2014 د/17אد א مא وא
"TAT" ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻋﻨﺩ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ
ﻤﻼل ﺨﺩﻴﺠﺔ.ﺃ
ﺒﻥ ﻁﺎﻫﺭ ﺒﺸﻴﺭ.ﺩ
( ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ ) ﺍﻝﺠﺯﺍﺌﺭ
Résumé:
Cette étude a pour objectif d’éprouver les procédés psychiques chez les étudiants universitaires
la recherche a été menée auprès 30 étudiants et étudiantes d'université Hassiba ben Bouali,Chlef . On
utilisant comme technique un test projective « thématique Apperception teste TAT », l'extraction de
ces procédés était comme un indicateur pour déterminer le niveau d'adaptation d'étudiants avec la
projection et leur capacité de concilier entre la réalité perspective et les conflits intra psychique , et à
travers la grille de dépouillement de Vica Shentoube (1990) ، on est arrivé aux résultats suivants :
1- Les procédés psychiques employés par les étudiants universitaires sont comme suit :
- Les procédés de contrôle (A) : de 45.29 % qui présente le conflit interne.
- Les procédés d’inhibition (C) : de 36.72 % qui présente l’évitement de conflits
- Les procédés de labilité (B) : de 14.83 % qui présente le conflit .relationnel
- Les procédés primaires(E) : de 03.15 % et cela apparaît en forme de perturbation de
langue et de la perception.
2- Ces procédés psychiques varient selon le sexe d'étudiant (e), et en vue de la nature de
socialisation prévalant dans la société étudiée.
mots clés: Les procédés psychiques, thématique Apperception teste TAT, chez les étudiants
universitaires
: ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ
ﺍﻝﺜﻘﺎﻓﻴﺔ، ﺍﻻﺠﺘﻤﺎﻋﻴﺔ، ﺍﻻﻗﺘﺼﺎﺩﻴﺔ، ﻭ ﺍﻝﺘﻁﻭﺭﺍﺕ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻴﺎﺩﻴﻥ، ﻨﻅﺭﺍ ﻝﻠﺘﻐﻴﺭﺍﺕ ﺍﻝﻬﺎﺌﻠﺔ ﺍﻝﺘﻲ ﻤﺴﺕ ﺍﻝﻤﺠﺘﻤﻊ
ﻭ ﻴﺨﺘﻠـﻑ ﺍﺴـﺘﻴﻌﺎﺏ ﻫـﺫﻩ،"ﻭ ﺍﻝﺘﻲ ﺠﻌﻠﺕ ﻫﺫﺍ ﺍﻝﻌﺼﺭ ﻴﺴﻤﻰ " ﻋﺼﺭ ﺍﻝﻘﻠﻕ" ﻭ "ﺍﻝﻀـﻐﻭﻁﺎﺕ. ﺍﻝﺦ.... ﻭ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ
ﺍﻝﻀﻐﻭﻁ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻨﻅﺭﺍ ﻻﺨﺘﻼﻑ ﺍﻝﺘﻜﻭﻴﻥ ﺍﻝﺸﺨﺼﻲ ﻝﻜل ﻓﺭﺩ ﻋﻥ ﺍﻷﺨﺭ ﻓﻜـل ﻓـﺭﺩ ﻓـﻲ ﻫـﺫﺍ ﺍﻝﻤﺠﺘﻤـﻊ ﻴﺤﻤـل
ﺒﺤﻴﺙ ﺃﻥ، ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎﻀﻴﻪ ﻭ ﺨﺒﺭﺍﺘﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﻴﺎﺓ، ﺨﺼﻭﺼﻴﺎﺕ ﺜﻘﺎﻓﻴﺔ ﻭ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺨﺎﺼﺔ ﺒﺄﺴﺭﺘﻪ ﻭ ﺒﻤﺠﺘﻤﻌﻪ
.ﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ ﻤﺠﺭﺩ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻝﻤﺤﺎﻭﻻﺕ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺤﺎﻝﺔ ﺍﻻﺘﺯﺍﻥ ﻭ ﺍﻝﺘﻭﺍﻓﻕ
ﻨﻅﺭﺍ ﻝﻤﻁﺎﻝﺒﺔ ﺍﻝﻤﺠﺘﻤـﻊ ﻝﻬـﻡ ﺒﺘﺒﻨـﻲ، ﻭ ﻴﻌﺘﺒﺭ ﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﺔ ﻤﻥ ﺃﻜﺜﺭ ﻓﺌﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻋﺭﻀﺔ ﻝﻬﺫﻩ ﺍﻝﻀﻐﻭﻁﺎﺕ
ﻨﺎﻫﻴﻙ ﻋﻥ ﺍﻝﻅـﺭﻭﻑ، ﻭ ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻤﺴﺘﻘﺒل ﺃﻤﺎﻡ ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﻝﺒﻁﺎﻝﺔ، ﺴﻠﻭﻜﺎﺕ ﺘﺘﻤﺎﺸﻰ ﻤﻊ ﻤﺭﺤﻠﺔ ﺍﻝﺭﺸﺩ ﻤﻥ ﺠﻬﺔ
. ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺍﻝﺘﻲ ﻴﻭﺍﺠﻬﻭﻨﻬﺎ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ
ﻭ ﺫﻝـﻙ ﻤـﻥ، ﻝﺫﺍ ﻓﺎﻥ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻜﻴﻑ ﺍﻝﺸﺨﺼﻲ ﻭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻴﺨﺘﻠﻑ ﻤﻥ ﻁﺎﻝﺏ ﺇﻝﻰ ﺁﺨﺭ ﺘﺒﻌﺎ ﻝﺘﻭﻅﻴﻔﻪ ﺍﻝﻨﻔﺴﻲ
.ﺨﻼل ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻴﺘﺒﻨﺎﻫﺎ ﻝﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ
ﺇﻻ ﺃﻥ ﻏﻴﺎﺏ ﻭﺴﺎﺌل ﻗﻴﺎﺱ ﻤﻭﻀﻭﻋﻴﺔ ﻭ ﻤﻜﻴﻔﺔ ﻝﻠﻜﺸﻑ ﻋﻥ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺘﺤﺩﻴﺩﻫﺎ ﺯﺍﺩ ﻤﻥ ﻏﻤﻭﺽ ﻫﺫﺍ
ﻭ ﺍﻵﻝﻴﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ، ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ، ﻜﺎﻝﺘﻭﻅﻴﻑ ﺍﻝﻨﻔﺴﻲ، ﺍﻝﻤﻔﻬﻭﻡ ﻭ ﺍﻝﺘﺩﺍﺨل ﺒﻴﻨﻪ ﻭ ﺒﻴﻥ ﺒﻌﺽ ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻷﺨﺭﻯ
67
2014 אد/17د א مא وא
ﻭ ﻴﻌﺘﺒﺭ ﺍﻝﺘﻭﻅﻴﻑ ﺍﻝﻨﻔﺴﻲ ﻫﻭ ﻜﻴﻔﻴﺔ ﻋﻤل ﺍﻝﺠﻬﺎﺯ ﺍﻝﻨﻔﺴﻲ )ﺠﻌﺩﻭﻨﻲ ،(29: 2011 ،ﻫﺫﺍ ﺍﻝﺠﻬﺎﺯ ﺍﻝﺫﻱ ﻴﻌﺘﺒﺭﻩ
"ﻓﺭﻭﻴﺩ" ﻨﻤﻭﺫﺠﺎ ﻝﻨﻅﺭﻴﺔ ﺘﺤﻤل ﺒﻌﺩﺍ ﻓﻀﺎﺌﻴﺎ ﻭ ﺴﻴﺭﻭﺭﺍﺘﻴﺎ ﻴﺘﻀﻤﻥ ﻋﻤﻼ ﻨﻔﺴﻴﺎ ﻴﻬﺩﻑ ﺇﻝﻰ ﺇﻨﻘﺎﺹ ﻜﻤﻴﺔ ﺍﻝﻁﺎﻗﺔ ﺤﺴﺏ
ﻤﺨﺘﻠﻑ ﺍﻝﻤﺒﺎﺩﺉ )ﺠﻌﺩﻭﻨﻲ ،(25: 2011 ،ﺒﺤﻴﺙ ﻴﻭﺠﺩ ﺜﻼﺙ ﻤﺒﺎﺩﺉ ﺃﺴﺎﺴﻴﺔ ﺘﺤﺭﻙ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻨﻔﺴﻲ ﻭ ﻫﻲ :
ﻤﺒﺩﺃ ﺍﻝﻨﺭﻓﺎﻨﺎ )،(Le Principe de constance
ﻤﺒﺩﺃ ﺍﻝﻠﺫﺓ )، (Le Principe de plaisir
ﻤﺒﺩﺃ ﺍﻝﻭﺍﻗﻊ )) .(Le Principe de realitéﺠﻌﺩﻭﻨﻲ(26: 2011،
( ﻭ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻤﺒﺩﺃﻱ ﺍﻝﻠﺫﺓ ﻭ ﺍﻝﻭﺍﻗﻊ ﺘﺘﺤﺩﺩ ﺼﻴﻎ ﺍﻝﺴﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻭ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻷﻭﻝﻴﺔ
) ، processus primaireﻭ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ ))(processus secondaireﺠﻌﺩﻭﻨﻲ (27: 2011 ،
ﺒﺤﻴﺙ ﻴﺘﻼﺯﻡ ﺍﻝﺘﻌﺎﺭﺽ ﺒﻴﻥ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻷﻭﻝﻴﺔ ﻭ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻤﻊ ﺍﻝﺘﻌﺎﺭﺽ ﻤﺎ ﺒﻴﻥ ﻤﺒﺩﺃ ﺍﻝﻠﺫﺓ ﻭ ﻤﺒﺩﺃ ﺍﻝﻭﺍﻗﻊ ،ﻭ
ﻴﻤﻜﻥ ﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻨﻬﻤﺎ ﺠﺫﺭﻴﺎ ﻜﻤﺎ ﻴﻠﻲ :
ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻭﻗﻌﻴﺔ :ﺘﻤﻴﺯ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻷﻭﻝﻴﺔ ﺍﻝﻨﻅﺎﻡ ﺍﻝﻼﻭﺍﻋﻲ )ﺍﻝﻼﺸﻌﻭﺭ( ﺒﻴﻨﻤﺎ ﺘﻤﻴﺯ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ
ﻨﻅﺎﻡ ﻤﺎﻗﺒل ﺍﻝﺸﻌﻭﺭ ﻭ ﺍﻝﺸﻌﻭﺭ.
ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻗﺘﺼﺎﺩﻴﺔ -ﺩﻴﻨﺎﻤﻴﺔ :ﺘﺴﻴل ﺍﻝﻁﺎﻗﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ ﺒﺤﺭﻴﺔ ﺘﺎﻤﺔ ،ﻤﺘﻨﻘﻠﺔ ﺒﺴﺭﻋﺔ
ﻤﻥ ﺘﺼﻭﺭ ﺇﻝﻰ ﺁﺨﺭ ﻤﻥ ﺨﻼل ﺁﻝﻴﺎﺕ ﺍﻹﺯﺍﺤﺔ ﻭ ﺍﻝﺘﻜﺜﻴﻑ ،ﺃﻤﺎ ﻓﻲ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺘﻜﻭﻥ ﺍﻝﻁﺎﻗﺔ ﻤﻘﻴﺩﺓ ﻗﺒل ﺃﻥ ﺘﺘﺤﺭﺭ
ﺒﺸﻜل ﺨﺎﻀﻊ ﻝﻠﻀﺒﻁ ،ﻜﻤﺎ ﻴﺘﻡ ﺍﻝﺘﻭﻅﻴﻑ ﻓﻲ ﺍﻝﺘﺼﻭﺭﺍﺕ ﺒﺸﻜل ﺃﻜﺜﺭ ﺍﺴﺘﻘﺭﺍﺭ ،ﺒﻴﻨﻤﺎ ﻴﺅﺠل ﺍﻹﺸﺒﺎﻉ).ﻻﺒﻼﻨﺵ ﺝ،ﺒﻭﻨﺘﺎﻝﻴﺱ
ﺝ(371 :1987،
ﻜﻤﺎ ﺃﻥ ﺍﻝﺤﺩﻴﺙ ﻋﻥ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ) ،(Les Processus Psychiqueﻴﻘﻭﺩﻨﺎ ﻨﺤﻭ ﺍﻝﺒﻨﺎﺀ ﺍﻝﻌﻴﺎﺩﻱ ﻝﻌﻨﺎﺼﺭ
ﻤﻥ ﺍﻝﺤﺎﻝﺔ ﻭ ﺘﻔﺴﻴﺭﺍﺘﻬﺎ ،
ﻭ ﺒﻤﻨﻁﻕ ﺨﺎﺹ ﻨﺤﻭ ﻤﻭﺍﺠﻬﺔ ﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﺸﺨﺹ ﻤﻊ ﻤﻤﻴﺯﺍﺕ ﺨﺎﺼﺔ )ﺍﻝﻤﻭﻀﻭﻉ ،ﺍﻝﺼﺭﺍﻉ،ﺍﻝﻘﻠﻕ،ﻭ ﺍﻵﻝﻴﺎﺕ
ﺍﻝﺩﻓﺎﻋﻴﺔ(
)(Pedinielli L,Fernandez L,2011:89
ﻭ ﺘﻌﺘﺒﺭ ﺍﻵﻝﻴﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ) (Les Mécanismes de défenseﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺘﺨﺼﺹ ﻓﻴﻬﺎ
ﺍﻝﺩﻓﺎﻉ ،ﻭ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻤﻥ ﻁﺭﻑ ﺍﻷﻨﺎ ﺘﺒﻌﺎ ﻝﻨﻤﻁ ﺍﻹﺼﺎﺒﺔ ،ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻜﻭﻴﻨﻴﺔ ،ﻭ ﺃﻴﻀﺎ ﺘﺒﻌﺎ ﻝﺩﺭﺠﺔ ﺍﺭﺼﺎﻥ ﺍﻝﺼﺭﺍﻉ
ﺍﻝﺩﻓﺎﻋﻲ ).ﻻﺒﻼﻨﺵ ﺝ،ﺒﻭﻨﺘﺎﻝﻴﺱ ﺝ(132 :1987،
ﻭ ﺘﺸﻴﺭ "ﺃﻨﺎ ﻓﺭﻭﻴﺩ" ﺇﻝﻰ ﺘﻨﻭﻉ ﺍﻵﻝﻴﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ﺤﺴﺏ ﺘﻨﻭﻉ ﺍﻝﻨﺸﺎﻁﺎﺕ )ﻫﻭﺍﻤﺎﺕ،ﻨﺸﺎﻁﺎﺕ ﺫﻫﻨﻴﺔ( ،ﺒﺤﻴﺙ ﺃﻥ ﺍﻝﺩﻓﺎﻉ
ﻻ ﻴﻨﺼﺏ ﻓﻘﻁ ﻋﻠﻰ ﻤﻁﺎﻝﺏ ﻨﺯﻭﻴﺔ.ﻭ ﻝﻜﻥ ﺃﻴﻀﺎ ﻋﻠﻰ ﻤﺎ ﻴﺜﻴﺭ ﺍﻝﻘﻠﻕ :ﺍﻨﻔﻌﺎﻻﺕ ،ﻭﻀﻌﻴﺎﺕ،ﻤﺘﻁﻠﺒﺎﺕ ﺍﻷﻨﺎ ﺍﻷﻋﻠﻰ.
).ﻻﺒﻼﻨﺵ ﺝ،ﺒﻭﻨﺘﺎﻝﻴﺱ ﺝ(133 :1987،
ﻭ ﻴﻨﺼﺏ ﺍﻝﺩﻓﺎﻉ ﺒﺸﻜل ﻋﺎﻡ ﻋﻠﻰ ﺍﻹﺜﺎﺭﺓ ﺍﻝﺩﺍﺨﻠﻴﺔ ) ﺍﻝﻨﺯﻭﺓ( ،ﻭ ﺒﺸﻜل ﺃﻜﺜﺭ ﺍﻨﺘﻘﺎﺌﻴﺔ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﺘﺼﻭﺭﺍﺕ )ﺫﻜﺭﻴﺎﺕ
ﻭ ﻫﻭﺍﻤﺎﺕ( ﺍﻝﺘﻲ ﺘﺭﺘﺒﻁ ﺒﺘﻠﻙ ﺍﻝﻨﺯﻭﺓ ،ﻭ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﻭﻀﻌﻴﺔ ﺍﻝﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺇﻁﻼﻕ ﺍﻹﺜﺎﺭﺓ ﺇﻝﻰ ﺍﻝﺤﺩ ﺍﻝﺫﻱ ﻴﺘﻌﺎﺭﺽ ﻤﻊ
ﺘﻭﺍﺯﻥ ﺍﻷﻨﺎ) .ﻻﺒﻼﻨﺵ ﺝ،ﺒﻭﻨﺘﺎﻝﻴﺱ ﺝ(244 :1987،
ﻭ ﻴﻌﺘﺒﺭ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ TATﺒﻭﻀﻌﻴﺘﻪ ﺍﻻﺴﻘﺎﻁﻴﺔ ﻤﺜﻴﺭﺍ ﻗﻭﻴﺎ ﻝﻶﻝﻴﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ،ﻭ ﺍﻝﺘـﻲ ﺘﺘﺠﺴـﺩ ﻓـﻲ
ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ،ﺒﺤﻴﺙ ﻴﺅﺩﻱ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻜﻐﻴﺭﻩ ﻤﻥ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻻﺴﻘﺎﻁﻴﺔ ﺇﻝﻰ ﻨﻜﻭﺹ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺠﻬـﺎﺯ
(Anzieu ﺍﻝﻨﻔﺴﻲ ﻤﻥ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻝﻭﺍﻗﻊ ﺇﻝﻰ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ ﺍﻻﻭﻝﻴﺔ ﺍﻝﻤﺒﻨﻴﺔ ﻋﻠـﻰ ﻤﺒـﺩﺃ ﺍﻝﻠـﺫﺓ
)[Link] C.1961:29
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ﻭ ﺘﺭﻯ ﺍﻝﺒﺎﺤﺜﺔ "ﻑ .ﺸﻨﺘﻭﺏ" ) ([Link]ﺃﻥ ﺇﺠﺭﺍﺀ ﺍﻝﻔﺤﺹ ﺍﻝﻨﻔﺴﻲ ﻴﺘﻁﻠﺏ ﺍﺴﺘﻌﻤﺎل ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ
ﻤﻊ ﺍﺨﺘﺒﺎﺭ ﺍﻝﺭﻭﺭﺸﺎﺥ ،ﻭ ﺍﺨﺘﺒﺎﺭ ﺁﺨﺭ ﻝﺘﻘﻴﻴﻡ ﺍﻝﻘﺩﺭﺍﺕ ﺍﻝﻌﻘﻠﻴﺔ ﻋﻨﺩ ﺍﻝﻠﺯﻭﻡ ،ﺇﻻ ﺍﻨﻪ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻌﻠﻤﻲ ﻴﻜﻔﻲ ﺇﺠﺭﺍﺀ ﺍﺨﺘﺒﺎﺭ
ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ TATﺒﻤﻔﺭﺩﻩ ﻭﻓﻕ ﺇﺸﻜﺎﻝﻴﺔ ﺍﻝﺒﺤﺙ ،ﺤﻴﺙ ﺘﺄﺨﺫ ﺍﻷﻫﺩﺍﻑ ﻭﺠﻬﺔ ﺃﺨﺭﻯ ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻌﻴﺎﺩﻴﺔ ﺍﻝﺘﻲ
ﺘﺘﺤﺭﻯ ﺍﻝﻭﺠﻬﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ ﻭ ﺍﻝﻌﻼﺠﻴﺔ )ﺴﻲ ﻤﻭﺴﻲ ﻉ ،ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ(2008:173،
ﻭ ﺍﻨﻁﻼﻗﺎ ﻤﻤﺎ ﺴﺒﻕ ،ﺘﻡ ﻁﺭﺡ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ :
* ﻤﺎﻫﻲ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻷﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﺎ ﻤﻥ ﻁﺭﻑ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ﻤﻥ ﺨﻼل ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ TAT؟
* ﻫل ﻫﻨﺎﻙ ﺍﺨﺘﻼﻑ ﻓﻲ ﻨﻭﻉ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﺘﺒﻌﺎ ﻻﺨﺘﻼﻑ ﺠﻨﺱ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺍﻝﺠﺎﻤﻌﻲ)ﺓ(؟
ﻭ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺘﻡ ﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ :
* ﻴﻌﺘﺒﺭ "ﺴﻴﺎﻕ ﺍﻝﻤﺭﺍﻗﺒﺔ" ﻫﻭ ﺍﻝﺴﻴﺎﻕ ﺍﻝﻨﻔﺴﻲ ﺍﻷﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﺎ ﻤﻥ ﻁﺭﻑ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺠـﺎﻤﻌﻴﻴﻥ ﻤـﻥ ﺨـﻼل ﺍﺨﺘﺒـﺎﺭ ﺘﻔﻬـﻡ
ﺍﻝﻤﻭﻀﻭﻉ . TAT
* ﻫﻨﺎﻙ ﺍﺨﺘﻼﻑ ﻓﻲ ﻨﻭﻉ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﺘﺒﻌﺎ ﻻﺨﺘﻼﻑ ﺠﻨﺱ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺍﻝﺠﺎﻤﻌﻲ)ﺓ(
ﻭ ﻻﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺴﻴﺘﻡ ﺍﻝﺘﻁﺭﻕ ﺇﻝﻰ :
-ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻝﻠﺩﺭﺍﺴﺔ :ﻤﻥ ﺨﻼل ﻭﺼﻑ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ، TATﺴﻴﺎﻕ ﺘﻁﺒﻴﻘﻪ ،ﺸﺒﻜﺎﺕ ﺍﻝﻔـﺭﺯ ﺍﻝﺨﺎﺼـﺔ
ﺒﻤﺨﺘﻠﻑ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ.
-ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل :ﻭﺼﻑ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ،ﺨﻁﻭﺍﺕ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀـﻭﻉ ،ﻭ ﻜﻴﻔﻴـﺔ
ﺘﺤﻠﻴل ﻨﺘﺎﺌﺠـــﻪ.
ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻝﻠﺩﺭﺍﺴﺔ :
.1ﻭﺼﻑ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ : TATﻴﻌﺘﺒﺭ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀـﻭﻉ )(Thematic Aperception Test
ﺃﺤﺩ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻻﺴﻘﺎﻁﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻤﺢ ﺒﺩﺭﺍﺴﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻭ ﻓﻬﻡ ﺍﻝﺴﻴﺭ ﺍﻝﻨﻔﺴﻲ ﻝﻠﻔﺭﺩ ،ﻭ ﺘﺤﺩﻴﺩ ﺒﻨﻴﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ ﻤـﻥ ﺨـﻼل
ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻵﻝﻴﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻤﻥ ﻁﺭﻓﻪ .
ﻭ ﺘﻡ ﺇﻋﺩﺍﺩﻩ ﻤﻥ ﻁﺭﻑ ﺍﻝﻁﺒﻴﺏ ﺍﻻﻤﺭﻴﻜﻲ ﺍﻝﺒﻴﻭﻜﻴﻤﻴﺎﺌﻲ " ﻫﻨﺭﻱ ﻤﻭﺭﺍﻱ" )(Henry Murrayﻋﺎﻡ ، 1935ﻭ ﺫﻝﻙ
ﻓﻲ ﺇﻁﺎﺭ ﺩﺭﺍﺴﺔ ﺩﻴﻨﺎﻤﻴﻜﻴﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻝﺩﻯ ﺍﻝﻁﻠﺒﺔ(Anzieu [Link] C.2007:132).
ﻜﺎﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﺸﻜﻠﻪ ﺍﻷﺼﻠﻲ ﻴﺘﻜﻭﻥ ﻤﻥ 31ﻝﻭﺤﺔ ﻓﻴﻬﺎ ﺭﺴﻭﻤﺎﺕ ﻤﺒﻬﻤﺔ ،ﺍﻏﻠﺒﻬﺎ ﻤﺸـﻜﻠﺔ ﻤـﻥ ﺸـﺨﺹ )12
ﻝﻭﺤﺔ( ،ﺃﻭ ﺃﺸﺨﺎﺹ
) 15ﻝﻭﺤﺔ( ،ﻓﻲ ﺤﻴﻥ ﻫﻨﺎﻙ 03ﻝﻭﺤﺎﺕ ﺘﻤﺜل ﻤﺸﺎﻫﺩ ﻁﺒﻴﻌﻴﺔ ﻤﺨﺘﻠﻔﺔ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻝﻭﺤﺔ ﺒﻴﻀﺎﺀ ) ﻝﻭﺤﺔ ﺭﻗـﻡ
.(16
ﻭ ﺘﺤﻤل ﻫﺫﻩ ﺍﻝﻠﻭﺤﺎﺕ ﺃﺭﻗﺎﻤﺎ ﻋﻠﻰ ﻅﻬﺭﻫﺎ ﻤﻥ 01ﺇﻝﻰ ، 20ﺒﺤﻴﺙ ﺘﺤﻤل ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﻤﺸﺘﺭﻜﺔ ﻝﺩﻯ ﻜل ﺍﻷﺸـﺨﺎﺹ
ﺭﻗﻤﺎ ﻓﻘﻁ ) 11ﻝﻭﺤﺔ( ،ﺃﻤﺎ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﻤﺘﻐﻴﺭﺓ ﺤﺴﺏ ﺍﻝﺴﻥ ﻭ ﺍﻝﺠﻨﺱ ﻓﻴﻜﻭﻥ ﺍﻝﺭﻗﻡ ﻤﺼﺤﻭﺏ ﺒﺤﺭﻑ ،ﺒﺤﻴﺙ :
: Girlﺒﻨﺕ :Male :M /ﺭﺠل : Female :F /ﺍﻤﺭﺃﺓ ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ : Boy :Bﻭﻝﺩ :G /
ﻡ (168 :2008،
ﻭ ﻴﻌﻭﺩ ﺍﻝﻔﻀل ﺇﻝﻰ "ﺒﻴﻼﻙ" ) (Billak 1954ﻓﻲ ﺇﺭﺠﺎﻉ ﺍﻻﺨﺘﺒﺎﺭ ﺇﻝﻰ ﺃﺼﻭﻝﻪ ﺍﻝﺘﺤﻠﻴﻠﻴـﺔ ﻤـﻥ ﺨـﻼل ﺍﻝﻨﻅﺭﻴـﺔ
ﺍﻝﻤﻭﻗﻌﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻝـ "ﻓﺭﻭﻴﺩ" ) ﺍﻝﻬﻭ /ﺍﻷﻨﺎ /ﺍﻷﻨﺎ ﺍﻷﻋﻠﻰ ( ،ﻭ ﺫﻝﻙ ﺒﺎﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺩﻭﺭ ﺍﻷﻨﺎ ﻭ ﻭﻅﺎﺌﻔﻪ ،ﺍﻝـﺩﻓﺎﻋﺎﺕ ﻤـﻥ
ﻁﺭﻑ ﺍﻷﻨﺎ(Shentoub V. 1998: 06).
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ﻭ ﻗﺩ ﺭﺃﺕ " ﻑ .ﺸﻨﺘﻭﺏ" ﺃﻥ ﻤﺤﺎﻭﻻﺕ ﺇﺭﺠﺎﻉ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺇﻝﻰ ﺃﺼﻭﻝﻪ ﺍﻝﺘﺤﻠﻴﻠﻴﺔ ﻗﺩ ﺭﻜﺯﺕ ﻜﺜﻴﺭﺍ ﻋﻠﻰ
ﺍﻻﺴﺘﻘﻼﻝﻴﺔ ﺍﻝﻤﻁﻠﻘﺔ ﻝﻸﻨﺎ ،ﻭ ﺃﻫﻤﻠﺕ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻬﻭﺍﻤﻲ ﺍﻝﻼﺸﻌﻭﺭﻱ ،ﺒﻴﻨﻤﺎ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻷﻨﺎ ﺍﻝﺸﻌﻭﺭﻱ ﻤﻨﻔﺘﺤﺎ ﻋﻠﻰ
ﺍﻝﺨﺯﺍﻥ ﺍﻝﻨﺯﻭﻱ ﻭ ﺍﻝﻁﺎﻗﻭﻱ ﻝﻴﺴﺘﻤﺩ ﻁﺎﻗﺘﻪ ﻤﻨﻪ ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (167 :2008،
ﻜﻤﺎ ﺘﻭﺼﻠﺕ ﺃﻋﻤﺎل " ﻑ .ﺸﻨﺘﻭﺏ" ) (Shentoub Vﻭ " ﺭﻭﺯﻱ ﺩﻭﺒﺭﺍﻱ" ) (Debray Rﺇﻝﻰ ﺘﺤﻠﻴـل ﺇﻨﺘﺎﺠﻴـﺔ
ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻭﻓﻕ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭ ﻭ ﺍﻝﻜﺎﻤﻥ ﻝﻜل ﻝﻭﺤﺔ ،ﺒﺤﻴﺙ ﺘﻌﺘﻤﺩ ﻫﺫﻩ ﺍﻝﻤﺤﺘﻭﻴﺎﺕ ﻋﻠـﻰ ﺍﺘﺠـﺎﻫﻴﻥ ﻤـﻥ
ﻤﺴﺘﻭﻯ ﺍﻹﺸﻜﺎﻝﻴﺎﺕ ،ﺍﻹﺸﻜﺎﻝﻴﺔ ﺍﻝﺘﻲ ﺘﺒﻌﺙ ﺇﻝﻰ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻷﻭﺩﻴﺒﻲ ،ﻭ ﺍﻹﺸﻜﺎﻝﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ ﺇﺸﻜﺎﻝﻴﺔ ﻓﻘﺩﺍﻥ ﺍﻝﻤﻭﻀـﻭﻉ
) ، (Chabert C. 2013:57ﻭ ﻗﺩ ﻗﺎﻤﺎ ﺒﺘﺤﻠﻴل ﻭ ﺘﻔﺴﻴﺭ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻤﺴﻠﻤﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ ﻓﻲ ﺇﻁﺎﺭ ﻤﺎ ﻴﺴﻤﻰ " :
ﺴﻴﺎﻕ ، "TATﻭ ﺍﻝﺫﻱ ﻴﻌﻨﻲ :ﻤﺠﻤﻭﻉ ﺍﻵﻝﻴﺎﺕ ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﻤﻠﺘﺯﻤﺔ ﺒﻬﺫﻩ ﺍﻝﻭﻀﻌﻴﺔ ﺍﻝﻔﺭﻴﺩﺓ ﺍﻝﺘﻲ ﻴﻁﻠﺏ ﻓﻴﻬﺎ ﻤﻥ ﺍﻝﺸـﺨﺹ ﺃﻥ
ﻴﺘﺨﻴل ﻗﺼﺔ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻠﻭﺤﺔ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (167 :2008،
.2ﺴﻴﺎﻕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ : TATﺘﺭﻯ " ﻑ .ﺸﻨﺘﻭﺏ" ) (Shentoub Vﺃﻥ ﺍﻝﻤﻘﺼﻭﺩ ﻓﻲ ﺒﺭﻭﺘﻭﻜـﻭل TAT
ﻫﻭ :ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻲ ﻴﻨﻅﻡ ﺒﻬﺎ ﺍﻷﻨﺎ ﺇﺠﺎﺒﺘﻪ ﻓﻲ ﻭ ﻀﻌﻴﺔ ﺼﺭﺍﻋﻴﺔ ﺘﻌﺭﻀﻬﺎ :ﺍﻝﻤﺎﺩﺓ ﻭ ﺍﻝﺘﻌﻠﻴﻤﺔ ﻭ ﺍﻝﻭﻀـﻌﻴﺔ ﺒﻤﺠﻤﻭﻋﻬـﺎ
)ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (167 :2008،
.1.2ﻤﺎﺩﺓ ﺍﻻﺨﺘﺒﺎﺭ :ﻭ ﻴﻘﺼﺩ ﺒﻬﺎ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﺍﻝﻤﻔﺤﻭﺹ ،ﻭ ﺍﻝﻤﺘﻤﺜل ﻋﺩﺩﻫﺎ ﻓﻲ 13ﻝﻭﺤﺔ ﻝﻜـل
ﺼﻨﻑ ،ﻭ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻤﺭﻴﺭﻫﺎ ﻓﻲ ﺤﺼﺔ ﻭﺍﺤﺩﺓ ،ﻭ ﺫﻝﻙ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ:
ﺠﺩﻭل ) :(01ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻠﺭﺍﺸﺩﻴﻥ )ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (169 :2008،
ﺍﻝﻤﺠﻤﻭﻉ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﺼﻨﻑ
13 16 19 13MF 11 10 8BM 7BM 6BM 5 4 3BM 2 1 ﺭﺠﺎل
13 16 19 13MF 11 10 9GF 7GF 6GF 5 4 3BM 2 1 ﻨﺴﺎﺀ
ﺘﺘﻨﻭﻉ ﺍﻝﻠﻭﺤﺎﺕ ﺤﺴﺏ ﺍﻝﻤﻨﺒﻬﺎﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻴﻬﺎ ،ﺒﺤﻴﺙ ﺃﻥ ﺍﻝﻠﻭﺤﺎﺕ ﻤﻥ ﺍﻷﻭﻝﻰ ﺇﻝﻰ ﺍﻝﻌﺎﺸﺭﺓ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺜﺎﻝﺜﺔ
ﻋﺸﺭ ﻫﻲ ﺫﺍﺕ ﺒﻨﺎﺀ ﻭﺍﻀﺢ ،ﻭ ﺘﻭﺤﻲ ﺃﺴﺎﺴﺎ ﺇﻝﻰ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻷﻭﺩﻴﺒﻴﺔ ،ﺃﻤﺎ ﺍﻝﻠﻭﺤﺎﺕ 11ﻭ 19ﻓﻬﻲ ﻝﻭﺤﺎﺕ ﻤﺒﻬﻤﺔ ﻭ ﻻ
ﺘﻘﺩﻡ ﻤﻭﺍﻀﻴﻊ ﻤﺤﺩﺩﺓ ،ﻜﻤﺎ ﺘﺜﻴﺭ ﺍﻻﺸﻜﺎﻝﻴﺎﺕ ﻤﺎ ﻗﺒل ﺍﻷﻭﺩﻴﺒﻴﺔ ﻭ ﺍﻝﺒﺩﺍﺌﻴﺔ ،ﻭ ﻫﻭ ﻤﺎ ﻴﺴﻤﺢ ﺒﺘﻘﻴﻴﻡ ﻨﻭﻋﻴﺔ ﺍﻝﻤﻭﺍﻀﻴﻊ ﺍﻝﺩﺍﺨﻠﻴﺔ ،
ﺃﻤﺎ ﺍﻝﻠﻭﺤﺔ 16ﻭ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﻓﻲ ﺍﻷﺨﻴﺭ ﻝﺨﻠﻭﻫﺎ ﻤﻥ ﺃﻱ ﺼﻭﺭﺓ ،ﻓﺘﻬﺩﻑ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺘﺼﻭﺭ ﺍﻝﻤﻔﺤﻭﺹ ﻋﻥ ﺫﺍﺘﻪ ﻭ ﻋﻥ
ﺍﻝﻤﻭﺍﻀﻴﻊ ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (172 :2008،
.2.2ﺘﻌﻠﻴﻤﺔ ﺍﻻﺨﺘﺒﺎﺭ :ﺘﺘﻤﺜل ﺘﻌﻠﻴﻤﺔ ﺍﻻﺨﺘﺒﺎﺭ ﺤﺴﺏ " ﻑ .ﺸﻨﺘﻭﺏ" ) (Shentoub Vﻓﻲ ﺍﻝﺘﻌﻠﻴﻤﺔ ﺍﻝﺘﺎﻝﻴﺔ :
،(Shentoub V. 1998: 27)، Imaginer une histoire à partir de la planche
ﺃﻱ " :ﺘﺨﻴل)ﻱ( ﻗﺼﺔ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻠﻭﺤﺔ "
ﻭ ﻗﺩ ﺘﻡ ﺼﻴﺎﻏﺔ ﻫﺫﻩ ﺍﻝﺘﻌﻠﻴﻤﺔ ﺒﺎﻝﺩﺍﺭﺠﺔ ﺒﺎﻝﺸﻜل ﺍﻝﺘﺎﻝﻲ " :ﺘﺨﻴل)ﻱ( ﺤﻜﺎﻴﺔ ﻤﻥ ﻜل ﻝﻭﺤﺔ "
ﻭ ﻫﺫﻩ ﺍﻝﺘﻌﻠﻴﻤﺔ ﺘﻀﻊ ﺍﻝﻤﻔﺤﻭﺹ ﻓﻲ ﻭﻀﻌﻴﺔ ﻤﺘﻨﺎﻗﻀﺔ ﻋﻠﻴﻪ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ،ﻓﻤﻥ ﺨﻼل " ﺘﺨﻴل ﻗﺼﺔ " ﻴﺘﺭﻙ
ﺍﻝﻤﻔﺤﻭﺹ ﺍﻝﻤﺠﺎل ﺇﻝﻰ ﺍﻝﺘﺨﻴل ،ﻭ ﻫﺫﺍ ﻴﻌﻨﻲ ﺍﻝﻨﻜﻭﺹ ﻭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻬﻭﺍﻤﺎﺕ ﻭ ﺍﻝﺸﺤﻨﺎﺕ ﺍﻝﻌﺎﻁﻔﻴﺔ ) ﺨﻔﺽ ﺍﻝﺭﻗﺎﺒﺔ( ،ﺇﻻ
ﺃﻥ ﻋﺒﺎﺭﺓ "ﻤﻥ ﺨﻼل ﺍﻝﻠﻭﺤﺔ" ﺘﺩﻋﻭ ﺍﻝﻤﻔﺤﻭﺹ ﻝﻔﺭﺽ ﺍﻝﺭﻗﺎﺒﺔ ،ﺃﻱ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭﻱ ﻝﻠﻭﺤﺔ ﻭ
ﺘﺨﻴل ﻗﺼﺔ ﻤﻥ ﺨﻼﻝﻪ ، (Brelet F . 1986: 17).
.3.2ﺍﻝﻭﻀﻌﻴﺔ :ﻭ ﻨﻘﺼﺩ ﻫﻨﺎ ﺍﻝﻔﺎﺤﺹ ،ﻭ ﺍﻝﺫﻱ ﻴﻜﻭﻥ ﺤﻀﻭﺭﻩ ﺃﺴﺎﺴﻲ ﻓﻲ ﺍﻝﻭﻀﻌﻴﺔ ﺍﻻﺴﻘﺎﻁﻴﺔ ،ﺒﺤﻴﺙ ﻴﺘﻡ ﺍﺴﺘﺜﻤﺎﺭﻩ
ﻤﺜل ﺃﻱ ﻤﻭﻀﻭﻉ ﺁﺨﺭ ،ﺒﺤﻴﺙ ﺃﻥ ﺍﻝﻔﺎﺤﺹ ﺒﺘﺴﺠﻴﻠﻪ ﻜﻼﻡ ﺍﻝﻤﻔﺤﻭﺹ ﻴﺠﻌل ﻤﻥ ﻨﻔﺴﻪ ﻤﻤﺜﻼ ﻝﻠﻭﺍﻗﻊ ﻭ ﺍﻝﺨﻴﺎل ،ﻓﻬﻭ ﻋﻨﺼﺭ
70
2014 אد/17د א مא وא
ﻤﻥ ﺍﻝﻭﻀﻌﻴﺔ ﻴﺤﻤل ﻗﺎﻋﺩﺓ ﺘﺘﻀﻤﻥ ﺇﺜﺎﺭﺓ ﺍﻝﻠﺫﺓ ﻭ ﺍﻝﺩﻓﺎﻉ) ، (Shentoub V. 1998: 38ﻝﻜﻨﻪ ﺃﺤﻴﺎﻨﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻘﻴﺎﻡ ﺒﺩﻭﺭ
ﺍﻝﺴﻨﺩ ﻭ ﺍﻝﺩﻋﺎﻤﺔ )ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (174 :2008،
ﻭ ﻋﻤﻭﻤﺎ ،ﻴﻭﺠﺩ ﺘﻨﺎﻗﺽ ﻓﻲ ﻭﻀﻌﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺼﺭﺍﻉ ﺒﻴﻥ ﻤﺒﺩﺃ ﺍﻝﻠﺫﺓ ﻭ ﻤﺒﺩﺃ ﺍﻝﻭﺍﻗﻊ ،ﻤﺎ ﺒﻴﻥ ﺘﺼﻭﺭﺍﺕ ﺍﻷﺸﻴﺎﺀ
ﻭ ﺘﺼﻭﺭ ﺍﻝﻜﻠﻤﺎﺕ (Chabert C. 2013:83).
.3ﺸﺒﻜﺎﺕ ﺍﻝﻔﺭﺯ ﻭ ﺴﻴﺎﻗﺎﺕ : TAT
ﺘﻤﺜل ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻤﻠﻬﺎ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﺭﺼﺎﻥ ﺍﻝﻘﺼﺔ ،ﻭ ﺫﻝﻙ ﻤـﻥ ﺨـﻼل
ﺘﺤﺩﻴﺩ ﻭﺯﻥ ﻭ ﻭﻅﻴﻔﺔ ﻜل ﺴﻴﺎﻕ ﻓﻲ ﺨﻁﺎﺏ ﺍﻝﻤﻔﺤﻭﺹ ،ﺍﺭﺘﺒﺎﻁﻪ ﺒﺎﻹﺸﻜﺎﻝﻴﺔ ﺃﻭ ﻤﻊ ﺴﻴﺎﻗﺎﺕ ﺃﺨـﺭﻯ (Shentoub V. .
).1998: 67
ﻭ ﺘﻌﺘﺒﺭ ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ﻜﻤﺭﺠﻌﻴﺔ ﻫﺎﻤﺔ ﻤﻥ ﺍﺠل ﺘﻘﻴﻴﻡ ﻭ ﺘﺤﺩﻴﺩ ﺨﺼﻭﺼﻴﺔ ﺍﻝﻔﺭﺩ ﻓﻲ ﺒﻨﺎﺀ ﻜـل ﻗﺼـﺔ (Brelet F.
) ، Chabert C. 2003:23ﻭ ﻝﻘﺩ ﻁﺭﺃﺕ ﺘﻌﺩﻴﻼﺕ ﻜﺜﻴﺭﺓ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ﺍﻷﺼﻠﻴﺔ ﺍﻝﺘﻲ ﻋﺭﻀﺘﻬﺎ " ﻑ .ﺸـﻨﺘﻭﺏ" )
(Shentoub Vﻋﺎﻡ ، 1954ﺒﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻤﻊ "ﺭ .ﺩﻭﺒﺭﺍﻱ" ) (Debray Rﺇﻝﻰ ﺁﺨﺭ ﺸﻜل ﻝﻬﺎ ﻋﺎﻡ 1990
)ﺴﻲ ﻤﻭﺴﻲ .ﺒﻥ ﺨﻠﻴﻔﺔ ،(188 :2008،ﻜﻤﺎ ﻁﺭﺃﺕ ﻋﺩﺓ ﺘﻌﺩﻴﻼﺕ ﻓﻴﻤﺎ ﺒﻌﺩ ﺤﻭل ﻫﺫﻩ ﺍﻝﺸﺒﻜﺔ ﺁﺨﺭﻫﺎ ﻋﺎﻡ 2003ﻤـﻥ
ﻁﺭﻑ " ﻙ.ﺸﺎﺒﻴﺭ ")(Brelet F. Chabert C. 2003:57
ﻭ ﺘﺤﺘﻭﻱ ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ﻋﻠﻰ 04ﺴﻼﺴل ﻤﺨﺘﻠﻔﺔ ،ﺘﻤﺜل ﻜل ﻤﻨﻬﺎ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺩﻓﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻤﻠﻬﺎ ﺍﻝﻔﺭﺩ ﻝﻠﺘﻌﺎﻤل ﻤﻊ
ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻝﺘﻲ ﺘﺜﻴﺭﻫﺎ ﺍﻝﺼﻭﺭ(Azoulay C, 2004:29).
ﻭ ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﺘﻭﺯﻉ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻤﻥ ﻁﺭﻑ ﺍﻷﺸﺨﺎﺹ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﺴﻼﺴل ،ﻤﻊ ﻏﻠﺒﺔ ﺍﺤﺩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻋﻠﻰ ﺍﻝﺴـﻴﺎﻗﺎﺕ
ﺍﻷﺨﺭﻯ ﺘﺒﻌﺎ ﻝﻨﻤﻭﺫﺝ ﺍﻝﺘﻭﻅﻴﻑ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻤﻤﻴﺯ ﻝﻜل ﺸﺨﺹ ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (188 :2008،
ﻭ ﺘﺘﻤﺜل ﺍﻝﺴﻼﺴل ﺍﻷﺭﺒﻌﺔ ﻓﻲ :ﺴﻠﺴﻠﺔ ، Aﺴﻠﺴﻠﺔ ،Bﺴﻠﺴﻠﺔ ، Cﺴﻠﺴﻠﺔ .E
.1.3ﺴﻠﺴﻠﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ) :(Aﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ
ﻭ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺼﺭﺍﻉ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺩﺍﺨﻠﻲ )ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ ،(188 :2008،ﻭ ﺨﺎﺼﺔ ﺍﻝﺼﺭﺍﻉ ﺒﻴﻥ ﺃﻨﻅﻤـﺔ
ﺍﻝﺠﻬﺎﺯ ﺍﻝﻨﻔﺴﻲ ) ﻤﺎ ﻗﺒل ﺍﻝﺸﻌﻭﺭ ،ﺍﻝﺸﻌﻭﺭ ،ﺍﻝﻼﺸﻌﻭﺭ( ﺤﺴﺏ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻷﻭﻝﻰ ﻝﻔﺭﻭﻴﺩ ،ﺃﻭ ﺤﺴﺏ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻴﻜـﻭﻥ
ﺍﻝﻨﺯﺍﻉ ﺒﻴﻥ :ﺍﻝﻬﻭ ﻭ ﺍﻷﻨﺎ ﺍﻷﻋﻠﻰ ﻤﻥ ﺨﻼل ﺍﻷﻨﺎ ،ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﻀﺎﺀ ﺩﺍﺨﻠﻲ ﻭﺍﻀﺢ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺨﺎﺭﺠﻲ
) ،(Chabert C. 2013:85ﻭ ﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻓﻲ :ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﺠﻭﻉ ﻝﻠﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ ) ،(A1ﻭ ﺴﻴﺎﻗﺎﺕ ﺍﺴـﺘﺜﻤﺎﺭ
ﺍﻝﻭﺍﻗﻊ )(Anzieu [Link] C.2007:159).(A2
.2.3ﺴﻠﺴﻠﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ) : (Bﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ
ﻭ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺼﺭﺍﻉ ﺍﻝﻌﻼﺌﻘﻲ ،ﻭ ﻓﻴﻬﺎ ﻴﺘﻡ ﺍﺴﺘﻌﻤﺎل ﺍﻝﺨﻴﺎل ﻭ ﺍﻝﻭﺠﺩﺍﻥ ﻷﻫﺩﺍﻑ ﺩﻓﺎﻋﻴـﺔ (Anzieu [Link] .
) ، C.2007:162ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﺍﻝﺼﺭﺍﻉ ﺒﻴﻥ ﻫﻴﺌﺎﺕ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻨﻔﺴﻲ ﻤﻥ ﺨﻼل ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ،ﻭ ﺍﻝﺘﻲ ﺘﻜـﻭﻥ
) ﻤﻌﺎﻝﻴﻡ ﺹ.(43 :2010، ﺒﻤﺜﺎﺒﺔ ﻤﻘﺎﻭﻤﺔ ﻤﺎ ﺒﻴﻥ ﺍﻝﻬﻴﺌﺎﺕ
ﻭ ﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻓﻲ :ﺴﻴﺎﻗﺎﺕ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻌﻼﻗﺎﺕ ) (B1ﻭ ﺍﻝﺘﻲ ﺘﺩل ﻋﻠﻰ ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻌﻘﻠﻲ ﺍﻝﻤﺘﻤﺭﻜـﺯ ﺤـﻭل
ﺍﻝﻌﻼﻗﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ ،ﺃﻴﻥ ﻴﻜﻭﻥ ﺍﻝﻔﺭﺩ ﻤﺨﺘﻠﻑ ﻋﻥ ﺍﻵﺨﺭ ،ﻭ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﻬﻭﻴل ﻭ ﺍﻝﺘﻤﺴﺭﺡ ) (B2ﺃﻴﻥ ﻴﺴﺘﺜﻤﺭ ﺍﻝﻔﺭﺩ ﻋﺎﻝﻤﻪ
ﺍﻝﺩﺍﺨﻠﻲ ﻭ ﻴﻌﺒﺭ ﻋﻥ ﺍﻝﺼﺭﺍﻉ ﻤﻥ ﺨﻼل ﺴﺭﺩ ﺃﺤﺩﺍﺙ ﻭ ﻭﻀﻌﻴﺎﺕ ﻋﻼﺌﻘﻴـﺔ (Brelet F. Chabert C. 2003:76- .
)77
71
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.3.3ﺴﻠﺴﻠﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ) : (Cﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ
ﻭ ﺍﻝﺘﻲ ﺘﻤﺜل ﺍﻝﺘﺠﻨﺏ ﺃﻭ ﻜﻑ ﺍﻝﺼﺭﺍﻋﺎﺕ ،ﻭ ﺘﺤﺘﻭﻱ ﻋﻠﻰ 05ﺃﻨﻭﺍﻉ ﺘﻌﺒﺭ ﻜل ﻤﻨﻬﺎ ﻋﻥ ﺃﻨﻤﺎﻁ ﺩﻓﺎﻋﻴﺔ ﺨﺎﺼﺔ ﺘﻌﻭﺩ ﺇﻝﻰ
ﺼﻌﻭﺒﺎﺕ ﻨﻔﺴﻴﺔ ﻤﺨﺘﻠﻔﺔ(Brelet F. Chabert C. 2003: 87).
ﺍﻝﺴﻠﺴﺔ ﺍﻷﻭﻝﻰ ) : (CPﺘﺘﻀﻤﻥ ﺒﻨﻭﺩ ﺍﻝﻜﻑ ،ﻤﺜل :ﺍﻝﺼﻤﺕ ﺩﺍﺨل ﺍﻝﻘﺼﺹ،ﻭ ﺍﻝﺘﻭﻗﻔﺎﺕ ،ﻋﺩ ﺍﻝﺘﻌﺭﻴﻑ ﺒﺎﻷﺸﺨﺎﺹ ﻭ
ﻋﺩﻡ ﺘﻭﻀﻴﺢ ﺩﻭﺍﻓﻊ ﺍﻝﺼﺭﺍﻋﺎﺕ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ ﺨﻠﻴﻔﺔ ﻡ (189 :2008،
ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ ) : (CNﻭ ﺘﺘﻀﻤﻥ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﺭﺠﺴﻴﺔ ،ﻤﺜل :ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻻﻨﻁﺒﺎﻋﺎﺕ ﺍﻝﺫﺍﺘﻴﺔ ،ﺍﻝﻌﻭﺩﺓ ﺇﻝﻰ
ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺸﺨﺼﻴﺔ ﻭ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺍﻝﺫﺍﺘﻴﺔ ،ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺤﺴﻴﺔ ﻭ ﺍﻝﺤﺩﻭﺩ ﻭ ﺍﻝﺤﻭﺍﻑ ﻭ ﺍﻝﻌﻼﻗﺎﺕ
ﺍﻝﻤﺭﺁﺘﻴﺔ ....ﺍﻝﺦ ،ﻭ ﺘﺴﻤﺢ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺒﻤﻌﺭﻓﺔ ﺘﺼﻭﺭ ﺍﻝﺫﺍﺕ ﻭ ﻨﻭﻋﻴﺘﻪ ﻤﻥ ﺨﻼل ﻋﻤﻕ ﺍﻹﺼﺎﺒﺎﺕ ﺍﻝﻨﺭﺠﺴﻴﺔ.
)(Brelet F. Chabert C. 2003: 87
ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺜﺎﻝﺜﺔ ): (CMﺘﺘﻌﻠﻕ ﺒﺎﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻬﻭﺴﻴﺔ ﺃﻭ ﺍﻝﻀﺩ ﺍﻜﺘﺌﺎﺒﻴﺔ ،ﻤﻥ ﺨﻼل ﺍﻝﺴﻴﺎﻗﺎﺕ ﻤﺜل :ﺍﺴﺘﺜﻤﺎﺭ ﻓﺎﺌﻕ ﻝﻭﻅﻴﻔﺔ
ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻉ ،ﻤﺜﻠﻨﺔ ﺍﻝﻤﻭﻀﻭﻉ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻻﺴﺘﺨﻔﺎﻑ ،ﺍﻝﻠﻑ ﻭ ﺍﻝﺩﻭﺭﺍﻥ) .ﺴﻲ ﻤﻭﺴﻲ ﻉ .ﺒﻥ
ﺨﻠﻴﻔﺔ ﻡ (189 :2008،
ﻭ ﻴﻘﺘﺭﺏ ﻤﻔﻬﻭﻡ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻤﻥ ﺍﻝﻤﻔﻬﻭﻡ ﺍﻝﻜﻼﻴﻨﻲ ﺤﻭل ﺍﻝﺼﺭﺍﻉ ﻀﺩ ﺍﻻﻜﺘﺌﺎﺒﻲ ،ﺤﻴﺙ ﻴﻤﻴل ﺍﻝﺒﻌﺽ ﺇﻝﻰ ﺘﻔﺭﻴﻎ
ﺍﻝﺘﺼﻭﺭﺍﺕ ﺍﻻﻜﺘﺌﺎﺒﻴﺔ ،ﺒﻴﻨﻤﺎ ﻴﻤﻴل ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ ﺇﻝﻰ ﺍﻹﻓﺭﺍﻁ ﺒﺎﺴﺘﺜﻤﺎﺭﻫﺎ ﻻﺴﺘﺩﻋﺎﺀ ﺍﻵﺨﺭ(Shentoub V. .
)1998: 70
ﺍﻝﺴﻠﺴﺔ ﺍﻝﺭﺍﺒﻌﺔ ) : (CCﻭ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ﺨﻼل ﺘﻤﺭﻴﺭ ﺍﻻﺨﺘﺒﺎﺭ ،ﻭ ﺘﻨﻘﺴﻡ ﺇﻝﻰ ﻨﻭﻋﻴﻥ :ﺴﻠﻭﻜﺎﺕ
ﺘﺭﺘﺒﻁ ﺒﺎﻝﻌﻼﻗﺔ ﻤﻊ ﺍﻷﺨﺼﺎﺌﻲ ) ﻤﺜل :ﺍﻝﻁﻠﺒﺎﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻝﻠﻔﺎﺤﺹ،ﻏﻤﺯ ﺍﻝﻔﺎﺤﺹ( ،ﻭ ﺴﻠﻭﻜﺎﺕ ﺘﻌﻤل ﻜﻭﺴﻴﻠﺔ
ﻝﻠﺘﻔﺭﻴﻎ ﻭ ﺨﻔﺽ ﺍﻝﺘﻭﺘﺭ )ﻜﺎﻨﺘﻘﺎﺩ ﺍﻷﺩﺍﺓ ،ﺍﻝﺴﺨﺭﻴﺔ) (...ﻤﻌﺎﻝﻴﻡ ﺹ(Shentoub V.1998: 71 / 45 :2010،
ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺨﺎﻤﺴﺔ ): (CFﻭ ﺘﺘﻤﺜل ﻓﻲ ﺍﻻﺴﺘﺜﻤﺎﺭ ﺍﻝﻤﻔﺭﻁ ﻝﻠﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ ،ﻤﺜل :ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﻭ
ﺍﻝﻌﻤﻠﻴﺔ ،ﺍﻝﺤﺎﻝﻲ ﻭ ﺍﻝﻤﻠﻤﻭﺱ ،ﻝﺠﻭﺀ ﺇﻝﻰ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺨﺎﺭﺠﻴﺔ...ﺍﻝﺦ ) ،(Shentoub V.1998: 71ﺘﻜﺭﺍﺭ ﻫﺫﻩ
ﺍﻝﺴﻴﺎﻗﺎﺕ ﻴﻜﻭﻥ ﺍﻴﺠﺎﺒﻲ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﺴﺘﻌﻤﺎﻝﻬﺎ ﻤﻌﺘﺩل ،ﺇﻻ ﺃﻥ ﺍﻹﻓﺭﺍﻁ ﻓﻴﻬﺎ ﻴﻤﻨﻊ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻬﻭﺍﻤﻴﺔ(Brelet F. .
)Chabert C. 2003: 87
.4.3ﺴﻠﺴﻠﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ) : (Eﺴﻠﺴﻠﺔ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ
ﻭﺠﻭﺩ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺒﻜﻤﻴﺔ ﻗﻠﻴﻠﺔ ﻴﻅﻬﺭ ﻝﻨﺎ ﺍﻝﻨﻔﻭﺫﻴﺔ ) (Perméabilitéﺒﻴﻥ ﻫﻴﺌﺎﺕ ﺍﻝﺠﻬﺎﺯ ﺍﻝﻨﻔﺴﻲ ،ﻭ ﻤﺭﻭﻨﺔ
ﻓﻲ ﻭﻅﻴﻔﺔ ﻤﺎ ﻗﺒل ﺍﻝﺸﻌﻭﺭ ﺘﺴﻤﺢ ﺒﻤﺭﻭﺭ ﺍﻝﻬﻭﺍﻤﺎﺕ ﻭ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻝﺸﺩﻴﺩﺓ ،ﻝﺫﺍ ﻴﻜﻭﻥ ﺍﻝﻤﻭﻀﻭﻉ ﻏﻴﺭ ﻤﻨﻅﻡ ﺘﻤﺎﻤﺎ.
) ، (Shentoub V.1998: 71ﻓﻲ ﺤﻴﻥ ﺃﻥ ﻭﺠﻭﺩﻫﺎ ﺒﻜﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻗﺩ ﻴﻌﻭﺩ ﺇﻝﻰ ﺘﻭﻅﻴﻑ ﻨﻔﺴﻲ ﺫﻫﺎﻨﻲ ،ﺇﻻ ﺃﻥ
ﻭﺠﻭﺩﻫﺎ ﻻ ﻴﺤﻤل ﺩﺍﺌﻤﺎ ﻤﻌﻨﻰ ﺘﺸﺨﻴﺼﻲ ﻭﺍﺤﺩ ،ﺒل ﻴﺠﺏ ﺃﺨﺫﻫﺎ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﻤﻥ ﺨﻼل ﺘﻭﺯﻴﻌﻬﺎ ﻭ ﺍﻗﺘﺭﺍﻨﻬﺎ ﻤﻊ
ﺴﻴﺎﻗﺎﺕ ﻤﻥ ﺴﻼﺴل ﺃﺨﺭﻯ )(Shentoub V.1998: 72
ﻜﻤﺎ ﻴﺠﺩﺭ ﺍﻝﺘﻨﺒﻴﻪ ﺇﻝﻰ ﺃﻥ ﺍﻝﻐﻴﺎﺏ ﺍﻝﻜﻠﻲ ﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺩل ﺃﻴﻀﺎ ﻋﻠﻰ ﺃﻨﻤﺎﻁ ﺘﻭﻅﻴﻑ ﻤﺭﻀﻴﺔ
ﺃﺨﺭﻯ .
)(Brelet F. Chabert C. 2003: 105
ﻭ ﻨﻤﻴﺯ ﻓﻲ ﻫﺫﻩ ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺭﺠﻡ :
-ﻓﺸل ﻜﺒﻴﺭ ﻝﻼﺩﺭﺍﻜﺎﺕ )(E1 → E6
-ﺍﺨﺘﻼﻻﺕ ﻋﻤﻴﻘﺔ ﺘﺘﻌﻠﻕ ﺒﺎﻝﻬﻭﺍﻤﺎﺕ )(E7 → E10
-ﺍﻀﻁﺭﺍﺒﺎﺕ ﻋﻤﻴﻘﺔ ﺘﺘﻌﻠﻕ ﺒﺎﻝﻌﻼﻗﺔ ﻤﻊ ﺍﻝﻤﻭﻀﻭﻉ ﻭ ﺍﻝﻬﻭﻴﺔ )(E11 → E16
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-ﺍﻀﻁﺭﺍﺒﺎﺕ ﺘﺭﺘﺒﻁ ﺒﻌﺩﻡ ﺘﻨﻅﻴﻡ ﺍﻝﻔﻜـﺭ ﻭ ﺍﻝﺨﻁـﺎﺏ )) (E17 → E20ﻤﻌـﺎﻝﻴﻡ ﺹShentoub / 46 :2010،
(V.1998: 72
ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ :
.1ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ :ﺘﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻤﻥ 30ﻁﺎﻝﺏ)ﺓ( ﺠﺎﻤﻌﻲ)ﺓ( ) %35ﺫﻜﻭﺭ %65 -ﺇﻨﺎﺙ( ،ﻴﺘﻭﺯﻋﻭﻥ ﺒﺎﻝﺘﺴﺎﻭﻱ ﻋﻠـﻰ
ﺍﻝﺘﺨﺼﺼﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭ ﺍﻷﺩﺒﻴﺔ ،ﻴﺘﺭﺍﻭﺡ ﺴﻨﻬﻡ ﻤﻥ 18ﺴﻨﺔ ﺍﻝﻰ 30ﺴﻨﺔ ، ،ﻭ ﺘﻡ ﻗﺒﻭل ﺍﻝﻁﻠﺒﺔ ﺍﻝﺫﻴﻥ ﺘﺘﻭﻓﺭ ﻓﻴﻬﻡ ﺍﻝﻤﻌﺎﻴﻴﺭ
ﺍﻝﺘﺎﻝﻴﺔ :
-ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺍﻝﺠﺎﻤﻌﻲ)ﺓ( ﻻﺯﺍل)ﺕ( ﻴﺯﺍﻭل ﺩﺭﺍﺴﺘﻪ ﻓﻲ ﻓﺘﺭﺓ ﺍﻝﺒﺤﺙ .
-ﺃﻥ ﻴﻜﻭﻥ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﻴﺨﻠﻭ ﻤﻥ ﻋﺎﻫﺎﺕ ﺃﻭ ﺇﻋﺎﻗﺎﺕ ﺠﺴﻤﻴﺔ ﺃﻭ ﺃﻤﺭﺍﺽ ﻋﻀﻭﻴﺔ
-ﺃﻥ ﻻ ﻴﻜﻭﻥ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﻴﻌﺎﻨﻲ ﻤﻥ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻋﻘﻠﻴﺔ ،ﺃﻭ ﺘﺤﺕ ﺘﺄﺜﻴﺭ ﻋﻼﺝ ﺩﻭﺍﺌﻲ.
-ﺍﺴﺘﺒﻌﺎﺩ ﻁﻠﺒﺔ " ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻌﻴﺎﺩﻱ" ﻝﻤﻌﺭﻓﺘﻬﻡ ﺍﻝﻤﺴﺒﻘﺔ ﺒﺎﻻﺨﺘﺒﺎﺭ ﻭ ﺇﺸﻜﺎﻝﻴﺔ ﻜل ﻝﻭﺤﺔ.
.2ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ : TATﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻭﻓﻕ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ:
-ﺘﺠﻬﻴﺯ ﺍﻝﻤﻜﺘﺏ ﺍﻝﻤﺨﺼﺹ ﻝﻠﻔﺤﺹ ،ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﻭﻀﻌﻴﺔ ﺍﻝﻔﺎﺤﺹ ﻤﻘﺎﺒل ﺍﻝﻤﻔﺤﻭﺹ ﻤﻥ ﺍﺠل ﺍﻝﻤﻼﺤﻅﺔ
-ﺘﺤﻀﻴﺭ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻭﻕ ﺍﻝﻤﻜﺘﺏ ،ﺒﺤﻴﺙ ﻴﺘﻡ ﻭﻀﻊ ﺍﻝﻠﻭﺤﺎﺕ ﻓﻭﻕ ﺍﻝﻤﻜﺘﺏ ﻤﺭﺘﺒﺔ ﻭ ﻤﻘﻠﻭﺒﺔ ﻤﻥ ﺍﻝﺠﻬـﺔ
ﺍﻝﻴﺴﺭﻯ ﻝﻠﻤﻜﺘﺏ.
-ﺇﺠﺭﺍﺀ ﺤﻭﺍﺭ ﻤﻊ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺒﺄﺨﺫ ﺒﻌﺽ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻷﻭﻝﻴﺔ ،ﻭ ﺸﺭﺡ ﺘﻌﻠﻴﻤﺔ ﺍﻻﺨﺘﺒﺎﺭ.
-ﺘﻘﺩﻴﻡ ﺍﻝﻠﻭﺤﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺠﻨﺱ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺴﺎﺒﻕ )ﺠﺩﻭل .(01
-ﺘﺴﺠﻴل ﻭﻗﺕ ﺍﻝﻜﻤﻭﻥ ،ﺯﻤﻥ ﻜل ﻝﻭﺤﺔ ،ﻗﺼﺹ ﺍﻝﻤﻔﺤﻭﺹ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﺠﺴﺩﻴﺔ ﻭ ﺍﻹﻴﻤﺎﺀﺍﺕ.
-ﺍﻝﺩﺭﺩﺸﺔ ﻤﻊ ﺍﻝﻁﺎﻝﺏ)ﺓ( ﺤﻭل ﺍﻻﺨﺘﺒﺎﺭ ،ﻭ ﺍﻨﻁﺒﺎﻉ)ﻫﺎ( ﺍﺘﺠﺎﻫﻪ ،ﻭ ﻤﺎﺫﺍ ﻴﻨﺘﻅﺭ ﻤﻥ ﺨﻼﻝﻪ ؟ ﻜﻨﻭﻉ ﻤـﻥ ﺍﻝﺘﺤﻀـﻴﺭ
ﻹﻨﻬﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻝﻔﺤﺹ.
ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ :
ﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻋﻠﻰ ﻋﻴﻨﺔ 30ﻁﺎﻝﺏ)ﺓ( ﺠﺎﻤﻌﻲ)ﺓ( ،ﻭ ﻤﻥ ﺨﻼل ﺍﺴﺘﻌﻤﺎل ﺸﺒﻜﺔ ﺍﻝﻔـﺭﺯ ل " ﻑ .
ﺸﻨﺘﻭﺏ" ) ﺘﻡ ﺍﺴﺘﻌﻤﺎل ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ل "ﻑ .ﺸﻨﺘﻭﺏ" ﻝﻌﺎﻡ 1990ﻨﻅـﺭﺍ ﻻﺴـﺘﻌﻤﺎﻝﻬﺎ ﻀـﻤﻥ ﻨﺸـﺎﻁﺎﺕ ﻤﺨﺒـﺭ
ﺍﻻﻨﺘﺭﻭﺒﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﺤﻠﻴﻠﻴﺔ ﻭ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﺭﻀﻲ ﺒﺠﺎﻤﻌﺔ ﺍﻝﺠﺯﺍﺌﺭ ، (2ﻭ ﻝﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﺘﻡ ﺍﻝﻤﺭﻭﺭ ﺒﻤﺭﺤﻠﺘﻴﻥ :
ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ :ﻤﻥ ﺨﻼل ﺘﻨﻘﻴﻁ ﺒﺭﻭﺘﻭﻜﻭل ﻜل ﻁﺎﻝﺏ)ﺓ( ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺸﺒﻜﺔ ﺍﻝﻔﺭﺯ ،ﻭ ﺫﻝﻙ ﺒﺘﺤﻠﻴل ﻗﺼﺔ ﻜل ﻝﻭﺤﺔ.
ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ :ﻤﻥ ﺨﻼل ﺘﺠﻤﻴﻊ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻓﻲ ﻜل ﺒﺭﻭﺘﻭﻜﻭل ﺒﺤﺴﺎﺏ ﺘﻜﺭﺍﺭﺍﺕ ﻜل ﺴﻴﺎﻕ ،ﺜـﻡ ﺘﺠﻤﻴـﻊ ﺍﻝﺴـﻴﺎﻗﺎﺕ
ﺍﻝﺸﺎﺌﻌﺔ ﺒﻴﻥ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ .
ﻭ ﻗﺩ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺎﻝﻴﺔ :
ﺠﺩﻭل ﺭﻗﻡ ) :(02ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺙ
ﺍﻝﻌﻴﻨﺔ
ﺍﻝﻤﺠﻤﻭﻉ ﺍﻹﻨﺎﺙ ﺍﻝﺫﻜﻭﺭ ﺍﻝﺴﻴﺎﻗﺎﺕ
%45.29 % 47.11 %41.22 ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ )(A
%14.83 %13.46 %17.85 ﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ )(B
%36.72 %37.27 %35.50 ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ )(C
%3.15 %2.13 %5.43 ﺴﻴﺎﻗﺎﺕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ )(E
%100 %100 %100 ﺍﻝﻤﺠﻤﻭﻉ
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ﻨﻼﺤﻅ ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل ) (2ﺘﻔﻭﻕ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ ) (Aﺒﻨﺴﺒﺔ ، %45.29ﺘﻠﻴﻬﺎ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨـﺏ ) (Cﺒﻨﺴـﺒﺔ
، %36.72ﺘﻠﻴﻬﺎ ﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ) (Bﺒﻨﺴﺒﺔ ، %14.83ﻭ ﺃﺨﻴﺭﺍ ﺴﻴﺎﻗﺎﺕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴـﺔ ) (Eﺒﻨﺴـﺒﺔ ، %3.15
ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻭﺠﻭﺩ ﺘﻔﺎﻭﺕ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭ ﺍﻹﻨﺎﺙ ﻤﻥ ﺤﻴﺙ ﻅﻬﻭﺭ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ.
ﺇﻥ ﻫﻴﻤﻨﺔ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ ) (Aﻭ ﺍﻝﺘﺠﻨﺏ ) (Cﻴﻌﻜﺱ ﻀﻌﻑ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺩﺍﺨﻠﻲ ﻭ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺨﺎﺭﺠﻲ ﻷﻓﺭﺍﺩ
ﺍﻝﻌﻴﻨﺔ ،ﺒﺤﻴﺙ ﺃﻥ ﻅﻬﻭﺭ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒـﺔ ) (Aﺒﻨﺴﺒﺔ %45.29ﺤﺎل ﺩﻭﻥ ﺘﻁﻭﻴﺭ ﺍﻝﻘﺼﺹ ﻭ ﺍﻝﺘﺠﺎﻭﺏ ﻤـﻊ ﻤﺜﻴﺭﺍﺘﻬـﺎ
ﺍﻝﻜﺎﻤﻨﺔ .
ﺠﺩﻭل ﺭﻗﻡ ) :(03ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﺭﻗﺎﺒﺔ )(A
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﺭﻗﺎﺒﺔ )(A
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ
%0.21 %0.19 % 0.25 ﻗﺼﺔ ﺘﻘﺘﺭﺏ ﻤﻥ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﻤﺄﻝﻭﻑ )(A1.1
%12.61 %10.12 %18.95 ﺍﻝﻠﺠﻭﺀ ﺇﻝﻰ ﻤﺼﺎﺩﺭ ﺃﺩﺒﻴﺔ،ﺃﻭ ﺜﻘﺎﻓﻴﺔ )(A1.2
%0.09 %0.09 %0.08 ﺇﺩﻤﺎﺝ ﻤﺼﺎﺩﺭ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺍﻝﺤﺱ ﺍﻝﻤﺸﺘﺭﻙ)(A1.3
%28.96 %30.74 %24.45 ﻭﺼﻑ ﻤﻊ ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﺘﻔﺎﺼﻴل)(A2.1
%3.91 %4.03 %3.63 ﺘﺒﺭﻴﺭ ﺍﻝﺘﻔﺴﻴﺭ ﺒﺄﺠﺯﺍﺀ ﺍﻝﻠﻭﺤﺔ)(A2.2
%14.69 %14.89 %1.77 ﺘﺤﻔﻅﺎﺕ ﻜﻼﻤﻴﺔ)(A2.3
%2.58 %2.89 %1.77 ﺍﺒﺘﻌﺎﺩ ﺯﻤﺎﻨﻲ ﻤﻜﺎﻨﻲ)(A2.4
%0.74 %0.76 %0.65 ﺘﻭﻀﻴﺤﺎﺕ ﺭﻗﻤﻴﺔ )(A2.5
%1.88 %1.06 %3.94 ﺘﺫﺒﺫﺏ ﺒﻴﻥ ﺘﻔﺴﻴﺭﺍﺕ ﻤﺨﺘﻠﻔﺔ )(A2.6
%0.97 %0.99 %0.93 ﺫﻫﺎﺏ ﻭ ﺇﻴﺎﺏ ﺒﻴﻥ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻨﺯﻭﻱ ﻭ ﺍﻝﺩﻓﺎﻉ)(A2.7
%4.68 %5.06 %3.72 ﺘﻜﺭﺍﺭ ﻭ ﺍﺠﺘﺭﺍﺭ)(A2.8
%0.95 %0.73 %1.52 ﺇﻝﻐﺎﺀ)(A2.9
%5.47 %7.16 %1.18 ﺘﻜﻭﻴﻥ ﻋﻜﺴﻲ)(A2.10
%0.86 %0.79 %1.01 ﺇﻨﻜﺎﺭ)(A2.11
%4.80 %4.56 %5.41 ﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻝﺨﻴﺎل)(A2.12
%0.74 %0.59 %1.09 ﻋﻘﻠﻨﺔ ،ﺘﺠﺭﻴﺩ ،ﺘﺭﻤﻴﺯ)(A2.13
%1.69 %1.69 %1.69 ﺘﻐﻴﻴﺭ ﻤﻔﺎﺠﺊ ﻝﻠﻘﺼﺔ)(A2.14
%2.46 %2.49 %2.36 ﻋﺯل ﺍﻝﻌﻨﺎﺼﺭ ﺃﻭ ﺍﻷﺸﺨﺎﺹ)(A2.15
%2.86 %2.13 %4.73 ﺠﺯﺀ ﻤﺴﺘﺤﻀﺭ ﻭ ﻏﻴﺭ ﻤﻭﻅﻑ)(A2.16
%7.95 %8.56 %6.42 ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺩﺍﺨﻠﻴﺔ)(A2.17
%0.83 %0.36 %2.03 ﺘﻌﺒﻴﺭ ﻤﺼﻐﺭ ﻋﻥ ﺍﻝﻌﻭﺍﻁﻑ)(A2.18
%100 %100 %100 ﺍﻝﻤﺠﻤﻭﻉ
ﻭ ﺘﻤﺜﻠﺕ ﺍﻝﺭﻗﺎﺒﺔ ﻓﻲ ﻭﺠﻭﺩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﺤﺴﺏ ﺤﻀﻭﺭﻫﺎ ﺍﻝﻜﻤﻲ :
-ﺍﻝﻭﺼﻑ ﻤﻊ ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﺘﻔﺎﺼﻴل ) :(A2.1ﻝﻤﻨﻊ ﻅﻬﻭﺭ ﺍﻝﺘﺩﺍﻋﻴﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻠﻭﺤﺎﺕ
-ﺍﻝﺘﺤﻔﻅﺎﺕ ﺍﻝﻜﻼﻤﻴﺔ ) :(A2.3ﺒﻬﺩﻑ ﺇﻋﺎﻗﺔ ﺍﻝﺘﺼﻭﺭﺍﺕ ﻭ ﺍﻝﻌﻭﺍﻁﻑ ﺍﻝﺘﻲ ﺃﺜﺎﺭﺘﻬﺎ ﺍﻝﻠﻭﺤﺎﺕ ﻤﻥ ﺍﻝﻅﻬﻭﺭ ﻜﻭﻨﻬـﺎ ﻤﺼـﺩﺭ
ﻝﻠﻘﻠﻕ ،ﻭ ﻫﻭ ﻤﺎ ﻜﺎﻥ ﻋﻨﺩ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﺫﻜﻭﺭ.
-ﺍﻝﻠﺠﻭﺀ ﺇﻝﻰ ﻤﺼﺎﺩﺭ ﺃﺩﺒﻴﺔ ﺃﻭ ﺜﻘﺎﻓﻴﺔ ﺃﻭ ﺍﺠﺘﻤﺎﻋﻴﺔ ) :(A1.2ﻭ ﺫﻝﻙ ﻋﻨﺩ ﺍﻝﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺎﺙ ﻝﺘﺠﻨﺏ ﻤﺜﻴﺭﺍﺕ ﺍﻝﻠﻭﺤـﺔ
ﺍﻝﻜﺎﻤﻨﺔ .
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ﻜﻤﺎ ﺃﻥ ﻅﻬﻭﺭ " ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺩﺍﺨﻠﻴﺔ ") :(A2.17ﺍﻅﻬﺭ ﺇﻤﻜﺎﻨﻴﺔ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﺍﺭﺼﺎﻥ
ﺍﻝﺼﺭﺍﻉ ﺍﻝﻨﺯﻭﻱ ،ﺃﻱ ﺍﻝﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻝﺒﻨﻴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺸﻌﻭﺭﻴﺔ ﻭ ﺍﻝﻼﺸﻌﻭﺭﻴﺔ ،ﻓﻲ ﺤﻴﻥ ﻅﻬﺭﺕ ﺒﻘﻴﺔ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺨﺎﺼـﺔ
ﺒﺎﻝﺭﻗﺎﺒﺔ ﺒﻨﺴﺏ ﻤﻨﺨﻔﻀﺔ ﺘﻜﺎﺩ ﺘﻨﻌﺩﻡ ﺃﺤﻴﺎﻨﺎ.
ﺃﻤﺎ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ) (Cﻭ ﺍﻝﺘﻲ ﻅﻬﺭﺕ ﺒﻨﺴﺒﺔ %36.72ﻋﻨﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺒﻬﺩﻑ ﻤﺤﺎﻭﻝﺔ ﺘﺠﻨﺏ ﺍﻝﺼـﺭﺍﻋﺎﺕ
ﺍﻝﺘﻲ ﺘﺜﻴﺭﻫﺎ ﻝﻭﺤﺎﺕ ﺍﻻﺨﺘﺒﺎﺭ ،ﺒﺤﻴﺙ ﻁﻐﺕ ﺴﻴﺎﻗﺎﺕ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ ) (CFﺒﻨﺴﺒﺔ ، 40.93%ﺘﻠﻴﻬـﺎ ﺍﻝﺴـﻴﺎﻗﺎﺕ
ﺍﻝﺨﻭﺍﻓﻴﺔ) (CPﺒﻨﺴﺒﺔ ،29.94%ﺜﻡ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ ) (CCﻭ ﺍﻝﻨﺭﺠﺴﻴﺔ ) (CNﺒﻨﺴﺒﺔ 16.38%ﻭ 11.61%ﻋﻠﻰ
ﺍﻝﺘﻭﺍﻝﻲ ،ﻭ ﺃﺨﻴﺭﺍ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻬﻭﺴﻴﺔ ) (CMﺒﻨﺴﺒﺔ . 01.11%
ﺠﺩﻭل ﺭﻗﻡ ) :(04ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﺘﺠﻨﺏ )(C
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﺘﺠﻨﺏ )(C
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ
29.94% 35.66% 16.6% ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺨﻭﺍﻓﻴﺔ )(CP
11.61% 09.01% 17.68% ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﺭﺠﺴﻴﺔ)(CN
01.11% 01.09% 01.17% ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﻬﻭﺴﻴﺔ)(CM
16.38% 13.55% 22.98% ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺴﻠﻭﻜﻴﺔ)(CC
40.93% 40.67% 41.55% ﺴﻴﺎﻗﺎﺕ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ)(CF
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﺇﻥ ﻨﺴﺒﺔ ﻅﻬﻭﺭ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ) ": (CFﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ" ﺘﻌﻜﺱ ﺼﻌﻭﺒﺔ ﺒﻠﻭﺭﺓ ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻝﻨﻔﺴـﻴﺔ
ﺍﻝﺩﺍﺨﻠﻴﺔ ،ﺒﺤﻴﺙ ﺃﻥ ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭﻱ ) (CF1ﻭ ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﻭ ﺍﻝﻌﻤﻠﻴﺔ ) (CF2ﺒﺘﻘﺩﻴﻡ ﻗﺼﺹ
ﺫﺍﺕ ﻁﺎﺒﻊ ﺸﺨﺼﻲ ) (Placageﻴﻌﺒﺭ ﻋﻥ ﻭﺍﻗﻊ ﺩﺍﺨﻠﻲ ﻴﺘﻤﻴﺯ ﺒﺎﻝﻌﺠﺯ.
ﺠﺩﻭل ﺭﻗﻡ ) :(05ﺃﺴﺎﻝﻴﺏ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ )(CF
ﺍﻝﻤﺠﻤﻭﻉ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺃﺴﺎﻝﻴﺏ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ )(CF
ﺇﻨﺎﺙ ﺫﻜﻭﺭ
44.92% 50.82% 31.44% ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭﻱ )(CF1
38.66% 35.81% 45.15% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﻭ ﺍﻝﻌﻤﻠﻴﺔ )(CF2
08.06% 05.27% 14.42% ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻔﻌل )(CF3
05.18% 04.86% 03.07% ﻝﺠﻭﺀ ﺇﻝﻰ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺨﺎﺭﺠﻴﺔ )(CF4
03.16% 03.20% 05.91% ﻋﻭﺍﻁﻑ ﻅﺭﻓﻴﺔ )(CF5
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﻭ ﻫﻭ ﻤﺎ ﻋﻜﺴﺘﻪ ﺃﻴﻀﺎ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ﺍﻝﻨﺭﺠﺴﻴﺔ ) (CNﻤﻥ ﺨﻼل ﺒﺭﻭﺯ ﺴﻴﺎﻗﺎﺕ :ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠـﻰ ﺍﻝﺨﺼـﺎﺌﺹ
ﺍﻝﺤﺴﻴﺔ ) ، (CN5ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻻﻨﻁﺒﺎﻉ ﺍﻝﺫﺍﺘﻲ ) ، (CN1ﻤﺼﺎﺩﺭ ﺸﺨﺼﻴﺔ ﺫﺍﺘﻴﺔ ) ،(CN2ﺒﺤﻴﺙ ﻅﻬﺭﺕ ﻫﺫﻩ ﺍﻝﺴـﻴﺎﻗﺎﺕ
ﺍﻝﻨﺭﺠﺴﻴﺔ ﻋﻨﺩ ﺍﻝﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺎﺙ ﻝﺘﻐﻁﻴﺔ ﺍﻝﻨﻘﺎﺌﺹ ﻭ ﺍﻝﻔﺭﺍﻏﺎﺕ ﺍﻝﻌﺎﻁﻔﻴﺔ.
75
2014 אد/17د א مא وא
ﺠﺩﻭل ﺭﻗﻡ ) :(06ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﻨﺭﺠﺴﻴﺔ )(CN
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﻨﺭﺠﺴﻴﺔ )(CN
29.44% 27.57% 31.66% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻻﻨﻁﺒﺎﻉ ﺍﻝﺫﺍﺘﻲ )(CN1
14.97% 14.42% 14.44% ﻤﺼﺎﺩﺭ ﺸﺨﺼﻴﺔ ﺫﺍﺘﻴﺔ )(CN2
5.07% 7.94% 1.66% ﻋﺎﻁﻔﺔ ﻤﻌﻨﻭﻨﺔ )(CN3
11.16% 16.82% 4.44% ﻫﻴﺄﺓ ﺘﺩل ﻋﻠﻰ ﺍﻝﻌﻭﺍﻁﻑ )(CN4
30.71% 21.96% 41.11% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺤﺴﻴﺔ )(CN5
1.01% 1.40% 0.55% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺭﺼﺩ ﺍﻝﺤﺩﻭﺩ )(CN6
0.25% 00% 0.55% ﻋﻼﻗﺎﺕ ﻤﺭﺁﺘﻴﺔ )(CN7
02.50% 1.40% 3.88% ﺇﻅﻬﺎﺭ ﻻﺌﺤﺔ )(CN8
02.28% 3.73% 0.55% ﻨﻘﺩ ﺫﺍﺘﻲ )(CN9
02.50% 3.73% 1.11% ﺃﺠﺯﺍﺀ ﻨﺭﺠﺴﻴﺔ )(CN10
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﻜﻤﺎ ﺃﻥ ﺒﺭﻭﺯ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺨﻭﺍﻓﻴﺔ ) (CPﺨﺎﺼﺔ :ﺍﻝﺘﻭﻗﻔﺎﺕ ﺩﺍﺨل ﺍﻝﻘﺼﺔ ) ،(CP1ﺍﺴﺘﺤﻀﺎﺭ ﻋﻨﺎﺼﺭ ﻤﻘﻠﻘﺔ
ﻤﺴﺒﻭﻗﺔ ﻭ ﻤﺘﺒﻭﻋﺔ ﺒﺘﻭﻗﻔﺎﺕ) ، (CP6ﺍﻝﻤﻴل ﺇﻝﻰ ﺍﻝﺭﻓﺽ ) ،(CP5ﻜل ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺃﻅﻬﺭﺕ ﺤﺴﺎﺴﻴﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻝﻠﻭﺤﺎﺕ
ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺘﻲ ﺘﺜﻴﺭ ﺼﺭﺍﻉ ﻴﻬﺩﺩ ﺍﻝﺘﻭﺍﺯﻥ ﺍﻝﻨﻔﺴﻲ ،ﻝﺫﺍ ﻜﺎﻥ ﺍﺭﺘﻔﺎﻉ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻜﻭﺴﻴﻠﺔ ﻝﻀﻤﺎﻥ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻝﻨﻔﺴﻲ .
ﻭ ﻅﻬﻭﺭ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﻋﻨﺩ ﺍﻹﻨﺎﺙ ﺃﻜﺜﺭ ﻤﻨﻪ ﻝﺩﻯ ﺍﻝﺫﻜﻭﺭ ﻴﻌﻭﺩ ﺇﻝﻰ ﻗﻤﻊ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻨﺯﻭﻴﺔ ﺒﻔﻌل ﺍﻝﻀﻐﻭﻁ ﺍﻝﺨﺎﺭﺠﻴـﺔ
ﻋﻨﺩ ﺍﻹﻨﺎﺙ ) ﺍﻝﻤﺠﺘﻤﻊ ،ﺍﻷﺴﺭﺓ ،ﺍﻝﺩﻴﻥ.....ﺍﻝﺦ( ،ﻓﻲ ﺤﻴﻥ ﺃﻥ ﻅﻬﻭﺭ ﺴﻴﺎﻕ "ﺍﻝﻤﻴل ﺍﻝﻌﺎﻡ ﻝﻠﺘﻘﺼﻴﺭ") (CP2ﺒﻨﺴﺒﺔ ﻤﺭﺘﻔﻌـﺔ
ﻝﺩﻯ ﺍﻝﺫﻜﻭﺭ ﻴﻌﻜﺱ ﻤﺩﻯ ﺭﻏﺒﺔ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺫﻜﻭﺭ ﻓﻲ ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ ﻭ ﻤﺜﻴﺭﺍﺘﻪ ﺍﻝﻤﻘﻠﻘﺔ.
ﺠﺩﻭل ﺭﻗﻡ ) :(07ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺨﻭﺍﻓﻴﺔ )(CP
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺨﻭﺍﻓﻴﺔ )(CP
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ
30.01% 30.46% 27.81% ﺯﻤﻥ ﻜﻤﻭﻥ ﻁﻭﻴل ،ﺘﻭﻗﻔﺎﺕ ﺩﺍﺨل ﺍﻝﻘﺼﺔ)(CP1
09.74% 04.84% 34.31% ﻤﻴل ﻋﺎﻡ ﻝﻠﺘﻘﺼﻴﺭ)(CP2
05.21% 05.31% 04.73% ﻋﺩﻡ ﺍﻝﺘﻌﺭﻴﻑ ﺒﺎﻷﺸﺨﺎﺹ)(CP3
08.16% 08.97% 04.14% ﺼﺭﺍﻋﺎﺕ ﺒﺩﻭﻥ ﺘﻭﻀﻴﺢ ﺍﻝﺩﻭﺍﻓﻊ)(CP4
21.94% 22.43% 19.52% ﻀﺭﻭﺭﺓ ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ،ﺍﻝﻤﻴل ﺇﻝﻰ ﺍﻝﺭﻓﺽ)(CP5
24.90% 27.98% 09.46% ﺍﺴﺘﺤﻀﺎﺭ ﻋﻨﺎﺼﺭ ﻤﻘﻠﻘﺔ ﻤﺘﺒﻭﻋﺔ ﺃﻭ ﻤﺴﺒﻭﻗﺔ ﺒﺘﻭﻗﻔﺎﺕ)(CP6
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﺃﻤﺎ ﺒﺭﻭﺯ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺴﻠﻭﻜﻴﺔ ) (CCﻭ ﺍﻝﻬﻭﺴﻴﺔ ) (CMﻓﻜﺎﻥ ﻜﻤﺤﺎﻭﻝﺔ ﻝﻠﻬﺭﻭﺏ ﻤﻥ ﻤﺜﻴﺭﺍﺕ ﺍﻝﻠﻭﺤﺔ ﻤـﻥ
ﺠﻬﺔ ) ﺍﻹﻴﻤﺎﺀﺍﺕ ﻭ ﺍﻝﺘﻌﺎﺒﻴﺭ ﺍﻝﺠﺴﺩﻴﺔ ، CC1ﺍﻨﺘﻘﺎﺩ ﺍﻷﺩﺍﺓ ،CC3ﺍﻝﺴﺨﺭﻴﺔ ، CC4ﺍﻻﺴﺘﺨﻔﺎﻑ ﻭ ﺍﻝﻠﻑ ﻭ ﺍﻝﺩﻭﺭﺍﻥ، (CM3
ﻭ ﺒﻬﺩﻑ ﺍﻝﺒﺤﺙ ﻋﻥ ﺴﻨﺩ ﺨﺎﺭﺠﻲ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻤﻥ ﺨﻼل :ﺍﺴﺘﺜﻤﺎﺭ ﻓﺎﺌﻕ ﻝﻭﻅﻴﻔﺔ ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠـﻰ ﺍﻝﻤﻭﻀـﻭﻉ ،CM1
ﺍﻝﻁﻠﺒﺎﺕ ﺍﻝﻤﻭﺠﻬﺔ ﻝﻠﻔﺎﺤﺹ ، CC2ﻭ ﺘﻌﻜﺱ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺔ ﻝﻠﺴﻨﺩ ﺃﻫﻤﻴﺔ ﺍﻝﻤﺤﻴﻁ ﺍﻝﺨﺎﺭﺠﻲ ﻝﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ.
76
2014 אد/17د א مא وא
ﺠﺩﻭل ﺭﻗﻡ ) :(08ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺴﻠﻭﻜﻴﺔ ) (CCﻭ ﺍﻝﻬﻭﺴﻴﺔ)(CM
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ
37.84% 57.14% 11.53% ﺤﺭﻜﺎﺕ،ﺇﻴﻤﺎﺀﺍﺕ،ﺘﻌﺎﺒﻴﺭ ﺠﺴﺩﻴﺔ)(CC1
09.89% 07.45% 13.24% ﻁﻠﺒﺎﺕ ﻤﻭﺠﻬﺔ ﻝﻠﻔﺎﺤﺹ)(CC2
ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺴﻠﻭﻜﻴﺔ
20.68% 12.73% 31.62% ﺍﻨﺘﻘﺎﺩ ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﻝﻭﻀﻌﻴﺔ)(CC3
)(CC
25.53% 18.32% 35.47% ﺴﺨﺭﻴﺔ ،ﺍﺴﺘﻬﺯﺍﺀ)(CC4
05.93% 04.34% 08.11% ﻏﻤﺯ ﺍﻝﻔﺎﺤﺹ)(CC5
26.31% 30.76% 16.66% ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻉ)(CM1
ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺠﻨﺏ ﺍﻝﻬﻭﺴﻴﺔ
21.05% 30.76% 00% ﻤﺜﻠﻨﺔ ﺍﻝﻤﻭﻀﻭﻉ)(CM2)(+،-
)(CM
52.63% 38.46% 83.33% ﺍﺴﺘﺨﻔﺎﻑ،ﻝﻑ ﻭ ﺩﻭﺭﺍﻥ)(CM3
ﻓﻜﺎﻥ ﻤﻨﺨﻔﻀﺎ ﻨﻅﺭﺍ ﻝﻬﻴﻤﻨﺔ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ ﻭ ﺍﻝﺘﺠﻨﺏ ،ﻭ ﺃﻤﺎ ﻅﻬﻭﺭ ﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ) (Bﺒﻨﺴﺒﺔ %14.83
ﻅﻬﺭﺕ ﺍﻝﻤﺭﻭﻨﺔ ﺒﻜﺜﺭﺓ ﻤﻥ ﺨﻼل ﺴﻴﺎﻕ " B2.1ﺍﻝﺩﺨﻭل ﺍﻝﻤﺒﺎﺸﺭ ﻓﻲ ﺍﻝﺘﻌﺒﻴﺭ " ،ﻭ ﺍﻝﺫﻱ ﻴﻔﺴﺭ ﺍﻻﺭﺘﻜﺎﺯ ﻜﺜﻴﺭﺍ ﻋﻠﻰ
ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭﻱ ﻝﻠﻭﺤﺎﺕ ) ﺴﻴﺎﻗﺎﺕ ﺍﺴﺘﺜﻤﺎﺭ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺨﺎﺭﺠﻲ ، CFﺍﻝﻭﺼﻑ ﻤﻊ ﺍﻝﺘﻤﺴﻙ ﺒﺎﻝﺘﻔﺎﺼﻴل ،A2.1ﻗﺼﺹ
ﻤﻨﺴﻭﺠﺔ ﻋﻠﻰ ﺍﺨﺘﺭﺍﻉ ﺸﺨﺼﻲ (B1.1ﺩﻭﻥ ﺍﻝﻐﻭﺹ ﻓﻲ ﺇﺸﻜﺎﻝﻴﺔ ﻜل ﻝﻭﺤﺔ .
ﺠﺩﻭل ﺭﻗﻡ ) :(09ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﻤﺭﻭﻨﺔ )(B
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺍﻝﻤﺠﻤﻭﻉ
ﺇﻨﺎﺙ ﺫﻜﻭﺭ ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﻤﺭﻭﻨﺔ )(B
14.30% 13.40% 15.82% ﻗﺼﺔ ﻤﻨﺴﻭﺠﺔ ﻋﻠﻰ ﺍﺨﺘﺭﺍﻉ ﺸﺨﺼﻲ)(B1.1
7.95% 9.79% 4.10% ﺇﺩﺨﺎل ﺃﺸﺨﺎﺹ ﻏﻴﺭ ﻤﺸﻜﻠﻴﻥ ﻓﻲ ﺍﻝﺼﻭﺭﺓ)(B1.2
2.26% 2.68% 1.56% ﺘﻘﻤﺼﺎﺕ ﻤﺭﻨﺔ ﻭ ﻤﻨﺘﺸﺭﺓ)(B1.3
5.91% 8.04% 2.34% ﺘﻌﺒﻴﺭﺍﺕ ﻝﻔﻅﻴﺔ ﻋﻥ ﻋﻭﺍﻁﻑ ﻤﺘﻐﻴﺭﺓ)(B1.4
21.67% 29.02% 09.37% ﺩﺨﻭل ﻤﺒﺎﺸﺭ ﻓﻲ ﺍﻝﺘﻌﺒﻴﺭ)(B2.1
2.84% 3.26% 2.14% ﻗﺼﺔ ﺫﺍﺕ ﻤﻘﺎﻁﻊ،ﺘﺨﺭﻴﻑ ﺒﻌﻴﺩ ﻋﻥ ﺍﻝﺼﻭﺭﺓ)(B2.2
5.40% 7.10% 2.53% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ)(B2.3
2.11% 3.14% 0.39% ﺘﻌﺒﻴﺭ ﻝﻔﻅﻲ ﻋﻥ ﻋﻭﺍﻁﻑ ﻗﻭﻴﺔ ﻭ ﻤﺒﺎﻝﻐﺔ)(B2.4
0.43% 0.46% 0.39% ﺘﻬﻭﻴل)(B2.5
2.84% 3.14% 2.34% ﺘﻨﺎﻭﺏ ﺒﻴﻥ ﺤﺎﻻﺕ ﺍﻨﻔﻌﺎﻝﻴﺔ ﻤﺘﻌﺎﺭﻀﺔ)(B2.6
5.54% 1.28% 12.69% ﺫﻫﺎﺏ ﻭ ﺇﻴﺎﺏ ﺒﻴﻥ ﺭﻏﺒﺎﺕ ﻤﺘﻨﺎﻗﻀﺔ ،ﺘﺤﻘﻴﻕ ﺴﺤﺭﻱ ﻝﻠﺭﻏﺒﺔ)(B2.7
7.29% 1.04% 17.77% ﺘﻌﻠﻴﻘﺎﺕ ،ﺘﻌﺠﺒﺎﺕ ،ﺘﻘﺩﻴﺭﺍﺕ ﺫﺍﺘﻴﺔ)(B2.8
3.86% 2.44% 6.25% ﺜﺒﻭﺕ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺠﻨﺴﻲ ،ﺭﻤﺯﻴﺔ ﺸﻔﺎﻓﺔ)(B2.9
2.11% 1.98% 2.34% ﺘﻌﻠﻕ ﺒﺠﺯﺍﺀ ﻨﺭﺠﺴﻴﺔ ﺫﺍﺕ ﻤﻴل ﻋﻼﺌﻘﻲ)(B2.10
2.77% 3.03% 2.34% ﻋﺩﻡ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻝﺘﻘﻤﺼﺎﺕ)(B2.11
8.75% 5.47% 14.25% ﺘﺸﺩﻴﺩ ﻋﻠﻰ ﻤﻭﻀﻭﻉ :ﻫﺭﻭﺏ،ﻗﻭل،ﺠﺭﻱ،ﺫﻫﺎﺏ)(B2.12
4.16% 4.66% 3.32% ﺤﻀﻭﺭ ﻤﻭﺍﻀﻴﻊ ﺍﻝﺨﻭﻑ،ﺍﻝﻜﺎﺭﺜﺔ ﻓﻲ ﺴﻴﺎﻕ ﻤﻥ ﺍﻝﺘﻬﻭﻴل)(B2.13
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﻭ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﺴﻴﺎﻗﺎﺕ ﺍﻝﻤﺭﻭﻨﺔ ) (Bﺘﺘﻌﻠﻕ ﺒﺎﻝﺼﺭﺍﻉ ﺍﻝﻌﻼﺌﻘﻲ ،ﻭ ﺫﻝﻙ ﺒﺎﻝﺘﻌﺒﻴﺭ ﻋـﻥ ﺍﻝﺼـﺭﺍﻉ ﻤـﻥ ﺨـﻼل
ﻭﻀﻌﻴﺎﺕ ﻋﻼﺌﻘﻴﺔ ،ﺇﻻ ﺃﻥ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺩل ﻋﻠﻰ ﺫﻝﻙ ﺨﺎﺼﺔ ﺴﻴﺎﻕ "ﺍﻝﺘﺸﺩﻴﺩ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ") (B2.3ﻗﺩ
77
2014 אد/17د א مא وא
ﻅﻬﺭ ﺒﻨﺴﺒﺔ ﻤﻨﺨﻔﻀﺔ ﻨﻅﺭﺍ ﻝﺘﺠﻨﺏ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﺸﺨﺎﺹ ﻓﻲ ﺍﻻﺨﺘﺒﺎﺭ ،ﻭ ﻫﻭ ﻤﺎ ﻴﻌﻜﺱ ﺼﻌﻭﺒﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻨﺸـﺎﻁ
ﺍﻝﻔﻜﺭﻱ ﻻﺭﺼﺎﻥ ﺍﻝﺼﺭﺍﻋﺎﺕ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﻨﻔﺴﻲ ،ﻭ ﻫﻭ ﻤﺎ ﻴﺘﺠﻠﻰ ﺃﻴﻀﺎ ﻤﻥ ﺨﻼل ﻨﺴﺒﺔ ﺴﻴﺎﻕ ﺍﻝﺘﺠﻨﺏ " ﺼـﺭﺍﻋﺎﺕ
ﺩﻭﻥ ﺘﻭﻀﻴﺢ ﺍﻝﺩﻭﺍﻓﻊ " )(CP4
ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺒﺭﻭﺯ ﺴﻴﺎﻗﺎﺕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ ) (Eﺒﻨﺴﺒﺔ %3.15ﻜﺎﻥ ﺒﻬﺩﻑ ﺩﻓﺎﻋﻲ ﻋﻨﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨـﺔ ،ﺒﺤﻴـﺙ
ﻁﻐﺕ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺭﺠﻡ "ﻋﺩﻡ ﺘﻨﻅﻴﻡ ﺍﻝﺘﻔﻜﻴﺭ ﻭ ﺍﻝﺨﻁﺎﺏ" ) (E17 → E20ﻭ ﺍﻝﺘﻲ ﻫﻲ ﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻝﻀـﻐﻁ ﺍﻝﻬـﻭﺍﻤﻲ
ﺍﻝﺫﻱ ﻴﻀﻌﻑ ﺍﻝﺩﻓﺎﻉ ﻭ ﻴﺅﺩﻱ ﺇﻝﻰ ﻀﻌﻑ ﺍﻝﺘﻤﺎﺴﻙ ﺍﻝﻠﻐﻭﻱ ﺍﻻﺘﺼﺎﻝﻲ ﻭ ﺘﺸﻭﻴﺵ ﺍﻝﺼﺭﺍﻋﺎﺕ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﻲ
ﺘﺘﺭﺠﻡ "ﻓﺸل ﺍﻻﺩﺭﺍﻜﺎﺕ" ) (E1 → E6ﻭ ﺍﻝﺘﻲ ﺍﺴﺘﻬﺩﻓﺕ ﺇﻨﻜﺎﺭ ﻤﺜﻴﺭﺍﺕ ﺍﻝﻠﻭﺤﺔ ﻭ ﻝﻴﺱ ﺘﺤﺭﻴﻑ ﺍﻝﻭﺍﻗﻊ ،ﻨﻅـﺭﺍ ﻻﻗﺘـﺭﺍﻥ
ﻭﺠﻭﺩﻫﺎ ﻤﻊ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺭﻗﺎﺒﺔ ﺍﻝﺘﺎﻝﻴﺔ :ﺍﻹﻨﻜﺎﺭ ،A2.11ﺘﺒﺭﻴﺭ ﺍﻝﺘﻔﺴﻴﺭ ﺒﺄﺠﺯﺍﺀ ﻤﻥ ﺍﻝﻠﻭﺤﺔ ،A2.2ﺘﺫﺒﺫﺏ ﺒـﻴﻥ ﺘﻔﺴـﻴﺭﺍﺕ
ﻤﺨﺘﻠﻔﺔ ،A2.6ﺍﻝﺫﻫﺎﺏ ﻭ ﺍﻹﻴﺎﺏ ﺒﻴﻥ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﻨﺯﻭﻱ ﻭ ﺍﻝﺩﻓﺎﻉ .A2.7ﻭ ﻤﻊ ﺴﻴﺎﻗﺎﺕ ﺍﻝﺘﺠﻨﺏ ﺍﻝﺘﺎﻝﻴﺔ :ﺍﺴﺘﺤﻀﺎﺭ ﻋﻨﺎﺼﺭ
ﻤﻘﻠﻘﺔ ،CP6ﺍﻨﺘﻘﺎﺩ ﺍﻷﺩﺍﺓ .CC4
ﺠﺩﻭل ﺭﻗﻡ ) :(10ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ )(E
ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ
ﺃﺴﺎﻝﻴﺏ ﺴﻴﺎﻕ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻷﻭﻝﻴﺔ )(E
ﺍﻝﻤﺠﻤﻭﻉ ﺇﻨﺎﺙ ﺫﻜﻭﺭ
1.03% 0.73% 1.29% ﻋﺩﻡ ﺇﺩﺭﺍﻙ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﻅﺎﻫﺭﻱ )(E1
3.78% 2.20% 5.16% ﺇﺩﺭﺍﻙ ﺃﺠﺯﺍﺀ ﻨﺎﺩﺭﺓ ﺃﻭ ﻏﺭﻴﺒﺔ )(E2
6.52% 12.5% 1.29% ﺘﺒﺭﻴﺭﺍﺕ ﺘﻌﺴﻔﻴﺔ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺃﺠﺯﺍﺀ )(E3
0.68% 0.73% 0.64% ﻤﺩﺭﻜﺎﺕ ﺨﺎﻁﺌﺔ )(E4
6.87% 3.67% 9.67% ﻤﺩﺭﻜﺎﺕ ﺤﺴﻴﺔ )(E5
10.30% 16.91% 4.51% ﺇﺩﺭﺍﻙ ﻤﻭﺍﻀﻴﻊ ﻤﻔﻜﻜﺔ)ﺃﺸﺨﺎﺹ ﻤﺭﻀﻰ ،ﻤﺸﻭﻫﻭﻥ()(E6
5.15% 8.82% 1.93% ﻋﺩﻡ ﺘﻼﺅﻡ ﺒﻴﻥ ﻤﻭﻀﻭﻉ ﺍﻝﻘﺼﺔ ﻭ ﺍﻝﻤﻨﺒﻪ )(E7
3.43% 2.94% 3.87% ﺘﻌﺒﻴﺭﺍﺕ ﻓﻅﺔ)ﺠﻨﺴﻴﺔ ﺃﻭ ﻋﺩﻭﺍﻨﻴﺔ()(E8
5.49% 8.08% 3.22% ﻋﻭﺍﻁﻑ ﻗﻭﻴﺔ ﺘﺭﺘﺒﻁ ﺒﺎﻝﻌﺠﺯ،ﺍﻝﺨﻭﻑ،ﺍﻝﻤﻭﺕ،ﺍﻝﺘﺩﻤﻴﺭ،ﺍﻻﻀﻁﻬﺎﺩ )(E9
0.68% 1.47% 00% ﺍﻝﻤﻭﺍﻅﺒﺔ )(E10
1.03% 00% 1.93% )(E11ﺘﺩﺍﺨل ﺍﻷﺩﻭﺍﺭ
0.34% 0.73% 00% ﻋﺩﻡ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻝﺤﺩﻭﺩ )(E12
5.84% 2.20% 9.03 ﺍﺨﺘﻼل ﺍﻝﺘﺘﺎﺒﻊ ﺍﻝﺯﻤﺎﻨﻲ ﻭ/ﺃﻭ ﺍﻝﻤﻜﺎﻨﻲ )(E13
4.81% 5.14% 4.51% ﺇﺩﺭﺍﻙ ﻤﻭﻀﻭﻉ ﺸﺭﻴﺭ)(E14
0.68% 1.47% 00% ﺍﻨﺸﻁﺎﺭ ﺍﻝﻤﻭﻀﻭﻉ )(E15
6.52% 11.76% 1.93% ﺒﺤﺙ ﺘﻌﺴﻔﻲ ﻋﻥ ﻤﻐﺯﻯ ﺍﻝﺼﻭﺭﺓ ﻭ/ﺍﻭ ﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﺠﺴﻡ ﻭ ﺍﻝﻭﺠﻪ )(E16
9.62% 5.14% 13.54% ﺃﺨﻁﺎﺀ ﻜﻼﻤﻴﺔ )(E17
5.84% 1.47% 9.67% ﺘﻐﻴﻴﺭ ﺍﻝﻤﻭﻀﻭﻉ ﺇﻝﻰ ﺁﺨﺭ ﻏﻴﺭ ﻤﺘﺠﺎﻨﺱ )(E18
16.15% 8.08% 23.22% ﺍﺭﺘﺒﺎﻁﺎﺕ ﻗﺼﻴﺭﺓ )(E19
5.15% 5.88% 4.51% ﻏﻤﻭﺽ ﺍﻝﺨﻁﺎﺏ )(E20
100% 100% 100% ﺍﻝﻤﺠﻤﻭﻉ
ﺒﺤﻴﺙ ﺍﻨﻪ ﺘﻤﺕ ﻤﻌﺎﻝﺠﺔ ﻤﺩﺭﻜﺎﺕ ﺍﻝﻠﻭﺤﺔ ﺒﺸﻜل ﺩﻓﺎﻋﻲ ﻤﻥ ﺨﻼل :ﺍﻹﻨﻜﺎﺭ ،ﺍﻝﺘﺒﺭﻴﺭ،ﺍﻻﻨﺘﻘﺎﺩ ﻭ ﺍﻝﺼـﻤﺕ ،ﻜﻤـﺎ ﺃﻥ
ﻭﺠﻭﺩ ﻫﺫﻩ ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻷﻭﻝﻴﺔ ﺒﻨﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻴﻌﺒﺭ ﻋﻥ ﺍﻝﻨﺸﺎﻁ ﻭ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻁﻠﺒﺔ.
78
2014 אد/17د א مא وא
ﻭ ﺒﺎﻝﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﺨﺘﺒﺎﺭ ﺘﻔﻬﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺴﻴﻔﺘﺢ ﺒﺎﺒﺎ ﻝﺘﻘﺩﻴﻡ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﻤﻌﻁﻴﺎﺕ ﻤﻥ ﺍﺠـل ﺘﺤﺩﻴـﺩ "ﺍﻝﺴـﻴﺎﻗﺎﺕ
ﺍﻝﻨﻔﺴﻴﺔ" ﻝﺩﻯ ﺍﻝﻁﻠﺒﺔ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ،ﺇﻻ ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﻜﻤﻴﺔ ﺴﻴﻜﻭﻥ ﺒﺤﺫﺭ ﺸﺩﻴﺩ ﻨﻅﺭﺍ ﻝﻌﺩﻡ ﺘﻜﻴﻴﻑ ﻫـﺫﺍ
ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﻤﺠﺘﻤﻌﻨﺎ ،ﻭ ﺤﺴﺏ ﻤﻌﺎﻴﻴﺭﻨﺎ ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ.
ﻜﻤﺎ ﺃﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻜﻤﻴﺔ ﻝﻠﺴﻴﺎﻗﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺴﻴﻜﻭﻥ ﺒﺘﺤﻔﻅ ﻜﺒﻴﺭ ،ﻜﻭﻥ ﺍﻻﺨﺘﺒـﺎﺭﺍﺕ ﺍﻻﺴـﻘﺎﻁﻴﺔ
ﺘﻘﺘﻀﻲ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻜﻴﻔﻲ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻜﻤﻲ ،ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻷﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻗﺘﺭﺍﻥ ﻜل ﺴﻴﺎﻕ ﻨﻔﺴﻲ ﻤﻊ ﻏﻴﺭﻩ ﻤﻥ
ﺍﻝﺴﻴﺎﻗﺎﺕ ﺍﻷﺨﺭﻯ ،ﻭ ﻫﻭ ﻤﺎ ﻴﺴﺘﻠﺯﻡ ﺘﺤﻠﻴل ﻜل ﺒﺭﻭﺘﻭﻜﻭل ﻝﻭﺤﺩﻩ ﻓﻲ ﻀﻭﺀ ﺇﺸﻜﺎﻝﻴﺔ ﻜل ﻝﻭﺤﺔ.
ﻗﺎﺌﻤﺔ ﺍﻝﻤﺭﺍﺠﻊ :
-1ﺠﻌﺩﻭﻨﻲ ﺍﻝﺯﻫﺭﺍﺀ :ﺍﻻﻋﺘﺩﺍﺀ ﺍﻝﺠﻨﺴﻲ -ﺃﻁﺭﻭﺤﺔ ﻝﻨﻴل ﺸﻬﺎﺩﺓ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻌﻴﺎﺩﻱ ﻭ ﺍﻝﻤﺭﻀﻲ -ﺠﺎﻤﻌﺔ ﻭﻫﺭﺍﻥ
2011-
-2ﺴﻲ ﻤﻭﺴﻲ ﻋﺒﺩ ﺍﻝﺭﺤﻤﺎﻥ ،ﺒﻥ ﺨﻠﻴﻔﺔ ﻤﺤﻤﻭﺩ :ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻤﺭﻀﻲ ﺍﻝﺘﺤﻠﻴﻠﻲ ﻭ ﺍﻻﺴﻘﺎﻁﻲ -ﺝ-1
ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ -ﺍﻝﺠﺯﺍﺌﺭ2008-
-3ﻻﺒﻼﻨﺵ ﺠﺎﻥ ،ﺒﻭﻨﺘﺎﻝﻴﺱ ﺝ ،ﺘﺭ:ﻤﺼﻁﻔﻰ ﺤﺠﺎﺯﻱ :ﻤﻌﺠﻡ ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻨﻔﺴﻲ-ﻁ-2
ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭ ﺍﻝﻨﺸﺭ ﻭ ﺍﻝﺘﻭﺯﻴﻊ -ﺒﻴﺭﻭﺕ.1987-
-4ﻤﻌﺎﻝﻴﻡ ﺼﺎﻝﺢ -ﺒﻌﺽ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ-ﺝ -1ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ2010-
5- Anzieu [Link] Catherine:Les méthodes projectives - PUF-PARIS- 2007
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PSYCHOLOGIE CLINIQUE ET PROJECTIVES-BOULOGNE-2003-P:21_59
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ARMAND COLIN-Paris-2011
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