ‬‫ﻬﺎ‬‫ﺇﻋﺎﻗﺔ‬ ‫ﻓﺘﺸﻜل‬‫ﻭﺍﻨﺤﺭﺍﻓـﺎ‬ ‫ﻨﻤﻭﻩ‬ ‫ﻤﺴﺎﺭ‬ ‫ﻓﻲ‬
‫ﺍﻟﺴﻭﻱ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻥ‬،‫ﺒﻪ‬ ‫ﺍﻟﻤﺤﻴﻁﻴﻥ‬ ‫ﻭﻗﻠﻕ‬ ‫ﺍﻨﺘﺒﺎﻩ‬ ‫ﺘﺜﻴﺭ‬«.
)،‫ﺇﺒﺭﺍﻫﻴﻡ‬ ‫ﻤﻭﺴﻰ‬ ‫ﺴﺎﻤﻴﺔ‬1999،112(
‫ﻋﻠﻰ‬ ‫ﻴﻼﺤﻅ‬ ‫ﻤﺎ‬‫ﻴﻠﻲ‬ ‫ﺒﻤﺎ‬ ‫ﺘﺘﻤﻴﺯ‬ ‫ﺃﻨﻬﺎ‬ ‫ﺍﻟﺘﻌﺭﻴﻔﺎﺕ‬ ‫ﻫﺫﻩ‬:
-‫ﺍﻟﺘﻌﺭﻴﻑ‬)ІІ(‫ﺍﻟﺴ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﻤﻔﻬﻭﻡ‬ ‫ﻟﺘﺤﺩﻴﺩ‬ ‫ﻤﺭﺠﻌﻴﺎ‬ ‫ﺇﻁﺎﺭﺍ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﺘﺨﺫ‬‫ﻠﻭﻜﻴﺔ‬.
-‫ﺍﻟﺘﻌﺭﻴﻔﺎﻥ‬)І(،)ІІІ(‫ﺩ‬‫ﺍﻟﻤﺤﺩ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻋﺘﻤﺩﺍ‬‫ﻭﻫﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺓ‬:
-‫ﻭﺍﻟﺒﻴﺌﻲ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬:‫ﻴ‬‫ﺩ‬‫ﻌ‬‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﻴﻴﺭ‬ ‫ﻋﻥ‬ ‫ﺍﻨﺤﺭﺍﻓﻪ‬ ‫ﺒﻘﺩﺭ‬ ‫ﻤﺸﻜﻠﺔ‬ ‫ﺍﻟﺘﻠﻤﻴﺫ‬ ‫ﺴﻠﻭﻙ‬
‫ﻴﻜﻭ‬ ‫ﻓﻘﺩ‬ ،‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﻟﺘﻭﻗﻌﺎﺕ‬‫ﺒـ‬ ‫ﻤﺤﺩﺩ‬ ‫ﻤﻭﻗﻑ‬ ‫ﻓﻲ‬ ‫ﻁﺒﻴﻌﻴﺎ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻥ‬)‫ﻫﻨﺎ‬‫ﻭ‬‫ﺍﻵﻥ‬(‫ﻴ‬ ‫ﻭﻗﺩ‬‫ﺩ‬‫ﻌ‬
‫ﻏﻴ‬‫ﺘﻐﻴﺭ‬ ‫ﻤﺎ‬ ‫ﺇﺫﺍ‬ ‫ﻁﺒﻴﻌﻲ‬ ‫ﺭ‬‫ﺍﻟﻤﻜﺎﻥ‬‫ﻭ‬‫ﺍﻟﺯﻤﺎﻥ‬.
-‫ﻭ‬‫ﺍﻟﺘﻁ‬ ‫ﺍﻟﻤﻌﻴﺎﺭ‬‫ﺭﻱ‬:‫ﺇﻟﻴﻬﺎ‬ ‫ﻴﻨﺘﻤﻲ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻤﺭﻴﺔ‬ ‫ﺒﺎﻟﻔﺌﺔ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻤﻘﺎﺭﻨﺔ‬ ‫ﻴﺘﻡ‬ ‫ﺤﻴﺙ‬.
-‫ﺍﻟﺘﺴﺎﻤﺢ‬ ‫ﻤﺴﺘﻭﻯ‬:ِ‫ﻗ‬ ‫ﻤﻥ‬ ‫ﺴﻭﺍﺀ‬‫ﺒ‬‫ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ل‬‫ﺍ‬‫ﺃﻭ‬ ‫ﺍﻟﺘﻠﻤﻴـﺫ‬ ‫ﻴﺒﺩﻴﻪ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺘﺠﺎﻩ‬
‫ﺍﻟﻁﻔل‬.
)،‫ﻭﺁﺨﺭ‬ ‫ﻗﻁﺎﻤﻲ‬ ‫ﻨﺎﻴﻔﺔ‬2002،204-205(

25. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
11
‫ﺜ‬‫ﺎ‬‫ﻨﻴﺎ‬:‫ﺘﺼﻨ‬‫ﺍ‬ ‫ﻴﻑ‬‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺯﺍﻟﺕ‬ ‫ﻤﺎ‬‫ﻤﺨﺘﻠﻔـﺔ‬ ‫ﻭﺃﺸﻜﺎﻻ‬ ‫ﻤﺘﺒﺎﻴﻨﺔ‬ ‫ﻭﺩﺭﺠﺎﺕ‬ ‫ﻤﺘﻌﺩﺩﺓ‬ ‫ﺃﻨﻭﺍﻋﺎ‬،‫ﻟـﺫﺍ‬
‫ﺘﺼﻨ‬ ‫ﺇﻴﺠﺎﺩ‬ ‫ﻴﺼﻌﺏ‬‫ﻴﺘ‬ ‫ﻭﺍﺤﺩ‬ ‫ﻴﻑ‬‫ﺍﻟﺘﺼﻨ‬ ‫ﻴﺘﺄﺜﺭ‬ ‫ﺤﻴﺙ‬ ،‫ﺍﻟﻤﻬﺘﻤﻭﻥ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻔﻕ‬‫ﻴﻑ‬‫ﱢ‬‫ﻨ‬‫ﺍﻟﻤﺼ‬ ‫ﺒﺎﺨﺘﺼﺎﺹ‬‫ﻑ‬.
1(‫ﺘﺼﻨ‬‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﺠﺎﻥ‬ ‫ﺠﻬﻭﺩ‬ ‫ﻋﻥ‬ ‫ﻤﻨﺒﺜﻘﺔ‬ ‫ﻴﻔﺎﺕ‬:
1-1(‫ﺘﺼﻨ‬‫ﻴﻑ‬‫ﺍﻟ‬ ‫ﻟﻸﻤﺭﺍﺽ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺩﻟﻴل‬‫ﻌﻘﻠﻴﺔ‬)1968(:
‫ﻭﻴﺸ‬‫ﺘ‬‫ﻫﻲ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻤﺤﺩﺩﺓ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﺴﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻤل‬:
-‫ﺍﻟﺯﺍﺌﺩﺓ‬ ‫ﺍﻟﺤﺭﻜﺎﺕ‬:،‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﻤﺩﺓ‬ ‫ﻗﺼﺭ‬ ،‫ﺍﻟﺭﺍﺤﺔ‬ ‫ﻋﺩﻡ‬ ،‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻟﻨﺸﺎﻁ‬‫ﺍﻟﺫﻫﻥ‬ ‫ﻟﺸﺭﻭﺩ‬ ‫ﺍﻟﻘﺎﺒﻠﻴﺔ‬.
-‫ﺍﻻﻨﺴﺤﺎﺏ‬:،‫ﺍﻟﺤﺴﺎﺴﻴﺔ‬ ،‫ﺍﻻﻨﻔﺼﺎل‬ ،‫ﺍﻟﻌﺯﻟﺔ‬‫ﺍﻟﺨﺠل‬،‫ﺍﻟﺠﺒﻥ‬.
-‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻟﻘﻠﻕ‬:،‫ﺍﻟﺨﻭﻑ‬ ،‫ﺍﻟﻘﻠﻕ‬‫ﻓ‬ ‫ﺍﻟﻤﺒﺎﻟﻎ‬ ‫ﺍﻟﺤﺭﻜﻴﺔ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬‫ﻴﻬﺎ‬.
-‫ﺍﻟﻬﺭﻭﺏ‬:‫ﻤ‬‫ﻤﻥ‬ ‫ﻟﻠﻬﺭﻭﺏ‬ ‫ﻴل‬‫ﻭ‬ ‫ﺍﻟﺠﺒﻥ‬ ‫ﻴﺼﺎﺤﺒﻪ‬ ‫ﺍﻟﺼﻌﺒﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬‫ﺍﻟﻨﻀﺞ‬ ‫ﻋﺩﻡ‬‫ﻭ‬‫ﺍﻟﺭﻓﺽ‬.
-‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻏﻴﺭ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ‬:‫ﺍ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺠﺴﻤﻲ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ‬ ،‫ﺍﻟﻤﺸﺎﺠﺭﺓ‬ ،‫ﺍﻟﻁﺎﻋﺔ‬ ‫ﻋﺩﻡ‬‫ﻟ‬‫ﻠ‬‫ﻔﻅﻲ‬،‫ﺍﻟﺘﺨﺭﻴﺏ‬.
-‫ﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﺠﻨﻭﺡ‬:‫ﻭﺴﻠﻭﻜ‬ ‫ﻗﻴﻡ‬ ‫ﺍﻜﺘﺴﺎﺏ‬‫ﺍ‬ ‫ﺍﻷﻗﺭﺍﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺎﺕ‬‫ﻟ‬‫ﻋﻠـﻰ‬ ‫ﺘﺸـﺘﻤل‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺠﺎﻨﺤﻴﻥ‬
‫ﻭ‬ ‫ﺍﻟﺴﺭﻗﺔ‬‫ﺍﻟ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻬﺭﻭﺏ‬‫ﻤﺩﺭﺴﺔ‬‫ﻭ‬‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻨﺯل‬ ‫ﺨﺎﺭﺝ‬ ‫ﺍﻟﺒﻘﺎﺀ‬‫ﺍﻟﻠﻴل‬ ‫ﻤﻥ‬ ‫ﻤﺘﺄﺨﺭ‬ ‫ﻭﻗﺕ‬.
)،‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻟﻘﺎﺴﻡ‬ ‫ﻤﺜﻘﺎل‬ ‫ﺠﻤﺎل‬2000،73-74(
1-2(‫ﺘﺼﻨ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻹﺤﺼﺎﺌﻲ‬ ‫ﺍﻟﺘﺸﺨﻴﺼﻲ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﻴﻑ‬‫ﺠ‬‫ﺭﺍ‬‫ﻟﻸﻤﺭﺍﺽ‬ ‫ﻊ‬‫ﺍﻟﻌﻘﻠﻴﺔ‬R3-DSM
)1987(:
‫ﻜﺎﻵﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﻤﺤﺎﻭﺭ‬ ‫ﺍﻟﺩﻟﻴل‬ ‫ﺃﻭﺭﺩ‬:
-‫ﺒﺎﻟﻨﻤﻭ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬:‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﺘﺨﻠﻑ‬،‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﺼﻌﻭﺒﺎﺕ‬.
-‫ﺒﺎﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬:،‫ﺍﻟﺘﺨﺭﻴـﺏ‬ ،‫ﺍﻻﻨﺘﺒـﺎﻩ‬ ‫ﺘﺸـﺘﺕ‬ ،‫ﺍﻟﻌﺩﻭﺍﻥ‬ ،‫ﺍﻟﺯﺍﺌﺩﺓ‬ ‫ﺍﻟﺤﺭﻜﺔ‬
،‫ﺍﻟﺴﺭﻗﺔ‬ ،‫ﺍﻟﻜﺫﺏ‬ ،‫ﺍﻟﺠﻨﻭﺡ‬‫ﺍﻟﺠﻨﺴﻴﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻓﺎﺕ‬.
-‫ﺒﺎﻟﻘﻠﻕ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬:،‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻘﻠﻕ‬ ،‫ﺍﻻﻨﻔﺼﺎل‬ ‫ﻗﻠﻕ‬‫ﱡ‬‫ﻨ‬‫ﺍﻟﺘﺠ‬‫ﺏ‬.
-‫ﺍﻟﺼﺤﻴﺔ‬ ‫ﺒﺎﻟﻅﺭﻭﻑ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬:‫ﺍﻟﻬﺯ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﻨﺤﺎﻓﺔ‬ ،‫ﺍل‬،‫ﺍﻟﺴﻤﻨﺔ‬ ،‫ﺭﻀﻴﺔ‬‫ﱠ‬‫ﻨ‬‫ﺍﻟ‬‫ﻬ‬،‫ﻡ‬‫ﺍﻟﺘﻬﺎﻡ‬
‫ﻟﻸﻜل‬ ‫ﺼﺎﻟﺤﺔ‬ ‫ﻏﻴﺭ‬ ‫ﻤﻭﺍﺩ‬.
-‫ﺍﻟﺤﺭﻜﻴﺔ‬ ‫ﺒﺎﻟﻠﻭﺍﺯﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬:،‫ﺍﻷﻅﺎﻓﺭ‬ ‫ﻗﻀﻡ‬ ،‫ﺍﻷﺼﺎﺒﻊ‬ ‫ﻤﺹ‬‫ﺍﻟﺭﺃﺱ‬ ‫ﺨﺒﻁ‬.
-‫ﺒﺎﻹﺨ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬‫ﺭﺍﺝ‬:‫ﺍ‬ ‫ﺍﻟﺘﺒﻭل‬‫ﻟ‬‫ﻼﺇﺭﺍﺩﻱ‬"‫ﺍﻟﻠﻴﻠﻲ‬-‫ﺍﻟﻨﻬﺎﺭﻱ‬"،‫ﱠ‬‫ﺘ‬‫ﺍﻟ‬‫ﺭ‬‫ﺒ‬‫ﺯ‬.

26. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
12
-‫ﺒﺎﻟﻜﻼﻡ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬‫ﻭﺍﻟﻠﻐﺔ‬:،‫ﹾﻡ‬‫ﻜ‬‫ﺒ‬‫ﺍﻟ‬ ،‫ﹶﻬﺔ‬‫ﺘ‬‫ﱠﻬ‬‫ﺘ‬‫ﺍﻟ‬‫ﺤ‬‫ﺍﻟ‬‫ﺒ‬‫ﺍﻟﺼﻭﺘﻴﺔ‬ ‫ﺴﺔ‬.
-‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬:،‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﹸﻫﺎﻥ‬‫ﺫ‬‫ﺍﻹ‬ ‫ﺍﻟﺴﻠﻭﻙ‬‫ﺠﺘﺭﺍﺭﻱ‬.
)،‫ﺍﻟﺴﻴﺩ‬ ‫ﺍﻟﺭﺯﺍﻕ‬ ‫ﻋﺒﺩ‬ ‫ﺨﺎﻟﺩ‬2001،320-321(
2(‫ﺘﺼﻨ‬‫ﻓﺭﺩﻴﺔ‬ ‫ﺠﻬﻭﺩ‬ ‫ﻋﻥ‬ ‫ﻤﻨﺒﺜﻘﺔ‬ ‫ﻴﻔﺎﺕ‬:
2-1(‫ﺘﺼﻨ‬‫ﺘﻠﻔﻭﺭﺩ‬ ‫ﻴﻑ‬‫ﻭﺴﺎﻭﺭﻱ‬1967Sawery&Telford:
‫ﻭﺘﺼﻨ‬‫ﻴﻔﻬﻤ‬‫ﺍﻟﻘﻠﻕ‬ ‫ﻤﻅﺎﻫﺭ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺌﻡ‬ ‫ﺎ‬‫ﻭﺍﻻﻨﺴ‬‫ﺤﺎﺏ‬‫ﻭﺍﻟﻌﺩﻭﺍﻥ‬:
-‫ﺍﻟﻘﻠﻕ‬:‫ﻤﺨﺘﻠﻔﺔ‬ ‫ﺃﻨﻭﺍﻉ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻫﻭ‬:
‫ﺃ‬.‫ﺍﻟﻤﺯﻤﻥ‬ ‫ﺍﻟﻘﻠﻕ‬:‫ﻓﻴﻪ‬ ‫ﺍﻷﻋﺭﺍﺽ‬ ‫ﺘﺘﺒﺎﻴﻥ‬ ‫ﻭﺍﻟﺫﻱ‬‫ﻭﺘﺸﻤل‬:،‫ﺍﻟﻁﺒـﺎﻉ‬ ‫ﻭﺤﺩﺓ‬ ‫ﺍﻟﺘﻬﻴﺞ‬‫ﻤﺸـﻜﻼﺕ‬
،‫ﺍﻟﻁﻌﺎﻡ‬ ‫ﺇﻟﻰ‬ ‫ﻭﺍﻟﺸﻬﻴﺔ‬ ‫ﺒﺎﻟﻨﻭﻡ‬ ‫ﺘﺘﻌﻠﻕ‬‫ﺍﻟﺨﻭﻑ‬،‫ﺍﻟﻤﺘﻜﺭﺭ‬ ‫ﺍﻟﺒﻜﺎﺀ‬ ،‫ﺍﻟﻁﺎﻗﺔ‬ ‫ﻨﻘﺹ‬.
‫ﺏ‬.‫ﺭ‬‫ﺍﻟ‬‫ﻫـﺎﺏ‬:‫ﻤﻌﻘﻭل‬ ‫ﺃﺴﺎﺱ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻴﺱ‬ ‫ﺸﺩﻴﺩﺓ‬ ‫ﻤﺨﺎﻭﻑ‬‫ﺍﻟﻤﺭﻀـﻲ‬ ‫ﻜـﺎﻟﺨﻭﻑ‬ ‫ﻭﻭﺍﻀﺢ‬‫ﻤـﻥ‬
‫ﺍﻟﻤﺩﺭﺴ‬‫ﺍﻟﻤﻭﺕ‬ ‫ﺃﻭ‬ ‫ﺔ‬.
‫ﺕ‬.‫ﺍﻟﻘﻬﺭﻱ‬ ‫ﻭﺍﻟﺴﻠﻭﻙ‬ ‫ﺍﻟﻭﺴﻭﺍﺱ‬:‫ﺍﻟﺯﺍﺌﺩ‬ ‫ﺍﻻﻨﺸﻐﺎل‬ ‫ﺃﻱ‬‫ﺍﻟﻘﻭﻴـﺔ‬ ‫ﻭﺍﻟﺭﻏﺒـﺔ‬ ‫ﺍﻷﻓﻜـﺎﺭ‬ ‫ﺒﻨﻔﺱ‬
‫ﻤﻌﻴﻨﺔ‬ ‫ﺒﻁﺭﻴﻘﺔ‬ ‫ﻟﻠﺴﻠﻭﻙ‬ ‫ﻭﺍﻟﻤﺘﻜﺭﺭﺓ‬.
-‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺴﺤﺎﺏ‬:‫ﻭﻴﺸﻤل‬:
‫ﺃ‬.‫ﺍﻟﻔﺼﺎﻡ‬:‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻭﻨﻘﺹ‬ ‫ﺍﻟﺘﻨﻅﻴﻡ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺸﺩﻴﺩ‬ ‫ﺍﻻﻨﻔﺼﺎل‬‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﻭﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬
،‫ﻓﺔ‬‫ﺭ‬‫ﺍﻟﻤﺤ‬‫ﻅﻬﻭﺭ‬‫ﻭﺍﻷﻭ‬ ‫ﺍﻟﻬﻠﻭﺴﺔ‬‫ﻤﺘﻜﺭﺭ‬ ‫ﺒﺸﻜل‬ ‫ﻫﺎﻡ‬.
‫ﺏ‬.‫ﱢ‬‫ﻁ‬‫ﺍﻟ‬ ‫ﺍﻟﺘﻤﺭﻜﺯ‬‫ﺍﻟﺫﺍﺕ‬ ‫ﺤﻭل‬ ‫ﻔﻠﻲ‬:‫ﺍ‬‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺸﺩﻴﺩ‬ ‫ﻻﻨﻔﺼﺎل‬،‫ﻓـﻲ‬ ‫ﺍﻹﺨﻔـﺎﻕ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻘﺼﻭﺭ‬
‫ﺍﻨﻔﻌﺎﻟﻴﺔ‬ ‫ﻋﻼﻗﺎﺕ‬ ‫ﺘﻁﻭﻴﺭ‬‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻭﻋﺎﻁﻔﻴﺔ‬‫ﺍﻵﻟ‬ ‫ﺍﻟﺘﺭﺩﻴﺩ‬ ،‫ﺍﻟﻤﻘـﺎﻁﻊ‬ ‫ﺃﻭ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﻲ‬‫ﺍﻟﺘـﻲ‬
،‫ﺍﻵﺨﺭﻭﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻨﻁﻕ‬‫ﺒﻤﻌﺎﺭ‬ ‫ﻴﺘﻀﺢ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺠﻤﻭﺩ‬،‫ﺍﻟﺭﻭﺘﻴﻨﻴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻓﻲ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺃﻱ‬ ‫ﻀﺔ‬‫ﺍﻟﺜﺒﻭﺕ‬
‫ﻤﻥ‬‫ﺍﻷﻗﻭﺍل‬ ‫ﺃﻭ‬ ‫ﻟﻸﻓﻌﺎل‬ ‫ﺍﻟﺭﺘﻴﺏ‬ ‫ﺍﻟﺘﻜﺭﺍﺭ‬ ‫ﺨﻼل‬.
‫ﺕ‬.‫ﺍﻟﻨﻜﻭﺹ‬:‫ﻨ‬ ‫ﺃﻗل‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻤﻥ‬ ‫ﺃﺸﻜﺎل‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻟﻌﻭﺩﺓ‬ ‫ﻭﺫﻟﻙ‬‫ﺍﻟﺘﺒـﻭل‬ ،‫ﺍﻷﺼـﺎﺒﻊ‬ ‫ﻜﻤﺹ‬ ‫ﻀﺠﺎ‬
‫ﱢﻔﻠﻲ‬‫ﻁ‬‫ﺍﻟ‬ ‫ﺍﻟﻜﻼﻡ‬ ،‫ﺍﻟﻠﻴﻠﻲ‬...‫ﺍﻟﻤﻔـﺎﺠﺊ‬ ‫ﺍﻟﺘﺨﻔـﻴﺽ‬ ‫ﺃﻭ‬ ‫ﺍﻟﺘـﻭﺘﺭ‬ ‫ﺃﺜﻨﺎﺀ‬ ‫ﺍﻷﺸﻜﺎل‬ ‫ﻫﺫﻩ‬ ‫ﻤﺜل‬ ‫ﻭﺘﺯﺩﺍﺩ‬
‫ﺍﻟﺘﺩﻋﻴﻡ‬ ‫ﻷﺴﺎﻟﻴﺏ‬.
‫ﺙ‬.‫ﺍﻟﻴﻘﻅﺔ‬ ‫ﻭﺃﺤﻼﻡ‬ ‫ﺍﻷﻭﻫﺎﻡ‬:‫ﺤﺩﻭﺜﻬ‬ ‫ﻋﻨﺩ‬ ‫ﻭﺫﻟﻙ‬‫ﻤ‬ ‫ﺒﺸﻜل‬ ‫ﺎ‬‫ﺃﻭ‬ ‫ﻟﻠﻬﺭﻭﺏ‬ ‫ﻜﻭﺴﻴﻠﺔ‬ ‫ﻔﺭﻁ‬‫ﺍﻻﻨﺴﺤﺎﺏ‬.

27. ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬
13
-‫ﺍﻟﻌﻨﻴﻑ‬ ‫ﺍﻟﻌﺩﻭﺍﻥ‬:‫ﺍﻟﺫﻱ‬‫ﺍﻡ‬‫ﺩ‬‫ﺍﻟﻬ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﻤﻥ‬ ‫ﺃﺸﻜﺎﻻ‬ ‫ﻴﺘﻀﻤﻥ‬‫ﻤ‬ ‫ﺘﻜﻭﻥ‬ ،‫ﻭﺍﻟﺘﺨﺭﻴﺒﻲ‬‫ﺠ‬‫ﻭ‬‫ﻨﺤـﻭ‬ ‫ﻬﺔ‬
‫ﺍﻹﺤﺒﺎﻁ‬ ‫ﻟﻤﻭﺍﻗﻑ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻏﺎﻟﺒﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﻤﻤﺘﻠﻜﺎﺕ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻓﺭﺍﺩ‬.
)،‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻟﻘﺎﺴﻡ‬ ‫ﻤﺜﻘﺎل‬ ‫ﺠﻤﺎل‬2000،86-88(
2-2(‫ﺘﺼﻨ‬‫ﻜﻭﺍﻱ‬ ‫ﻴﻑ‬1972Quay:
‫ﺃﺠﺭﻯ‬)‫ﻭﻜﻭﻨﻭﻟﻲ‬ ‫ﺍﺒﺘﺭ‬1984ConnellyrettpE &(‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﻟﻠﻤﻅﺎﻫﺭ‬ ‫ﺘﺠﻤﻴﻌﺎ‬
‫ﺘﺼﻨﻴﻑ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺸﺘﻤل‬‫ﻜﻭﺍﻱ‬‫ﺍﻵﺘﻲ‬ ‫ﺍﻟﻨﺤﻭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺫﻟﻙ‬:
-‫ﺍﻟﺘﺼﺭﻑ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬:‫ﺍﻟﺘﻌ‬ ‫ﻋﺩﻡ‬‫ﺍﻟﻤ‬ ‫ﻤﻥ‬ ‫ﻨﻭﺒﺎﺕ‬ ،‫ﺍﻻﻨﻀﺒﺎﻁ‬ ‫ﻋﺩﻡ‬ ،‫ﺎﻭﻥ‬،‫ﺍﻟﺤـﺎﺩ‬ ‫ﺯﺍﺝ‬‫ﺘﺨﺭ‬‫ﻴـﺏ‬
،‫ﺍﻷﻨﺎﻨﻴﺔ‬ ،‫ﻠﺒﻴﺔ‬‫ﺴ‬‫ﺍﻟ‬ ،‫ﺍﻟﻤﻤﺘﻠﻜﺎﺕ‬‫ﱠ‬‫ﻠ‬‫ﺍﻟ‬ ‫ﺇﻟﻘﺎﺀ‬‫ﺍﻵﺨﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻡ‬‫ﻴ‬‫ﺍﻻ‬ ‫ﻋﺩﻡ‬ ،‫ﺍﻟﺫﻫﻥ‬ ‫ﺸﺭﻭﺩ‬ ،‫ﺍﻟﺘﻤﻠﻤل‬ ،‫ﻥ‬،‫ﻏﺘﺒﺎﻁ‬
،‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﺤﻤل‬ ‫ﻋﺩﻡ‬ ،‫ﺒﺎﻟﻨﻔﺱ‬ ‫ﺍﻟﺜﻘﺔ‬ ‫ﻋﺩﻡ‬‫ﻨﺎﺒﻴﺔ‬ ‫ﺃﻟﻔﺎﻅ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬،‫ﺍﻟﻀﺭﺏ‬ ،‫ﺍﻟﻤﺸﺎﺠﺭﺓ‬ ،‫ﺍ‬‫ﻟﺘﺤـﺩﻱ‬
،‫ﺍﻻﺴﺘﺜﺎﺭﺓ‬ ‫ﺴﻬﻭﻟﺔ‬ ،‫ﺍﻟﻀﻌﻔﺎﺀ‬ ‫ﺩ‬‫ﻋ‬‫ﺘﻭ‬ ،‫ﺍﻟﻁﺎﻋﺔ‬ ‫ﻭﻋﺩﻡ‬‫ﺍﻟﻤﺠﺎﺩﻟﺔ‬.
-‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ‬:‫ﺍ‬،‫ﺍﻟﺘﻭﺘﺭ‬ ،‫ﺍﻟﺨﻭﻑ‬ ،‫ﻟﻘﻠﻕ‬‫ﺍﻻﻜﺘﺌﺎﺏ‬،‫ﺞ‬‫ﻴ‬‫ﺍﻟﺘﻬـ‬ ‫ﺴﻬﻭﻟﺔ‬ ،‫ﺍﻟﺤﺴﺎﺴﻴﺔ‬ ‫ﺸﺩﺓ‬ ،
‫ﺍﻻﻨﺴﺤﺎﺏ‬،‫ﺍﻻﻨﻌﺯﺍل‬‫ﺍ‬ ،‫ﺍﻟﺼﻤﺕ‬ ،،‫ﻟﺠﺒﻥ‬‫ﺍﻟ‬‫ﺸﻌﻭﺭ‬،‫ﺍﻟﻘﻴﻤﺔ‬ ‫ﻭﻋﺩﻡ‬ ‫ﻭﻨﻴﺔ‬‫ﺩ‬‫ﺒﺎﻟ‬‫ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﺍﻟﺒﻜﺎﺀ‬.
-‫ﺍﻟﻨﻀﺞ‬ ‫ﻋﺩﻡ‬:‫ﺴﻬﻭﻟﺔ‬ ،‫ﺍﻻﺴﺘﺴﻼﻡ‬ ،‫ﺍﻟﺘﻨﺎﺴﻕ‬ ‫ﻀﻌﻑ‬ ،‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﻤﺩﺓ‬ ‫ﻗﺼﺭ‬‫ﺍﻻﻨﻘﻴﺎﺩ‬،‫ﺍﻟﺒﺎل‬ ‫ﺍﻨﺸﻐﺎل‬ ،
،‫ﺍﻟﻴﻘﻅﺔ‬ ‫ﺃﺤﻼﻡ‬‫ﺍﻟﺘ‬،‫ﺍﻟﻔﻀﺎﺀ‬ ‫ﻓﻲ‬ ‫ﺤﺩﻴﻕ‬‫ﺍﻟﺘﺭﻜ‬ ‫ﻀﻌﻑ‬،‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻋﺩﻡ‬ ،‫ﺍﻟﻨﻌﺎﺱ‬ ،‫ﺍﻟﻜﺴل‬ ،‫ﻴﺯ‬‫ﺍﻹﺨﻔـ‬‫ﺎﻕ‬
،‫ﺍﻷﺸﻴﺎﺀ‬ ‫ﻋﻤل‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺘﻬﺎﺀ‬ ‫ﻓﻲ‬‫ﺍﻻﺘ‬‫ﺴ‬،‫ﺎﺥ‬‫ﺍﻟﻔﻭﻀﻰ‬.
-‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺠﻨﻭﺡ‬:‫ﺴﻴﺌﺔ‬ ‫ﻟﺠﻤﺎﻋﺔ‬ ‫ﺍﻟﻭﻻﺀ‬،‫ﻋﺼﺎﺒﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻀﻭﻴﺔ‬،‫ﺍﻟﻬﺭﻭﺏ‬‫ﺍﻟﻤﺩﺭﺴـﺔ‬ ‫ﻤﻥ‬،
‫ﺍﻵﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺴﺭﻗﺔ‬،‫ﺭ‬‫ﺍﻟﺘﻬ‬‫ﺍﻟﻭﺍﺠﺒﺎﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻥ‬ ‫ﺏ‬،‫ﺍﻟﺒﻴﺕ‬ ‫ﺨﺎﺭﺝ‬ ‫ﺍﻟﺒﻘﺎﺀ‬‫ﻟ‬‫ﺍﻟﻠﻴل‬ ‫ﻤﻥ‬ ‫ﻤﺘﺄﺨﺭ‬ ‫ﻭﻗﺕ‬.
)،‫ﻭﺁﺨﺭﻭﻥ‬ ‫ﺍﻟﻘﺎﺴﻡ‬ ‫ﻤﺜﻘﺎل‬ ‫ﺠﻤﺎل‬2000،85-86(
2-3(‫ﺘﺼﻨﻴﻑ‬‫ﻭﻜﺎﺴل‬ ‫ﺩﺭﻴﻜﺭﺯ‬1972Cacell&Drikers:
‫ﺃﺭﺒﻊ‬ ‫ﻀﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﻋﻠﻰ‬ ‫ِل‬‫ﻜ‬‫ﹾ‬‫ﺸ‬‫ﻤ‬‫ﺍﻟ‬ ‫ﺍﻟﺴﻠﻭﻙ‬ ‫ﱢﺒﺎﺕ‬‫ﺘ‬‫ﺘﺭ‬‫ﻤ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺼﻨﻴﻔﻬﻤﺎ‬ ‫ﻓﻲ‬ ‫ﺭﻜﺯﺍ‬ ‫ﻭﻗﺩ‬
‫ﻫﻲ‬ ‫ﺃﻨﻤﺎﻁ‬:
-‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﺠﺫﺏ‬:‫ﺍﻟﻘﻴﺎﻡ‬‫ﺒﺴﻠﻭﻜ‬‫ﻟﻐ‬ ‫ﺍﻟﻤﻌﻠﻡ‬ ‫ﺘﻀﺎﻴﻕ‬ ‫ﺎﺕ‬‫ﺍﻻﻨﺘﺒﺎﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﺤﻭﺍﺫ‬ ‫ﺭﺽ‬.
-‫ﻭﺍﻟﻘﻭﺓ‬ ‫ﺍﻟﺴﻠﻁﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺒﺤﺙ‬:‫ﹶ‬‫ﻗ‬‫ﺍﻟﻤﻨﺎ‬ ،‫ﺍﻟﻜﺫﺏ‬‫ﺭﻓﺽ‬ ،‫ﺍﻟﻌﻨﺎﺩ‬ ،‫ﻤﺯﺍﺠﻴﺔ‬ ‫ﻨﻭﺒﺎﺕ‬ ،‫ﻀﺔ‬‫ﺭ‬‫ﺍﻟﻤﻌﺎ‬ ،‫ﻀﺔ‬
‫ﺒﺎﻟﻌﻤ‬ ‫ﺍﻟﻘﻴﺎﻡ‬‫ل‬،...‫ﺒﺎﻟﺘﻬﺩﻴﺩ‬ ‫ﻴﺸﻌﺭ‬ ‫ﻫﻨﺎ‬ ‫ﻓﺎﻟﻤﻌﻠﻡ‬.