‫ﺹ ﺹ ‪115-91‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬

‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬

‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪(ADHD‬‬

‫ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬
‫‪The relationship of Attention Deficit Hyperactivity Disorder‬‬
‫‪(ADHD) to the occurrence of Bullying among middle school pupils‬‬
‫‪2‬‬ ‫‪1‬‬
‫؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬ ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ‬
‫ﺠﺎﻤﻌﺔ ﺍﺒﻥ ﺨﻠﺩﻭﻥ ‪ -‬ﺘﻴﺎﺭﺕ )ﺍﻟﺠﺯﺍﺌﺭ(‪.‬‬ ‫‪1‬‬

‫ﺍﻟﺒﺭﻴﺩ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﺍﻟﻤﻬﻨﻲ‪[email protected] :‬‬

‫‪ 2‬ﺠﺎﻤﻌﺔ ﺍﺒﻥ ﺨﻠﺩﻭﻥ ‪ -‬ﺘﻴﺎﺭﺕ )ﺍﻟﺠﺯﺍﺌﺭ(‪.‬‬
‫ﺍﻟﺒﺭﻴﺩﻱ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﺍﻟﻤﻬﻨﻲ‪[email protected] :‬‬

‫ﺘﺎﺭﻴﺦ ﺍﻟﻨﺸﺭ‬ ‫ﺘﺎﺭﻴﺦ ﺍﻟﻘﺒﻭل‬ ‫ﺘﺎﺭﻴﺦ ﺍﻹﻴﺩﺍﻉ‬

‫‪2024/06/01‬‬ ‫‪2024/04/21‬‬ ‫‪2023/12/04‬‬

‫ﺍﻟﻤﻠﺨﺹ‪ :‬ﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺍﻟﻰ ﻤﻌﺭﻓﺔ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﻭﻗﺩ ﺍﺸﺘﻤﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﻋﻠﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﺒﺒﻠﺩﻴﺔ ﺘﻴﺎﺭﺕ‪ ،‬ﺤﻴﺙ ﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ‬
‫‪ 100‬ﺘﻠﻤﻴﺫ ﻭﺘﻠﻤﻴﺫﺓ‪ ،‬ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﺒﻁﺭﻴﻘﺔ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﺎﺤﺔ‪ ،‬ﻭﻗﺩ ﻁﺒﻕ ﻋﻠﻴﻬﻡ ﻤﻘﻴﺎﺱ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻟﻜﻭﻨﺭﺯ )‪ (Conners, 1998‬ﻭﻜﺫﺍ ﻤﻘﻴﺎﺱ ﺇﻟﻴﻨﻭﻱ ﻟﻠﺘﻨﻤﺭ)‪(Espelage & Holt, 2001‬‬
‫ﻭﺒﺎﻋﺘﻤﺎﺩ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﺫﻱ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﻤﻭﻀﻭﻉ؛ ﺘﻡ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ‬
‫ﻜﺎﻥ ﻤﻥ ﺍﻫﻤﻬﺎ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﺤﺩﻭﺙ‬
‫ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ؛ ﻤﻊ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻗﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻷﺒﻌﺎﺩ‬
‫ﺍﻟﺜﻼﺜﺔ ﻻﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ‪ /‬ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ /‬ﺍﻻﻨﺩﻓﺎﻋﻴﺔ(‬
‫ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺘﺎﺤﻴﺔ‪ :‬ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ؛ ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ؛ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ؛‬
‫ﺍﻻﻨﺩﻓﺎﻋﻴﺔ؛ ﺍﻟﺘﻨﻤﺭ‪.‬‬

‫‪ ‬ﺍﻟﻤﺅﻟﻑ ﺍﻟﻤﺭﺴل‬

‫‪91‬‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪Abstract: The current study aimed to reveal the nature of the relationship between‬‬
‫‪ADHD and the occurrence of bullying among middle school pupils.‬‬
‫‪The current study included three middle schools in the municipality of Tiaret,‬‬
‫‪where a sample of 100 male and female students was extracted, who were selected using‬‬
‫‪the available sample method, and the ADHD scale by Conners (Conners, 1998),‬‬
‫‪translated and codified by Ahmed Abdullah Rabab'a (2015), as well as the Illinois‬‬
‫‪Bullying Scale (IBS) (Espelage & Holt, 2001).‬‬
‫;‪By adopting the descriptive approach that is appropriate to the nature of the topic‬‬
‫‪A set of results were reached. The most important of which was the existence of a strong‬‬
‫‪correlation between ADHD and the occurrence of bullying among middle school‬‬
‫‪students. With a strong statistically significant correlation between the three dimensions‬‬
‫‪of ADHD (Hyperactivity / Inattention / Impulsivity) and the occurrence of bullying‬‬
‫‪among middle school students.‬‬
‫‪Keywords: ADHD; Hyperactivity; Inattention; Impulsivity; bullying.‬‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﺘﻌﺘﺒﺭ ﻓﺘﺭﺓ ﺍﻟﻁﻔﻭﻟﺔ ﺴﺎﺤﺔ ﺍﺴﺘﻌﺭﺍﺽ ﻟﺠﻤﻠﺔ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬
‫ﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﺘﺼﺩﺭ ﻋﻥ ﺍﻟﻁﻔل ﻭﺍﻟﺘﻲ ﻗﺩ ﺘﺒﺩﻭ ﻁﺒﻴﻌﻴﺔ ﺍﺫﺍ ﻤﺎ ﺍﻨﺴﺠﻤﺕ ﻤﻊ ﺨﺼﺎﺌﺹ ﻫﺫﻩ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻌﻤﺭﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﺤﺩﺙ ﺒﺼﻭﺭﺓ ﻤﺅﻗﺘﺔ ﻭﺒﻭﺘﻴﺭﺓ ﻤﺘﺒﺎﻋﺩﺓ؛ ﻭﺇﻥ ﺤﺩﺙ ﻭﺃﻥ ﺘﻜﺭﺭﺕ‬
‫ﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻓﻲ ﺍﻏﻠﺏ ﺍﻷﻭﻗﺎﺕ ﻭﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺤﻴﺎﺘﻴﺔ ﻟﻠﻁﻔل ﻭﺒﺼﻭﺭﺓ‬
‫ﻤﺴﺘﻤﺭﺓ‪ ،‬ﻓﻬﻨﺎ ﻏﺎﻟﺒﺎ ﻤﺎ ﺘﺅﺸﺭ ﺍﻟﻰ ﻭﺠﻭﺩ ﺨﻠل ﺃﻭ ﺍﻀﻁﺭﺍﺏ ﻴﺴﺘﺩﻋﻲ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻴﻪ ﻭﺍﻟﻌﻤل‬
‫ﻋﻠﻰ ﺘﺸﺨﻴﺼﻪ ﻭﻋﻼﺠﻪ‪.‬‬
‫ﻭﻤﻥ ﺒﻴﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺘﻲ ﺘﻨﺴﺠﻡ ﻤﻊ ﻫﺫﺍ ﺍﻟﺘﺼﻭﺭ ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻟﺘﻲ ﻴﻤﺘﺩ ﺘﺄﺜﻴﺭﻫﺎ‬
‫ﺍﻟﻰ ﻤﺭﺍﺤل ﻋﻤﺭﻴﺔ ﻤﺘﻘﺩﻤﺔ؛ ﻨﺠﺩ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻭﺼﻑ ﺒﺄﻨﻬﺎ‬
‫ﺴﻠﻭﻜﺎﺕ ﺍﻨﻔﻌﺎﻟﻴﺔ ﺫﺍﺕ ﺃﺒﻌﺎﺩ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻜﺎﻟﻤﺨﺎﻭﻑ ﺍﻟﻤﺭﻀﻴﺔ ﻭ ﺍﻻﻨﺴﺤﺎﺏ ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫ﻭﺍﻟﻌﺩﻭﺍﻥ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ‪ ،‬ﻭﺒﺎﻟﺤﺩﻴﺙ ﻋﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ ﻓﺈﻨﻨﺎ ﻨﺅﻜﺩ ﻋﻠﻰ ﺃﻥ ﺍﻟﺤﺭﻜﺔ ﺍﻟﺯﺍﺌﺩﺓ‬
‫ﻋﻥ ﻤﻌﺩﻻﺘﻬﺎ ﺍﻟﻁﺒﻴﻌﻴﺔ ﻜﺜﻴﺭﺍ ﻤﺎ ﺘﺄﺘﻲ ﻤﺼﺤﻭﺒﺔ ﺒﻘﺼﻭﺭ ﻓﻲ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻨﺩﻓﺎﻋﻴﺔ ﻏﻴﺭ ﻤﺭﻏﻭﺏ‬
‫ﻓﻴﻬﺎ ﻟﺩﻯ ﺍﻟﻁﻔل ﻋﺎﻤﺔ ﻭﺍﻟﻤﺘﻤﺩﺭﺱ ﺨﺎﺼﺔ‪ ،‬ﻭﺘﺸﻜل ﻫﺫﻩ ﺍﻟﻤﺘﻼﺯﻤﺔ ﺘﻨﺎﺫﺭﺍ ﻻﻀﻁﺭﺍﺏ ﺴﻠﻭﻜﻲ‬
‫ﻴﺄﺨﺫ ﺒﻌﺩﺍ ﺍﻨﻔﻌﺎﻟﻴﺎ‪ ،‬ﻭﺍﻟﺫﻱ ﻴﻌﺭﻑ ﻓﻲ ﺍﻟﺩﻻﺌل ﺍﻟﺘﺸﺨﻴﺼﻴﺔ ﺒﺎﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ ،(ADHD‬ﻭﻫﻨﺎ ﻴﺸﻴﺭ ﻀﻴﺎﺀ ﻤﺤﻤﺩ ﻤﻨﻴﺭ )‪ ،1987‬ﺹ‪ (13‬ﺇﻟﻰ‬

‫‪92‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ ﻴﻌﺘﺒﺭ ﻤﻥ ﺒﻴﻥ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻥ ﺩﻴﻤﻭﻤﺔ ﻨﺴﺒﻴﺔ‪ ،‬ﻴﺘﺴﻡ‬
‫ﺒﺎﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﻀﻌﻑ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺤﺭﻜﺔ ﺍﻟﻤﻔﺭﻁﺔ ﻏﻴﺭ ﺍﻟﻬﺎﺩﻓﺔ ﻭﻏﻴﺭ ﺍﻟﻤﻘﺒﻭﻟﺔ ﺍﺠﺘﻤﺎﻋﻴﺎ‬
‫ﺘﺼﺎﺤﺒﻪ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﻋﺭﺍﺽ ﺍﻟﺜﺎﻨﻭﻴﺔ ﻤﻨﻬﺎ ﻀﻌﻑ ﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺴﻭﺀ ﺍﻟﻌﻼﻗﺔ ﻤﻊ‬
‫ﺍﻻﺨﺭﻴﻥ ﻭﻋﺩﻡ ﺍﻟﻁﺎﻋﺔ ﻭﺍﻟﻌﺩﻭﺍﻥ‪.‬‬
‫ﻭﺘﺸﻴﺭ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﻏﺭﺍﺭ ﺩﺭﺍﺴﺔ ﻋﺎﻟﻡ ﺍﻟﻨﻔﺱ ﺍﻷﻤﺭﻴﻜﻲ ﻭﺍﻷﺏ ﺍﻟﺭﻭﺤﻲ‬
‫ﻟﺒﺤﻭﺙ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﺭﺍﺴل ﺁﻻﻥ ﺒﺎﺭﻜﻠﻲ ) ‪Barkley,‬‬

‫‪ (2016‬ﺍﻟﻰ ﺃﻥ ﻨﺴﺒﺔ ﺍﻨﺘﺸﺎﺭ ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﺘﺘﺭﺍﻭﺡ ﻤﺎ ﺒﻴﻥ ‪ 3‬ﺍﻟﻰ ‪ %6‬ﻤﻥ‬
‫ﻤﺠﻤﻭﻉ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ‪ ،‬ﻭﻴﻤﺱ ﻜﺫﻟﻙ ﺍﻟﺫﻜﻭﺭ ﺜﻼﺜﺔ ﺃﻀﻌﺎﻑ ﻤﺎ ﻴﻤﺱ ﺍﻻﻨﺎﺙ )ﻋﻴﻨﺎﺩ‪،‬‬
‫‪ ،2019‬ﺹ‪ ،(80‬ﻭﺤﺴﺏ ﺘﻘﺩﻴﺭﺍﺕ ﺍﻟﺩﻟﻴل ﺍﻟﺘﺸﺨﻴﺼﻲ ﺍﻻﺤﺼﺎﺌﻲ ﺍﻟﺨﺎﻤﺱ ﻟﻠﺠﻤﻌﻴﺔ‬
‫ﺍﻻﻤﺭﻴﻜﻴﺔ ﻟﻠﻁﺏ ﺍﻟﻨﻔﺴﻲ؛ ﻓﺈﻥ ﺍﻨﺘﺸﺎﺭﻩ ﻴﺼل ﺍﻟﻰ ﻤﺎ ﻨﺴﺒﺘﻪ ‪ %5‬ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﺘﻤﺩﺭﺴﻴﻥ )ﻴﺤﻴﻰ‪ ،2014 ،‬ﺹ‪.(18‬‬
‫ﻭﻗﺩ ﺍﺴﺘﺤﻭﺫﺕ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻭﺍﻟﻌﻠﻤﺎﺀ ﻓﻲ ﻤﺨﺘﻠﻑ‬
‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺠﺭﺍﺀ ﻤﺎ ﺃﻓﺭﺯﺘﻪ ﻤﻥ ﺘﺫﻤﺭ ﻭﺍﻨﺯﻋﺎﺝ ﻷﺴﺭ‬
‫ﺍﻻﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﻪ ﻟﻤﺩﺍﺭﺴﻬﻡ ﻭﺍﻟﻤﺤﻴﻁﻴﻥ ﺒﻬﻡ ﻋﺎﻤﺔ‪ ،‬ﻨﺘﻴﺠﺔ ﻟﻌﺩﻡ ﻗﺩﺭﺓ ﻫﺅﻻﺀ ﺍﻷﻁﻔﺎل‬
‫ﻋﻠﻰ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺴﻠﻭﻜﻴﺎﺘﻬﻡ ﻭﻨﻘﺹ ﺍﻨﺘﺒﺎﻫﻬﻡ ﺍﻟﻰ ﺠﺎﻨﺏ ﺍﻨﺩﻓﺎﻋﻬﻡ ﻭﺴﻠﻭﻜﻬﻡ ﺍﻟﻌﺩﻭﺍﻨ ﻲ‬
‫ﻭﺍﻟﺘﺤﺩﻱ ﻭﺍﻟﻤﻌﺎﺭﻀﺔ ﻟﺩﻴﻬﻡ؛ ﻭﻗﺩ ﺠﺎﺀﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﻤﺘﻭﺍﻟﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﺤﻴﺙ‬
‫ﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ﺩﻴﺭﻱ ﻭﺁﺨﺭﻴﻥ )‪ (Dery et al.,1999‬ﺍﻟﻰ ﻨﺘﺎﺌﺞ ﻤﻔﺎﺩﻫﺎ ﺃﻥ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺫﻭﻱ‬
‫ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﺎﻟﻨﺸﺎﻁ ﻟﺩﻴﻬﻡ ﺍﺭﺘﺒﺎﻁ ﻤﺭﺘﻔﻊ ﻤﻊ ﺍﻟﻌﺩﻭﺍﻥ ﻭﺃﻥ ﻫﺫﻩ‬
‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﻫﻲ ﺍﻷﻀﻌﻑ ﻨﺴﺒﻴﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫﺎ ﻁﻨﻁﺎﻭﻱ‬
‫ﻭﻋﺠﻼﻥ )‪ (1995‬ﺇﻟﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﻓﻲ ﺩﺭﺠﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ ﺒﻴﻥ ﺍﻷﻁﻔﺎل‬
‫ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ ﻓﻲ ﺍﻟﺫﻜﺎﺀ ﻭﺍﻟﺘﺤﺼﻴل ﺍﻟﺩﺭﺍﺴﻲ ﻭﺍﻟﺨﺼﺎﺌﺹ‬
‫ﺍﻟﻤﺯﺍﺠﻴﺔ ﻟﺼﺎﻟﺢ ﺍﻷﻁﻔﺎل ﺍﻟﻌﺎﺩﻴﻥ )ﺍﻟﻌﺎﺼﻤﻲ‪ ،2008 ،‬ﺹ‪(59‬‬

‫‪93‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﻭﻏﻴﺭ ﺒﻌﻴﺩ ﻋﻥ ﺫﻟﻙ ﻓﻘﺩ ﻨﻠﻤﺱ ﺘﻔﺸﻴﺎ ﺁﺨﺭ ﻟﻅﺎﻫﺭﺓ ﺨﻁﻴﺭﺓ ﻏﺯﺕ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻟﻤﺩﺭﺴﻴﺔ ﻭﻫﻲ ﻤﺎ ﺒﺎﺕ ﺘﻌﺭﻑ ﺒﺎﻟﺘﻨﻤﺭ)‪(Bullying‬؛ ﻭﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺍﻟﻰ ﻤﺸﻜﻠﺔ ﺴﻠﻭﻜﻴﺔ ﺘﻨﺘﻬﻲ‬
‫ﻏﺎﻟﺒﺎ ﺒﺈﻟﺤﺎﻕ ﺍﻷﺫﻯ ﺒﺎﻵﺨﺭﻴﻥ‪ .‬ﻭﻴﻌﺘﺒﺭ ﺩﺍﻥ ﺍﻭﻟﻭﻴﺱ )‪ (Dan Olweus‬ﺃﻭل ﻤﻥ ﺍﻫﺘﻡ ﺒﺩﺭﺍﺴﺔ‬
‫ﻅﺎﻫﺭﺓ ﺍﻟﺘﻨﻤﺭ ﺤﻴﺙ ﺃﺸﺎﺭ ﺍﻟﻰ ﺃﻨﻬﺎ ﺴﻠﻭﻙ ﻋﺩﻭﺍﻨﻲ ﻴﺘﻌﺭﺽ ﻟﻪ ﺍﻟﻤﺘﻤﺩﺭﺱ ﺒﺸﻜل ﻤﺘﻜﺭﺭ‬
‫ﻭﺒﻤﺭﻭﺭ ﺍﻟﻭﻗﺕ‪ ،‬ﻭﻤﻥ ﺠﺎﻨﺏ ﻭﺍﺤﺩ ﺍﻭ ﺍﻜﺜﺭ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺒﻪ ﺍﻟﻤﺘﻨﻤﺭ ﻋﻤﺩﺍ ﻤﻥ ﺃﺠل ﺇﻟﺤﺎﻕ‬
‫ﺍﻷﺫﻯ ﺒﺎﻵﺨﺭ )‪.(Olweus, 1997, p446‬‬

‫ﻭﻗﺩ ﻭﻀﻊ ﺩﺍﻥ ﺃﻭﻟﻭﻴﺱ ﺜﻼﺙ ﻤﻌﺎﻴﻴﺭ ﻟﺘﺸﺨﻴﺹ ﻤﺸﻜﻠﺔ ﺍﻟﺘﻨﻤﺭ ﻭﺘﺘﻤﺜل ﻓﻲ ﺍﻟﺘﻌﻤﺩ ﻓﻲ‬
‫ﺍﻟﺴﻠﻭﻙ‪ ،‬ﺘﻜﺭﺍﺭﻩ ﺍﻟﻰ ﺠﺎﻨﺏ ﺍﺨﺘﻼل ﺘﻭﺍﺯﻥ ﺍﻟﻘﻭﻯ ﺒﻴﻥ ﺍﻟﻔﺭﺩ ﺍﻟﻤﺘﻨﻤﺭ ﻭﺍﻟﻀﺤﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﻴﻤﻴﺯﻩ ﻋﻥ ﺍﻟﻌﺩﻭﺍﻥ ﻜﺎﻀﻁﺭﺍﺏ ﺴﻠﻭﻜﻲ ﺍﻨﻔﻌﺎﻟﻲ‪ .‬ﻭﺘﺸﻴﺭ ﺍﻻﺤﺼﺎﺌﻴﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﻰ ﺍﻨﺘﺸﺎﺭ‬
‫ﺍﻟﺘﻨﻤﺭ ﺍﻟﻤﺩﺭﺴﻲ ﺒﻴﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺍﺤل ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﻴﺙ ﻴﺘﻌﺭﺽ ﻤﺎ ﻴﻘﺎﺭﺏ )‪ (%20-%15‬ﻤﻥ‬
‫ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻟﻠﺘﻨﻤﺭ ﻭﺍﻟﻌﻨﻑ ﻤﻥ ﺍﻗﺭﺍﻨﻬﻡ ﻭﺘﺯﻴﺩ ﻫﺫﻩ ﺍﻟﻨﺴﺒﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ ﺤﻴﺙ ﺘﺼل ﺍﻟﻰ ﻨﺤﻭ ‪ %10‬ﺍﻟﻰ ‪) .30%‬ﺃﺤﻤﺩ ﻭﻋﺒﺩﻩ‪ ،2017 ،‬ﺹ‪.(4‬‬
‫ﻭﻟﻘﺩ ﻜﺎﻨﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻐﺭﺒﻴﺔ ﺴﺒﺎﻗﺔ ﻟﺘﻨﺎﻭل ﻫﺫﻩ ﺍﻟﻘﻀﻴﺔ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻤﻥ ﺒﻐﻴﺔ ﺇﻴﺠﺎﺩ ﺤل‬
‫ﻟﻬﺎ‪ ،‬ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﻻﻭﻻﻓﺴﻥ ﻭﻓﻴﻤﺭ )‪ (Olafsen & viemer, 2000‬ﻫﺩﻓﺕ ﺍﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻤﺩﻯ ﺍﻨﺘﺸﺎﺭ ﺍﻟﺘﻨﻤﺭ ﺒﻴﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺍﻟﻴﺎﺕ ﺍﻟﺘﻜﻴﻑ ﻋﻨﺩ ﺘﻌﺭﺽ ﺍﻟﻁﻼﺏ‬
‫ﻟﻠﻀﻐﻭﻁ ﻓﻲ ﺍﻟﻤﺩﺭﺴﺔ؛ ﺘﻭﺼﻠﺕ ﺇﻟﻰ ﺃﻥ ﺍﻟﺫﻜﻭﺭ ﺍﻜﺜﺭ ﺘﻨﻤﺭﺍ ﻤﻥ ﺍﻻﻨﺎﺙ ﻭﺃﻥ ﺍﻟﻤﺘﻨﻤﺭ ﻴﺴﺘﺨﺩﻡ‬
‫ﺁﻟﻴﺎﺕ ﺘﻜﻴﻑ ﻋﺩﺍﺌﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻁﻼﺏ ﺍﻟﻀﺤﺎﻴﺎ )ﻋﻴﺴﻭ‪ ،‬ﺒﻭﻋﻠﻲ‪ ،2020 ،‬ﺹ‪ .(361‬ﻭ ﻓﻲ‬
‫ﺫﺍﺕ ﺍﻟﺴﻴﺎﻕ ﻴﺸﻴﺭ ﺘﻘﺭﻴﺭ )‪ (Child Health Alert, 2000‬ﺍﻟﻰ ﺃﻥ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ‬
‫ﻤﺸﻜﻼﺕ ﻋﺎﻁﻔﻴﺔ ﻭﺴﻠﻭﻜﻴﺔ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻷﻥ ﻴﻜﻭﻨﻭﺍ ﻀﺤﺎﻴﺎ ﻟﻠﺘﻨﻤﺭ )ﺭﻓﺎﻋﻲ‪ ،‬ﺍﺭﻨﺎﺅﻭﻁ‪،‬‬
‫‪ ،2023‬ﺹ‪.(27‬‬

‫‪94‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﻭﻻ ﺘﻘﺘﺼﺭ ﺍﻻﺜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻟﻠﺘﻨﻤﺭ ﻋﻠﻰ ﺍﻟﻀﺤﻴﺔ ﻓﻘﻁ ﺒل ﺘﺘﺨﻁﺎﻩ ﻟﻠﻔﺭﺩ ﺍﻟﻤﺘﻨﻤﺭ ﺒﻤﺎ‬
‫ﻴﻌﺎﻨﻴﻪ ﻤﻥ ﻤﺸﻜﻼﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻜﺎﻨﺕ ﺍﻭ ﺴﻠﻭﻜﻴﺔ ﻜﺴﻭﺀ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻠﻭﻙ ﺍﻟﻤﻀﺎﺩ‬
‫ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﻰ ﺠﺎﻨﺏ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻭﺍﻟﻔﻭﻀﻭﻴﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﻀﻭﺀ ﻫﺫﺍ ﺍﻟﻁﺭﺡ ﻭﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ‬
‫)‪ (ADHD‬ﺍﻟﻰ ﺠﺎﻨﺏ ﺍﻟﺘﻨﻤﺭ ﺍﻟﻤﺩﺭﺴﻲ ﻅﺎﻫﺭﺘﻴﻥ ﺴﻠﻭﻜﻴﺘﻴﻥ ﻤﺭﻀﻴﺘﻴﻥ؛ ﻓﻘﺩ ﺴﻌﻴﻨﺎ ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻤﺤﺎﻭﻟﺔ ﻓﻬﻡ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻫﺎﺘﻴﻥ ﺍﻟﻅﺎﻫﺭﺘﻴﻥ ﺍﻟﻤﻨﺘﺸﺭﺘﻴﻥ ﻭﺴﻁ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ ﻭﺠﻪ ﺍﻟﺨﺼﻭﺹ‪ .‬ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺤﺼﺭ ﺍﻹﺸﻜﺎﻟﻴﺔ ﺍﻟﻌﺎﻤﺔ ﻓﻲ ﺍﻟﺘﺴﺎﺅل‬
‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﻤﺎ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺘﺭﺒﻁ ﺒﻴﻥ ﻅﻬﻭﺭ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ‬
‫ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬
‫ﻭﺘﺤﺕ ﻫﺫﺍ ﺍﻟﺘﺴﺎﺅل ﺍﻟﺭﺌﻴﺴﻲ ﻴﻤﻜﻥ ﺍﺩﺭﺍﺝ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪-1‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬
‫‪-2‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬
‫‪-3‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ؟‬
‫‪-2‬ﺍﻟﻔﺭﻀﻴﺎﺕ‪:‬‬
‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪(ADHD‬‬

‫ﻭﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬

‫ﻭﺘﺤﺕ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﺍﻟﺭﺌﻴﺴﻲ ﻴﻤﻜﻥ ﺍﺩﺭﺍﺝ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﻔﺭﻋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪95‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪ -1‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ -2‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ -3‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪-3‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺇﻥ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ )‪ (ADHD‬ﻭﺤﺩﻭﺙ‬
‫ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻟﻬﺎ ﺃﻫﻤﻴﺔ ﻋﻠﻤﻴﺔ ﻟﻌﺩﺓ ﺃﺴﺒﺎﺏ‪:‬‬
‫ﻓﻬﻡ ﺍﻻﺭﺘﺒﺎﻁ‪ :‬ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺎﻋﺩ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻫﻨﺎﻙ ﺍﺭﺘﺒﺎﻁ ﺒﻴﻥ‬
‫ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻌﺭﺽ ﻟﻠﺘﻨﻤﺭ‪ .‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﻓﻬﻡ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﺍﻟﺘﻌﺭﺽ ﻟﻠﻤﻀﺎﻴﻘﺎﺕ ﻴﺅﺩﻱ ﺍﻟﻰ ﺘﻔﺎﻗﻡ ﺃﻋﺭﺍﺽ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ؛ ﺃﻤﺎ‬
‫ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﺜﻨﺎﺌﻴﺔ ﺍﻻﺘﺠﺎﻩ؟‬
‫ﺘﺤﺩﻴﺩ ﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ‪ :‬ﻤﺜل ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺎﺕ ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﺤﺩﻴﺩ ﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ‬
‫ﺍﻟﻤﺤﺘﻤﻠﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪.‬‬
‫ﺇﺫ ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺎﻋﺩ ﻓﻬﻡ ﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ ﻓﻲ ﺇﻨﺸﺎﺀ ﺘﺩﺨﻼﺕ ﺃﻭ ﺃﻨﻅﻤﺔ ﺩﻋﻡ ﻟﻤﻨﻊ ﺃﻭ ﺘﺨﻔﻴﻑ‬
‫ﺘﺠﺎﺭﺏ ﺍﻟﺘﻨﻤﺭ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﺍﻟﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‪.‬‬
‫ﺍﻟﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻟﻠﺘﻨﻤﺭ ﺁﺜﺎﺭ ﻋﻤﻴﻘﺔ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪،‬‬
‫ﺨﺎﺼﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻸﻓﺭﺍﺩ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺫﻴﻥ ﻗﺩ ﻴﻌﺎﻨﻭﻥ‬
‫ﺒﺎﻟﻔﻌل ﻤﻥ ﻤﺸﻜﻼﺕ ﺘﺘﻌﻠﻕ ﺒﺎﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﺤﺘﺭﺍﻡ ﺍﻟﺫﺍﺕ‪ .‬ﻴﻤﻜﻥ ﻟﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﺃﻥ ﺘﻠﻘﻲ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺘﺄﺜﻴﺭ ﺍﻟﺘﻨﻤﺭ ﻋﻠﻰ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺭﻓﺎﻫﻴﺔ ﺍﻷﻓﺭﺍﺩ‬

‫‪96‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻤﻤﺎ ﻴﺤﺘﻤل ﺃﻥ ﻴﺴﻠﻁ ﺍﻟﻀﻭﺀ ﻋﻠﻰ‬
‫ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺘﺩﺨﻼﺕ ﻤﺨﺼﺼﺔ ﺃﻭ ﺨﺩﻤﺎﺕ ﺩﻋﻡ‪.‬‬
‫ﺘﻁﻭﻴﺭ ﺍﻟﺘﺩﺨﻼﺕ‪ :‬ﻴﻤﻜﻥ ﺃﻥ ﻴﺅﺩﻱ ﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﺇﻟﻰ ﺘﻁﻭﻴﺭ ﺘﺩﺨﻼﺕ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﻤﺴﺘﻬﺩﻓﺔ ﻟﻤﻨﻊ ﺍﻟﺘﻨﻤﺭ ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ .‬ﻭﻗﺩ‬
‫ﻴﺸﻤل ﺫﻟﻙ ﺘﺜﻘﻴﻑ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻭﺍﻷﻗﺭﺍﻥ ﺤﻭل ﻓﻬﻡ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‬
‫ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺒﺸﻜل ﺃﻓﻀل‪ ،‬ﻭﺘﻌﺯﻴﺯ ﺍﻟﺘﻌﺎﻁﻑ‪ ،‬ﻭﺇﻨﺸﺎﺀ ﺒﻴﺌﺎﺕ ﺸﺎﻤﻠﺔ ﺘﻘﻠل ﻤﻥ ﺍﺤﺘﻤﺎﻟﻴﺔ‬
‫ﺍﻟﺘﻨﻤﺭ‪.‬‬
‫ﺘﺤﺴﻴﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺩﻋﻡ‪ :‬ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺎﻋﺩ ﻓﻬﻡ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‬
‫ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ ﻓﻲ ﺘﺤﺴﻴﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺩﻋﻡ ﻟﻸﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‬
‫ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻤﻤﺎ ﻴﻀﻤﻥ ﺤﺼﻭﻟﻬﻡ ﻋﻠﻰ ﺍﻟﺩﻋﻡ ﺍﻟﻤﻨﺎﺴﺏ ﻤﻥ ﺍﻻﺴﺎﺘﺫﺓ ﻭﻤﺴﺘﺸﺎﺭﻱ ﺍﻟﺘﻭﺠﻴﻪ‬
‫ﻭﻤﻭﻅﻔﻲ ﺍﻟﺼﺤﺔ ﺍﻟﻤﺩﺭﺴﻲ‪.‬‬
‫ﺘﻁﻭﻴﺭ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ :‬ﻨﺘﻭﻗﻊ ﺃﻥ ﻴﺴﺎﻫﻡ ﺍﻟﺒﺤﺙ ﺤﻭل ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ ﻓﻲ ﻓﻬﻡ ﻋﻠﻤﻲ ﺃﻭﺴﻊ ﻟﻜل ﻤﻥ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ‬
‫ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ‪ .‬ﻓﻬﻭ ﻴﻀﻴﻑ ﻋﻤﻘﹰﺎ ﺇﻟﻰ ﻗﺎﻋﺩﺓ ﺍﻟﻤﻌﺭﻓﺔ‪ ،‬ﻭﻴﺤﺘﻤل ﺃﻥ ﻴﻜﺸﻑ ﻋﻥ‬
‫ﺍﻟﻔﺭﻭﻕ ﺍﻟﺩﻗﻴﻘﺔ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﻭﺠﻪ ﺍﻷﺒﺤﺎﺙ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻻﺕ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪.‬‬
‫‪-4‬ﺍﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻨﻬﺩﻑ ﻤﻥ ﺨﻼل ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺍﻟﻰ‪:‬‬
‫‪ -‬ﻤﺤﺎﻭﻟﺔ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ -‬ﻤﺤﺎﻭﻟﺔ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻤﻔﺭﻁ ﻭﺍﻟﺘﻨﻤﺭ ﻭﺴﻁ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬

‫‪97‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪ -‬ﻤﺤﺎﻭﻟﺔ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ ﻭﺴﻁ ﺘﻼﻤﻴـﺫ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ -‬ﻤﺤﺎﻭﻟﺔ ﺍﻟﻜﺸﻑ ﻋﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻭﺠﻭﺩﺓ ﺒﻴﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﺘﻨﻤﺭ ﻭﺴـﻁ ﺘﻼﻤﻴـﺫ ﺍﻟﻤﺭﺤﻠـﺔ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪-5‬ﺍﻟﺘﻌﺎﺭﻴﻑ ﺍﻹﺠﺭﺍﺌﻴﺔ ﻟﻠﻤﻔﺎﻫﻴﻡ‪:‬‬
‫‪ 1-5‬ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ :(ADHD‬ﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻪ ﺍﺠﺭﺍﺌﻴﺎ ﺒﺄﻨﻪ‬
‫ﺍﻀﻁﺭﺍﺏ ﺴﻠﻭﻜﻲ ﻴﻅﻬﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻴﺘﺴﻡ ﺒﺄﻋﺭﺍﺽ ﺃﺴﺎﺴﻴﺔ ﺘﺘﻤﺜل ﻓﻲ‬
‫ﺍﻟﻨﺸﺎﻁ ﺍﻟﻤﻔﺭﻁ ﻭﺍﻟﻤﺴﺘﻤﺭ ﺩﻭﻥ ﻫﺩﻑ ﻭﻨﻘﺹ ﻓﻲ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻤﻊ ﺍﻨﺩﻓﺎﻋﻴﺔ ﺸﺩﻴﺩﺓ ﻨﺤﻭ‬
‫ﺍﻷﺸﻴﺎﺀ ﻭﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻴﻌﺭﻑ ﺃﻴﻀﺎ ﺒﺄﻨﻪ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺘﻠﻤﻴﺫ ﺍﻟﻤﺘﻭﺴﻁﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻟﻜﻭﻨﺭﺯ )‪ (Conners, 1998‬ﻭﺍﻟﻤﺴﺘﺨﺩﻡ‬
‫ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬
‫‪ 2-5‬ﺍﻟﺘﻨﻤﺭ )‪ :(Bullying‬ﻫﻭ ﺴﻠﻭﻙ ﺴﻠﺒﻲ ﻭﺍﻉ ﻭﻤﺘﻌﻤﺩ ﻴﻤﺎﺭﺴﻪ ﺒﻌﺽ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ‬
‫ﺍﻟﻤﺘﻭﺴﻁ ﻀﺩ ﺯﻤﻼﺀ ﻟﻬﻡ ﺒﺼﻭﺭﺓ ﻤﺘﻜﺭﺭﺓ ﺒﻬﺩﻑ ﺍﺨﻀﺎﻋﻬﻡ ﻭﺍﻟﺤﺎﻕ ﺍﻷﺫﻯ ﺒﻬﻡ ﺒﺩﻨﻴﺎ ﺃﻭ‬
‫ﻟﻔﻅﻴﺎ ﺃﻭ ﻨﻔﺴﻴﺎ‪ ،‬ﻭﻴﻌﺭﻑ ﺃﻴﻀﺎ ﺒﺄﻨﻪ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺘﻠﻤﻴﺫ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻋﻠﻰ‬
‫ﻤﻘﻴﺎﺱ ﺇﻟﻴﻨﻭﻱ ﻟﻠﺘﻨﻤﺭ )‪ (Espelage & Holt, 2001‬ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ‪.‬‬
‫‪-6‬ﺍﻻﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬
‫ﻴﻤﻜﻥ ﻓﻬﻡ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﺤﺩﻭﺙ‬
‫ﺍﻟﺘﻨﻤﺭ ﺒﻴﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ ﻤﻥ ﺨﻼل ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻨﻅﺭﻴﺎﺕ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﻠﻤﻴﺔ؛‬
‫ﻭﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﻨﺫﻜﺭ ﻤﻥ ﺒﻴﻨﻬﺎ‪:‬‬

‫‪98‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫‪ 1-6‬ﺍﻟﻨﻅﺭﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ )‪:(Social Cognitive Theory‬‬

‫ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻨﻅﺭﻴﺔ ﺒﺎﻨﺩﻭﺭﺍ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪ (Bandura, 1986‬ﻟﻔﻬـﻡ ﻜﻴﻔﻴـﺔ‬
‫ﺘﻔﺴﻴﺭ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻟﻺﺸـﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‬
‫ﻭﻜﻴﻑ ﻴﻤﻜﻥ ﺃﻥ ﺘﺅﺜﺭ ﻫﺫﻩ ﺍﻟﺘﻔﺴﻴﺭﺍﺕ ﻋﻠﻰ ﻗﺎﺒﻠﻴﺘﻬﻡ ﻟﻠﺘﻨﻤﺭ‪.‬‬
‫ﻭﻓﻘﺎ ﻟﻨﻅﺭﻴﺔ ﺒﺎﻨﺩﻭﺭﺍ ﺍﻟﻤﻌﺭﻓﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻴﺘﻌﻠﻡ ﺍﻷﻓـﺭﺍﺩ ﺍﻟﺴـﻠﻭﻜﻴﺎﺕ ﻤـﻥ ﺨـﻼل‬
‫ﺍﻟﻤﻼﺤﻅﺔ ﻭﺍﻟﻨﻤﺫﺠﺔ‪ .‬ﻗﺩ ﻴ‪‬ﻅﻬﺭ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒـﺎﻩ‬
‫ﺴﻠﻭﻜﻴﺎﺕ ﻤﺘﻬﻭﺭﺓ ﺃﻭ ﻤﻔﺭﻁﺔ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻬﻡ ﺒﺎﺭﺯﻴﻥ ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛ ﻗﺩ ﻴﻨﻅﺭ‬
‫ﺍﻷﻗﺭﺍﻥ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺒﺸﻜل ﺴﻠﺒﻲ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺅﺩﻱ ﺇﻟﻰ ﺯﻴﺎﺩﺓ ﺍﻟﻤﻀﺎﻴﻘﺔ ﺃﻭ ﺍﻟﺘﻨﻤﺭ‪.‬‬
‫ﻜﻤﺎ ﻗﺩ ﻴﻭﺍﺠﻪ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒـﺎﻩ ﺼـﻌﻭﺒﺔ‬
‫ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻹﺸﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺩﻗﺔ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﻓﻬـﻡ ﻨﻭﺍﻴـﺎ ﺍﻵﺨـﺭﻴﻥ‬
‫ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﺒﺸﻜل ﻤﻨﺎﺴﺏ‪ .‬ﻗﺩ ﻴﺴﺎﻫﻡ ﻫﺫﺍ ﺍﻟﺘﻔﺴﻴﺭ ﺍﻟﺨﺎﻁﺊ ﻋﻥ ﻏﻴﺭ ﻗﺼﺩ ﻓـﻲ ﺍﻟﺼـﺭﺍﻋﺎﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻟﺘﻨﻤﺭ‪.‬‬
‫‪ 2-6‬ﻨﻅﺭﻴﺔ ﺍﻟﻨﻅﻡ ﺍﻟﺒﻴﺌﻴﺔ‪(Ecological Systems Theory) :‬‬
‫ﻴﻤﻜﻥ ﻟﻨﻅﺭﻴﺔ ﺍﻟﻨﻅﻡ ﺍﻟﺒﻴﺌﻴﺔ ﻟﺒﺭﻭﻨﻔﻨﺒﺭﻴﻨﺭ )‪ (Bronfenbrenner, 1979‬ﺃﻥ ﺘﻭﻓﺭ ﺇﻁـﺎﺭ‪‬ﺍ‬
‫ﻟﺘﺤﻠﻴل ﺍﻟﻌﻭﺍﻤل ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ )ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ ﻭﺍﻷﻗﺭﺍﻥ( ﺍﻟﺘﻲ ﺘﺴـﺎﻫﻡ ﻓـﻲ ﺃﻋـﺭﺍﺽ‬
‫ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺘﺠﺎﺭﺏ ﺍﻟﺘﻨﻤﺭ‪.‬‬
‫ﺘﺅﻜﺩ ﻨﻅﺭﻴﺔ ﺍﻟﻨﻅﻡ ﺍﻟﺒﻴﺌﻴﺔ ﻟﺒﺭﻭﻨﻔﻨﺒﺭﻴﻨﺭ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻠﻰ ﻨﻤﻭ ﺍﻟﻔـﺭﺩ؛‬
‫ﻗﺩ ﻴﻭﺍﺠﻪ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺘﺤﺩﻴﺎﺕ ﻟـﻴﺱ ﻓﻘـﻁ‬
‫ﺫﺍﺘﻴﺔ )ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻔﺭﺩﻱ( ﻭﻟﻜﻥ ﺃﻴﻀ‪‬ﺎ ﺩﺍﺨل ﻨﻅﺎﻤﻬﻡ ﺍﻟﻤﺼﻐﺭ )ﺍﻷﺴﺭﺓ(‪ ،‬ﻭﺍﻟﻨﻅـﺎﻡ ﺍﻟﻤﺘﻭﺴـﻁ‬
‫)ﺍﻟﺘﻔﺎﻋﻼﺕ ﺒﻴﻥ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ(‪ ،‬ﻭﺍﻟﻨﻅﺎﻡ ﺍﻟﺨﺎﺭﺠﻲ )ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ(‪ ،‬ﻭﺍﻟﻨﻅـﺎﻡ ﺍﻟﻜﻠـﻲ‬
‫)ﺍﻟﻘﻴﻡ ﻭﺍﻷﻋﺭﺍﻑ ﺍﻟﺜﻘﺎﻓﻴﺔ( ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﺠﺎﺭﺏ ﺍﻟﺘﻨﻤﺭ‪.‬‬

‫‪99‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﻗﺩ ﺘﺘﻔﺎﻋل ﻋﻭﺍﻤل ﻤﺜل ﺍﻷﺒﻭﺓ ﻭﺍﻷﻤﻭﻤﺔ ﻏﻴﺭ ﺍﻟﻤﺘﺴﻘﺔ‪ ،‬ﺃﻭ ﺍﻟﻌﻼﻗـﺎﺕ ﺍﻟﻤﺘـﻭﺘﺭﺓ ﻤـﻊ‬
‫ﺍﻷﻗﺭﺍﻥ‪ ،‬ﺃﻭ ﺍﻟﺒﻴﺌﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻏﻴﺭ ﺍﻟﺩﺍﻋﻤﺔ‪ ،‬ﺃﻭ ﺍﻟﻭﺼﻤﺎﺕ ﺍﻟﻤﺠﺘﻤﻌﻴﺔ ﺤﻭل ﺍﻀﻁﺭﺍﺏ ﻓـﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻭﺘﻔﺎﻗﻡ ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘـﺹ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﻟﻠﺘﻨﻤﺭ‪.‬‬
‫‪ 3-6‬ﻨﻅﺭﻴﺔ ﺘﻘﺭﻴﺭ ﺍﻟﻤﺼﻴﺭ )‪:(Self-Determination Theory‬‬
‫ﻗﺩ ﺘﺸﺭﺡ ﻨﻅﺭﻴﺔ ﺘﻘﺭﻴﺭ ﺍﻟﻤﺼﻴﺭ ﻟﻜل ﻤﻥ ﺩﻴﺴـﻲ ﻭﺭﻴـﺎﻥ )‪(Deci & Ryan, 1985‬‬
‫ﻜﻴﻑ ﺘﺅﺜﺭ ﺍﻻﺴﺘﻘﻼﻟﻴﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻻﺭﺘﺒﺎﻁ ﻋﻠـﻰ ﺍﻟﺘﺼـﻭﺭ ﺍﻟـﺫﺍﺘﻲ ﻟﻸﻁﻔـﺎل ﺍﻟﻤﺼـﺎﺒﻴﻥ‬
‫ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺅﺜﺭ ﻋﻠﻰ ﺘﻌﺭﻀﻬﻡ ﻟﻠﺘﻨﻤﺭ‪.‬‬
‫ﺘﻘﺘﺭﺡ ﻨﻅﺭﻴﺔ ﺘﻘﺭﻴﺭ ﺍﻟﻤﺼﻴﺭ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﻟﺩﻴﻬﻡ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻨﻔﺴﻴﺔ ﺃﺴﺎﺴﻴﺔ ﻟﻼﺴـﺘﻘﻼﻟﻴﺔ‬
‫ﻭﺍﻟﻜﻔﺎﺀﺓ ﻭﺍﻻﺭﺘﺒﺎﻁ؛ ﻗﺩ ﻴﻭﺍﺠﻪ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒـﺎﻩ‬
‫ﺼﻌﻭﺒﺔ ﻓﻲ ﺘﻠﺒﻴﺔ ﻫﺫﻩ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺒﺴﺒﺏ ﺍﻟﺼﻌﻭﺒﺎﺕ ﻓﻲ ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺃﻭ ﺍﻟﺘﻨﻅﻴﻡ ﺃﻭ‬
‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﺤﺘﺭﺍﻤﻬﻡ ﻟﺫﺍﺘﻬﻡ ﻭﺘﻔﺎﻋﻼﺘﻬﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫ﺍﻨﺨﻔﺎﺽ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻟﻜﻔﺎﺀﺓ ﺃﻭ ﺍﻻﺭﺘﺒﺎﻁ ﻗﺩ ﻴﺠﻌل ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓـﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻼﺴﺘﻬﺩﺍﻑ ﻤﻥ ﻗﺒل ﺍﻟﻤﺘﻨﻤـﺭﻴﻥ ﺃﻭ ﺍﻟﺸـﻌﻭﺭ ﺒﺎﻟﻌﺯﻟـﺔ‬
‫ﺩﺍﺨل ﻤﺠﻤﻭﻋﺎﺕ ﺍﻷﻗﺭﺍﻥ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﻌﺭﻀﻬﻡ ﻟﻠﺘﻨﻤﺭ‪.‬‬
‫‪ 4-6‬ﻨﻅﺭﻴﺔ ﺍﻟﻬﻭﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ )‪:(Social Identity Theory‬‬
‫ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺎﻋﺩ ﻨﻅﺭﻴﺔ ﺍﻟﻬﻭﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ ﻟﺘﺎﺠﻔﻴـل ﻭﺘﻴﺭﻨـﺭ ) ‪Tajfel & Turner,‬‬

‫‪ (1979‬ﻓﻲ ﺍﺴﺘﻜﺸﺎﻑ ﻜﻴﻔﻴﺔ ﺘﺄﺜﻴﺭ ﺍﻻﻨﺘﻤﺎﺀ ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻭﺼﻭﻤﺔ )ﻋﻠـﻰ ﺴـﺒﻴل ﺍﻟﻤﺜـﺎل‪،‬‬
‫ﺍﻹﺼﺎﺒﺔ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ( ﻋﻠﻰ ﺍﻟﺘﻔـﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ ﻭﺯﻴـﺎﺩﺓ‬
‫ﺍﺤﺘﻤﺎﻟﻴﺔ ﺍﺴﺘﻬﺩﺍﻓﻬﻡ ﺒﺎﻟﺘﻨﻤﺭ‪.‬‬
‫ﺘﺸﺭﺡ ﻨﻅﺭﻴﺔ ﺍﻟﻬﻭﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻜﻴﻑ ﻴﺴﺘﻤﺩ ﺍﻷﻓﺭﺍﺩ ﺠﺯﺀ‪‬ﺍ ﻤﻥ ﻤﻔﻬﻭﻤﻬﻡ ﺍﻟﺫﺍﺘﻲ ﻤـﻥ‬
‫ﻋﻀﻭﻴﺔ ﺍﻟﻤﺠﻤﻭﻋﺔ‪ .‬ﻗﺩ ﻴﻭﺍﺠﻪ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺼﺎﺒﻭﻥ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒـﺎﻩ‬

‫‪100‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﺍﻟﺼﻭﺭ ﺍﻟﻨﻤﻁﻴﺔ ﻭﺍﻟﺘﺼﻭﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺘﺸﺨﻴﺼﻬﻡ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺅﺩﻱ ﺇﻟـﻰ ﺍﻻﺴـﺘﺒﻌﺎﺩ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺃﻭ ﺍﻹﻴﺫﺍﺀ‪.‬‬
‫ﺇﻥ ﻜﻭﻥ ﺍﻟﻔﺭﺩ ﺠﺯﺀ‪‬ﺍ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻭﺼﻭﻤﺔ ﻗﺩ ﻴﺠﻌﻠﻪ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻠﺘﻨﻤﺭ‪ ،‬ﺤﻴﺙ ﻗﺩ‬
‫ﻴﺴﺘﻬﺩﻑ ﺍﻟﻤﺘﻨﻤﺭﻭﻥ ﺃﻭﻟﺌﻙ ﺍﻟﺫﻴﻥ ﻴ‪‬ﻨﻅﺭ ﺇﻟﻴﻬﻡ ﻋﻠﻰ ﺃﻨﻬﻡ ﻤﺨﺘﻠﻔﻭﻥ ﺃﻭ ﻀـﻌﻔﺎﺀ‪ ،‬ﻤﻤـﺎ ﻴﻌـﺯﺯ‬
‫ﺍﻟﺩﻴﻨﺎﻤﻴﻜﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺍﻹﻴﺫﺍﺀ‪.‬‬
‫ﺘﻘﺩﻡ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺎﺕ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﻤﺨﺘﻠﻔﺔ ﺤﻭل ﻜﻴﻔﻴﺔ ﺘﻘﺎﻁﻊ ﺍﻟﺨﺼﺎﺌﺹ ﻭﺍﻟﺘﺤﺩﻴﺎﺕ‬
‫ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﺎﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻤﻊ ﺍﻟﻌﻭﺍﻤل ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ‬
‫ﻟﺯﻴﺎﺩﺓ ﺍﺤﺘﻤﺎﻟﻴﺔ ﺍﻟﺘﻌﺭﺽ ﻟﻠﺘﻨﻤﺭ ﺒﻴﻥ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻟﻤﺘﻭﺴﻁﺔ‪ .‬ﻴﺴﺎﻋﺩ ﺩﻤﺞ ﻫﺫﻩ ﺍﻟﻨﻅﺭﻴﺎﺕ‬
‫ﻓﻲ ﻓﻬﻡ ﺸﺎﻤل ﻟﻠﻌﻼﻗﺔ ﺍﻟﻤﺘﻌﺩﺩﺓ ﺍﻷﻭﺠﻪ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ‪،‬‬
‫ﻤﻊ ﺍﻷﺨﺫ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺴﻴﺎﻗﻴﺔ ﺍﻷﻭﺴﻊ‪.‬‬
‫‪-7‬ﻤﻨﻬﺞ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻴﻌﺘﺒﺭ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺴﺒﻴل ﺍﻟﺫﻱ ﻴﺘﺒﻌﻪ ﺍﻟﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻟﻠﻤﺸﻜﻠﺔ ﻤﻥ ﺍﺠل ﺍﻟﻭﺼﻭل ﺍﻟﻰ‬
‫ﺤﻘﺎﺌﻕ ﻤﻌﻴﻨﺔ ﻭﺫﻟﻙ ﻋﻠﻰ ﺨﻁﻰ ﺃﺩﻭﺍﺕ ﺒﺤﺙ ﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺩﺭﺍﺴﺘﻨﺎ ﺍﻟﺤﺎﻟﻴﺔ ﺘﻬﺩﻑ ﺍﻟﻰ ﺍﻟﻜﺸﻑ‬
‫ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻤﻥ ﺠﻬﺔ‪ ،‬ﻭﺍﻟﺘﻨﻤﺭ ﻤﻥ ﺠﻬﺔ‬
‫ﺃﺨﺭﻯ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺘﻭﺴﻁ ﺒﺒﻠﺩﻴﺔ ﺘﻴﺎﺭﺕ‪ ،‬ﻟﺫﺍ ﻓﻘﺩ ﺍﻋﺘﻤﺩﻨﺎ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔ ﻲ‬
‫ﺍﻟﺫﻱ ﻴﻌﺭﻑ ﺒﺎﻨﻪ "ﻤﺠﻤﻭﻉ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺒﺤﺜﻴﺔ ﺍﻟﺘﻲ ﺘﻭﻓﺭ ﺇﻤﻜﺎﻨﻴﺔ ﻭﺼﻑ ﺍﻟﻅﺎﻫﺭﺓ ‪-‬ﻓﻲ ﺭﺍﻫﻨﻬﺎ‬
‫– ﻭﺼﻔﺎ ﻜﻤﻴﺎ ﻭ‪ /‬ﺃﻭ ﻜﻴﻔﻴﺎ‪ ،‬ﻭﺒﺩﻭﻥ ﺍﻟﺘﺩﺨل ﻓﻲ ﺴﻴﺭﻭﺭﺘﻬﺎ" )ﺒﻥ ﺠﺨﺩل‪ ،2018 ،‬ﺹ‪(22‬‬
‫‪-8‬ﺤﺩﻭﺩ ﺍﻟﺒﺤﺙ‪:‬‬
‫‪-1-8‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﺯﻤﺎﻨﻴﺔ‪ :‬ﺃﺠﺭﻴﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ ﺒﺩﺍﻴﺔ ﻤﻥ ﻤﻨﺘﺼﻑ ﺸﻬﺭ ﺃﻜﺘﻭﺒﺭ ﻭﺍﻤﺘﺩﺕ‬
‫ﺍﻟﻰ ﻨﻬﺎﻴﺔ ﺸﻬﺭ ﻨﻭﻓﻤﺒﺭ ‪.2023‬‬
‫‪-2-8‬ﺍﻟﺤﺩﻭﺩ ﺍﻟﻤﻜﺎﻨﻴﺔ‪ :‬ﻨﻅﺭﺍ ﻟﺼﻌﻭﺒﺔ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺠﻤﻴﻊ ﻤﺘﻭﺴﻁﺎﺕ ﺒﻠﺩﻴﺔ ﺘﻴﺎﺭﺕ ﻓﻘﺩ‬
‫ﺍﻗﺘﺼﺭﻨﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻨﺎ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﻨﻬﺎ ﻓﻘﻁ؛ ﻭﺫﻟﻙ ﻭﻓﻘﺎ ﻟﻡ ﺘﺘﻴﺤﻪ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﻗﺩ‬

‫‪101‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﺍﺴﻔﺭ ﺍﻻﻨﺘﻘﺎﺀ ﺍﻟﻌﺸﻭﺍﺌﻲ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪) :‬ﺒﻥ ﺒﺭﺍﻫﻴﻡ ﺒﻠﻘﺎﺴﻡ‪ /‬ﻤﺤﻤﺩ ﺁﻴﺕ‬

‫ﻋﻤﺭﺍﻥ‪ /‬ﻤﻔﺩﻱ ﺯﻜﺭﻴﺎﺀ( ﻭﻫﻲ ﻜﻠﻬﺎ ﻤﺅﺴﺴﺎﺕ ﺘﺭﺒﻭﻴﺔ ﺘﻘﻊ ﻀﻤﻥ ﺤﺩﻭﺩ ﺒﻠﺩﻴﺔ ﺘﻴﺎﺭﺕ‪.‬‬
‫‪ -9‬ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﺴﻌﻴﺎ ﻤﻨﺎ ﻟﺩﺭﺍﺴﺔ ﻭﻜﺸﻑ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺘﺭﺒﻁ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ؛ ﻓﻘﺩ ﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻤﻔﺭﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ‬
‫ﺒﻨﺎﺀ‪ ‬ﻋﻠﻰ ﺘﺼﻤﻴﻡ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﺘﺎﺤﺔ )‪ (Available sampling disign‬ﻭﻴﺭﺘﺒﻁ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ‬
‫ﺍﻟﻤﻌﺎﻴﻨﺔ ﺒﺘﺭﻙ ﺤﺭﻴﺔ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻭﺤﺩﺍﺕ ﺍﻟﻤﻌﺎﻴﻨﺔ؛ ﺒﺤﻴﺙ ﻻ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﺘﺤﺩﻴﺩ‬
‫ﻤﺴﺒﻕ ﻟﻤﻥ ﺘﺸﻤﻠﻬﻡ ﺍﻟﻌﻴﻨﺔ‪ ،‬ﺒل ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻭﺤﺩﺍﺕ ﺍﻟﻌﻴﻨﺔ ﻤﻥ ﺒﻴﻥ ﺃﻭل ﺃﻭ ﺃﻗﺭﺏ ﻭﺃﺴﻬل‬
‫ﻤﺠﻤﻭﻋﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﻭﺼل ﺍﻟﻴﻬﺎ ﺍﻟﺒﺎﺤﺙ )ﺒﻥ ﺠﺨﺩل‪ ،2019 ،‬ﺹ‪ .(65-64‬ﻭﻋﻠﻴﻪ ﻓﻘﺩ‬
‫ﻁﺒﻘﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 100‬ﺘﻠﻤﻴﺫ ﻤﺘﻤﺩﺭﺱ ﻀﻤﻥ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪،‬‬
‫ﻤﻭﺯﻋﻴﻥ ﻋﻠﻰ ﺜﻼﺙ ﻤﺘﻭﺴﻁﺎﺕ ﻭﻓﻘﺎ ﻟﻠﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪:01‬‬
‫ﻴﻭﻀﺢ ﺃﺴﻤﺎﺀ ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﻭﺘﻌﺩﺍﺩ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻟﺫﻴﻥ ﺃﺠﺭﻴﺕ ﻤﻌﻬﻡ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻧﺴﺒﺔ‬ ‫ﻋﺪد‬ ‫ﻧﺴﺒﺔ‬ ‫ﻋﺪد‬ ‫ﻋﺪد‬
‫اﻟﻤﺘﻮﺳﻄﺔ‬ ‫اﻟﺮﻗﻢ‬
‫اﻻﻧﺎث اﻻﻧﺎث‬ ‫اﻟﺬﻛﻮر اﻟﺬﻛﻮر‬ ‫اﻟﺘﻼﻣﯿﺬ‬
‫‪42.5% 17‬‬ ‫‪57.5% 23‬‬ ‫‪40‬‬ ‫ﺑﻦ ﺑﺮاھﯿﻢ ﺑﻠﻘﺎﺳﻢ‬ ‫‪1‬‬
‫‪33.3% 10‬‬ ‫‪66.6% 20‬‬ ‫‪30‬‬ ‫ﻣﺤﻤﺪ آﯾﺖ ﻋﻤﺮان‬ ‫‪2‬‬
‫‪26.6%‬‬ ‫‪8‬‬ ‫‪73.3% 22‬‬ ‫‪30‬‬ ‫ﻣﻔﺪي زﻛﺮﯾﺎء‬ ‫‪3‬‬
‫‪35%‬‬ ‫‪35‬‬ ‫‪65%‬‬ ‫‪65‬‬ ‫‪100‬‬ ‫ﻣﺠﻤﻮع‬
‫ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﻨﺅﻜﺩ ﻋﻠﻰ ﺃﻨﻨﺎ ﺤﺎﻭﻟﻨﺎ ﺃﻥ ﻨﺄﺨﺫ ﻨﺴﺒﺎ ﻤﺘﺴﺎﻭﻴﺔ ﺒﻴﻥ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺃﻤﺎ ﺒﺎﻟﻨﺴﺒﺔ ﻟﺘﻨﺎﺴﺏ ﺍﻟﺫﻜﻭﺭ ﻭﺍﻻﻨﺎﺙ ﻓﻘﻁ ﺠﺎﺀ ﻤﺘﺒﺎﻴﻨﺎ ﺤﻴﺙ ﺘﻜﻭﻨﺕ‬
‫ﻋﻴﻨﺘﻨﺎ ﻤﻥ ﺃﻏﻠﺒﻴﺔ ﻤﻥ ﺍﻟﺫﻜﻭﺭ ﻭﺼﻠﺕ ﺍﻟﻰ ‪ %65‬ﻭﻫﺫﺍ ﻤﺎ ﻴﺘﻼﺀﻡ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺘﻲ‬
‫ﺘﺸﻴﺭ ﻓﻴﻬﺎ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻰ ﻜﻭﻨﻬﺎ ﺘﻅﻬﺭ ﻋﻨﺩ ﺍﻟﺫﻜﻭﺭ ﺃﻜﺜﺭ ﻤﻥ ﺍﻹﻨﺎﺙ‪.‬‬

‫‪102‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫‪-10‬ﺃﺩﻭﺍﺕ ﺍﻟﺩﺭﺍﺴﺔ‪:‬‬
‫ﻋﻠﻰ ﻀﻭﺀ ﻁﺒﻴﻌﺔ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﻤﻘﺘﺭﺤﺔ ﻟﺤل ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤـﺎﻟﻲ ﺍﻋﺘﻤـﺩﻨﺎ ﺃﺩﻭﺍﺕ‬
‫ﻟﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻨﺫﻜﺭﻫﺎ ﻜﺎﻵﺘﻲ‪:‬‬
‫‪-1-10‬ﻤﻘﻴﺎﺱ ﻜﻭﻨﺭﺯ)‪ :(Conners, 1998‬ﺍﻋﺘﻤﺩﻨﺎ ﻓﻲ ﺠﻤﻊ ﺒﻴﺎﻨـﺎﺕ ﺍﻟﺩﺭﺍﺴـﺔ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﻜﻭﻨﺭﺯ ﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻌﻠﻡ )‪ (1998‬ﻟﺘﺸﺨﻴﺹ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼـﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪(ADHD‬؛ ﻭﺍﻟﺫﻱ ﺘﻡ ﺘﺭﺠﻤﺘﻪ ﻤﻥ ﻁﺭﻑ ﺍﺤﻤﺩ ﻋﺒﺩ ﺍﷲ ﺍﻟﺭﺒﺎﺒﻌﺔ )‪.(2015‬‬
‫ﺃﻭﻻ‪ :‬ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺱ‪ :‬ﻴﺴﺘﺨﺩﻡ ﺍﻟﻤﻌﻠﻡ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻟﺘﻘﺩﻴﺭ ﺴﻠﻭﻙ ﺍﻟﻁﻔـل ﻟﺘﺸـﺨﻴﺹ‬
‫ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺎﺤﺏ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ‪ ،‬ﻭﻜﺫﺍ ﻟﻘﻴﺎﺱ ﺃﻨﻤﺎﻁ ﺭﺌﻴﺴﻴﺔ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﻅﻬﺭ ﻋﻠﻰ ﺍﻟﻁﻔل‪ ،‬ﻭﺘﺤﺘﻭﻱ ﻫﺫﻩ ﺍﻟﻨﺴﺨﺔ ﻋﻠﻰ ‪ 28‬ﺒﻨﺩﺍ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜـﻼﺙ‬
‫ﻤﻘﺎﻴﻴﺱ ﻓﺭﻋﻴﺔ ﻫﻲ )ﺍﻟﻤﺸﻜﻼﺕ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ‪ ،‬ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻨﻘﺹ ﺍﻻﻨﺘﺒـﺎﻩ(‪ .‬ﻭﻴـﺘﻡ ﺇﻋﻁـﺎﺀ‬
‫ﺘﻘﺩﻴﺭﺍﺕ ﻟﻠﺒﻨﻭﺩ ﻤﻥ ﺨﻼل ﺃﺭﺒﻌﺔ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻫﻲ )ﻤﻁﻠﻘﺎ=‪ ،0‬ﺒﻘﺩﺭ ﻤﺤﺩﻭﺩ=‪ ،1‬ﺒﻘﺩﺭ ﻜﺒﻴﺭ=‪،2‬‬
‫ﺒﻘﺩﺭ ﻜﺒﻴﺭ ﺠﺩﺍ=‪ ،(3‬ﻭﺘﺸﻴﺭ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻋﻠﻰ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﻰ ﻭﺠﻭﺩ ﻤﺸﻜﻠﺔ‪ ،‬ﺒﻴﻨﻤـﺎ ﺘﻌﺒـﺭ‬
‫ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻋﻠﻰ ﻨﻘﺹ ﻓﻲ ﺍﻟﻤﺸﻜﻠﺔ‪ .‬ﻭﻴﻁﺒﻕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﺍﻷﻁﻔـﺎل ﻤـﻥ ﻋﻤـﺭ‪3‬‬
‫ﺍﻟﻰ‪ 17‬ﺴﻨﺔ )ﺴﻌﺎﺩﻨﺔ‪ ،2021 ،‬ﺹ‪ .(165‬ﻭ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀـﺢ ﺍﻟﻤﻘـﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴـﺔ‬
‫ﻭﺍﺨﺘﺼﺎﺭﺍﺘﻬﺎ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﻨﺩﺭﺝ ﺘﺤﺘﻬﺎ‪:‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪:02‬‬
‫ﻴﻭﻀﺢ ﺍﻟﻤﻘﺎﻴﻴﺱ ﺍﻟﻔﺭﻋﻴﺔ ﻭﺒﻨﻭﺩﻫﺎ ﻟﻤﻘﻴﺎﺱ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻟﻜﻭﻨﺭﺯ )ﺘﻘﺩﻴﺭ ﺍﻟﻤﻌﻠﻡ (‬

‫اﻟﺒﻨﻮد‬ ‫اﻻﺧﺘﺼﺎر‬ ‫اﺳﻢ اﻟﻤﻘﯿﺎس‬ ‫م‬

‫‪27-23-17-13-12-11-10-6-5-4‬‬ ‫‪A‬‬ ‫اﻟﻤﺸﻜﻼت اﻟﻤﺴﻠﻜﯿﺔ)اﻻﻧﺪﻓﺎﻋﯿﺔ(‬ ‫‪1‬‬

‫‪25-24-19-16-15-14-8-3-2-1‬‬ ‫‪B‬‬ ‫ﻓﺮط اﻟﻨﺸﺎط‬ ‫‪2‬‬

‫‪28-26-22-21-20-18-9-7‬‬ ‫‪C‬‬ ‫ﻧﻘﺺ اﻻﻧﺘﺒﺎه‬ ‫‪3‬‬

‫‪103‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪-‬ﻤﻔﺘﺎﺡ ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ‪:‬‬

‫ﺍﻟﺩﻟﻴل ﺍﻻﺭﺸﺎﺩﻱ)ﺍﻟﺘﺼﻨﻴﻑ(‬ ‫ﺍﻟﻤﺩﻯ‬
‫ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺠﺩﺍ‬ ‫ﺍﻋﻠﻰ ﻤﻥ ‪70‬‬
‫ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‬ ‫ﻤﻥ ‪ 66‬ﺍﻟﻰ ‪70‬‬
‫ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻤﻥ‪ 61‬ﺍﻟﻰ‪65‬‬
‫ﻓﻭﻕ ﺍﻟﻤﺘﻭﺴﻁ ﺒﺩﺭﺠﺔ ﻁﻔﻴﻔﺔ‬ ‫ﻤﻥ‪ 56‬ﺍﻟﻰ ‪60‬‬
‫ﻤﺘﻭﺴﻁ‬ ‫ﻤﻥ ‪ 45‬ﺍﻟﻰ ‪55‬‬
‫ﺍﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ ﺒﺩﺭﺠﺔ ﻁﻔﻴﻔﺔ‬ ‫ﻤﻥ‪ 40‬ﺍﻟﻰ‪44‬‬
‫ﺍﻗل ﻤﻥ ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﻤﻥ ‪ 35‬ﺍﻟﻰ‪39‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‪ :‬ﺘﻡ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﺩﻻﻻﺕ ﺘﺅﻜﺩ ﻋﻠﻰ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‪،‬‬
‫ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ؛ ﺤﻴﺙ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ )‪(%0.92‬؛‬
‫ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺩﻻﻻﺕ ﺍﻟﺼﺩﻕ ﺍﻟﺘﻼﺯﻤﻲ ﻟﻠﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ‬
‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻭﻤﻘﻴﺎﺱ ﺘﺸﺨﻴﺹ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻟـ )ﺠﺭﻴﺴﺎﺕ ‪(2007‬؛ ﺤﻴﺙ ﻭﺒﻌﺩ ﺃﻥ ﺘﻡ ﺘﻁﺒﻴﻘﻪ ﻋﻠﻰ ﻋﻴﻨﺔ‬
‫ﻋﺸﻭﺍﺌﻴﺔ ﻗﻭﺍﻤﺘﻬﺎ ‪ 30‬ﺘﻠﻤﻴﺫ )ﺠﻨﺱ ‪11‬ﺫ‪19/‬ﺇ( )ﻤﻌﺩل ﺍﻟﻌﻤﺭ ‪ (12.6‬ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ )‪ .( 0.98-0.68‬ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﻤﺅﺸﺭﺍﺕ ﺨﺎﺼﺔ ﺒﺩﻻﻻﺕ ﺼﺩﻕ ﺍﻟﺒﻨﺎﺀ‬
‫ﻟﻠﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺃﺴﻠﻭﺏ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻌﺎﻤﻠﻲ‪ ،‬ﺤﻴﺙ ﺍﺸﺎﺭﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻰ ﻭﺠﻭﺩ ﺘﺸﺒﻊ ﻋﺎﻤﻠﻲ‬
‫ﻤﺘﻨﺎﺴﺏ ﻤﻊ ﺃﻫﺩﺍﻑ ﺍﻟﻤﻘﻴﺎﺱ‪.‬‬
‫ﻭﺘﻭﺍﻓﺭﺕ ﺩﻻﻻﺕ ﺜﺒﺎﺕ ﻟﻠﻤﻘﻴﺎﺱ ﻤﺤﺴﻭﺒﺔ ﺒﻁﺭﻴﻘﺔ ﺍﻹﻋـﺎﺩﺓ؛ ﺤﻴـﺙ ﺘﺭﺍﻭﺤـﺕ ﺒـﻴﻥ‬
‫)‪ ،( 0.95 -0.85‬ﻭﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻗﻴﻡ ﻤﻌـﺎﻤﻼﺕ ﺍﻟﺜﺒـﺎﺕ ﺒـﻴﻥ‬
‫)‪ ،(0.96 -0.72‬ﻭﻁﺭﻴﻘﺔ ﺍﻻﺘﺴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ )ﺍﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ(؛ ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﺒـﻴﻥ )‪-0.71‬‬
‫‪.(0.97‬‬

‫‪104‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫‪ -2-10‬ﻤﻘﻴﺎﺱ ﺍﻟﻴﻨﻭﻱ ﻟﻠﺘﻨﻤﺭ ‪(Espelage & Holt, 2001) : Illinois Bullying scale‬‬

‫ﺘﻡ ﺘﻁﻭﻴﺭ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ ﻤﻥ ﻁﺭﻑ ﻜل ﻤﻥ )‪ (Espelage & Holt‚ 2001‬ﻴﺘﻜﻭﻥ ﻤﻘﻴﺎﺱ‬
‫ﺇﻟﻴﻨﻭﻱ ﻟﻠﺘﻨﻤﺭ ﻤﻥ ‪ 18‬ﻋﺒﺎﺭﺓ ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺜﻼﺜﺔ ﻤﻘﺎﻴﻴﺱ ﻓﺭﻋﻴـﺔ ﻫـﻲ ﻤﻘﻴـﺎﺱ ﺍﻟﻤﺘﻨﻤـﺭ‬
‫‪ Bullying‬ﻭﻴﺘﻜﻭﻥ ﻤﻥ ‪ 9‬ﻋﺒﺎﺭﺍﺕ ﻫﻲ‪ 18-17-16-15-14-9-8-2 :‬ﻭﻤﻘﻴﺎﺱ ﺍﻟﻀﺤﻴﺔ‬
‫‪ Victimization‬ﻭﻴﺘﻜﻭﻥ ﻤﻥ ‪ 4‬ﻋﺒﺎﺭﺍﺕ ﻫﻲ‪ ،7-6-5-4 :‬ﻭﻤﻘﻴـﺎﺱ ﺍﻟﻤﺸـﺎﺠﺭﺓ ‪Fighting‬‬

‫ﻭﻴﺘﻜﻭﻥ ﻤﻥ ‪ 5‬ﻋﺒﺎﺭﺍﺕ ﻫﻲ‪.13-12-11-10-3:‬‬

‫ﺃﻭﻻ‪ :‬ﺘﻁﺒﻴﻕ ﺍﻟﻤﻘﻴﺎﺱ‪ :‬ﻴﻘﻭﻡ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻟﺘﻘﺭﻴﺭ ﺍﻟﺫﺍﺘﻲ؛ ﻭﻴﺘﻡ ﺘﺼﺤﻴﺢ ﺍﻟﻤﻘﻴﺎﺱ‬
‫ﺒﻁﺭﻴﻘﺔ ﻟﻴﻜﺭﺙ‪ ،‬ﻭﻫﻭ ﺨﻤﺎﺴﻲ ﺍﻻﺴﺘﺠﺎﺒﺔ‪:‬‬
‫‪ ‬ﺃﺒﺩﺍ = ‪0‬‬
‫‪ 1 ‬ﺃﻭ ‪ 2‬ﻤﺭﺍﺕ = ‪1‬‬
‫‪ 3 ‬ﺃﻭ ‪ 4‬ﻤﺭﺍﺕ = ‪2‬‬
‫‪ 5 ‬ﺃﻭ ‪ 6‬ﻤﺭﺍﺕ = ‪3‬‬
‫‪ 7 ‬ﻤﺭﺍﺕ ﺃﻭ ﺃﻜﺜﺭ = ‪4‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﺴﻴﻜﻭﻤﺘﺭﻴﺔ‪ :‬ﺘﻡ ﺤﺴﺎﺏ ﺼﺩﻕ ﺍﻟﻤﻘﻴﺎﺱ‪ ،‬ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ؛ ﺍﻴﻥ ﺒﻠﻐﺕ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺍﻟﻤﺤﻜﻤﻴﻥ )‪(%0.90‬؛ ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺍﻟﻰ ﺤﺴﺎﺏ‬
‫ﺍﻟﺼﺩﻕ ﺍﻟﺘﻼﺯﻤﻲ ﻟﻠﻤﻘﻴﺎﺱ ﻤﻥ ﺨﻼل ﺘﻘﺩﻴﺭ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻷﺩﺍﺀ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻤﻘﻴﺎﺱ‪،‬‬
‫ﻭﻤﻘﻴﺎﺱ ﺃﻭﻟﻭﻴﺱ )‪(Olweus Bully/Victim Questionnaire‬؛ ﻭﺫﻟﻙ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺘﻘﻨﻴﻥ‬
‫ﺍﻟﺴﺎﺒﻘﺔ )ﺍﻨﻅﺭ ﺍﻟﻤﻘﻴﺎﺱ ﺍﻟﺴﺎﺒﻕ( ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ )‪.( 0.88-0.59‬‬
‫ﻭﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺜﺒﺎﺕ ﺍﻟﻤﻘﻴﺎﺱ ﻋﻥ ﻁﺭﻴﻕ ﻤﻌﺎﻤل ﺍﻟﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ؛ ﻭﺒﻠﻐﺕ ﻗﻴﻤـﺔ‬
‫ﺍﻟﺜﺒﺎﺕ ‪.0.77‬‬

‫‪105‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪-11‬ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ‪:‬‬

‫‪ -1-11‬ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﺠﺯﺌﻴﺔ‪ :‬ﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﺠﺯﺌﻴﺔ ﺘﺒﻌﺎ ﻟﻸﺒﻌﺎﺩ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻤﺘﻐﻴﺭ‬
‫ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﻋﻼﻗﺘﻬﺎ ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪-1-1-11‬ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺠﺯﺌﻴﺔ ﺍﻷﻭﻟﻰ‪ :‬ﺘﻨﺹ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ‬
‫ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪:03‬‬
‫ﻴﻭﻀﺢ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﻭﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪α‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪R‬‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﻓﺭﻁ ﺍﻟﻨﺸﺎﻁ‬
‫‪0.01‬‬ ‫‪0.74‬‬
‫ﺍﻟﺘﻨﻤﺭ‬

‫ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﻨﻼﺤﻅ ﺍﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‪ R‬ﻴﺸﻴﺭ ﺍﻟﻰ )‪ (0.74‬ﻋﻨﺩ‬
‫ﻤﺴﺘﻭﻯ ﺩﻻﻟﺔ ‪ α = 0.01‬ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻓﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺍﻟﺘﻼﻤﻴﺫ ﻤﻥ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﺒﺎﺴﺘﺜﺎﺭﺓ ﻨﻔﺴﻴﺔ ﺤﺭﻜﻴﺔ ﺘﻔﻭﻕ ﺍﻟﺤﺩ ﺍﻟﻁﺒﻴﻌﻲ ﺍﻟﻤﻌﻘﻭل ﻭﺍﻟﺘﻲ ﻤﻥ ﺍﻟﺼﻌﺏ ﺍﻟﺘﺤﻜﻡ ﻓﻴﻬﺎ‬
‫ﻭﻀﺒﻁﻬﺎ؛ ﻤﻤﺎ ﻴﻔﺴﺭ ﻋﺩﻡ ﺍﺴﺘﻘﺭﺍﺭﻫﻡ ﻓﻲ ﻭﻀﻌﻴﺎﺕ ﻤﻌﻴﻨﺔ ﺩﺍﺨل ﺍﻟﺒﻴﺌﺔ ﺍﻟﺼﻔﻴﺔ ﺍﻭ ﺨﺎﺭﺠﻬﺎ؛‬
‫ﻓﻜﺜﻴﺭﺍ ﻤﺎ ﻴﻼﺤﻅ ﻋﻠﻴﻬﻡ ﻜﺜﺭﺓ ﺍﻟﺤﺭﻜﺔ ﺒﺩﻭﻥ ﻫﺩﻑ ﻭﺍﻟﺘﺠﻭل ﻓﻲ ﺃﺭﻭﻗﺔ ﺍﻟﺼﻑ ﻭﺍﻟﻤﺩﺭﺴﺔ‬
‫ﺫﻫﺎﺒﺎ ﻭﺇﻴﺎﺒﺎ ﻭﻋﺩﻡ ﺍﻻﻟﺘﺯﺍﻡ ﺒﻘﻭﺍﻋﺩ ﺍﻟﻨﻅﺎﻡ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻤﺅﺴﺴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻴﻤﻴﻠﻭﻥ ﺍﻟﻰ ﺍﺭﺘﻜﺎﺏ‬
‫ﺴﻠﻭﻜﻴﺎﺕ ﺨﻁﻴﺭﺓ ﺒﻬﺩﻑ ﺤﺏ ﺍﻻﺴﺘﻁﻼﻉ ﻭﺍﻻﺴﺘﻜﺸﺎﻑ ﺍﻟﻤﺒﺎﻟﻎ ﻓﻴﻪ ﻭﻫﻭﺱ ﻤﺒﺎﺭﺯﺓ ﺍﻵﺨﺭﻴﻥ‬
‫ﻤﻤﺎ ﻴﺠﻌﻠﻬﻡ ﻤﻨﺒﻭﺫﻴﻥ ﻭﻏﻴﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬﻡ ﻨﻅﺭﺍ ﻟﺴﻠﺒﻴﺔ ﺘﺼﺭﻓﺎﺘﻬﻡ‪ ،‬ﻭﻴﺩﺨﻠﻬﻡ ﻓﻲ ﺼﺭﺍﻋﺎﺕ‬
‫ﻭﻤﺸﺎﺠﺭﺍﺕ ﻏﺎﻟﺒﺎ ﻤﺎ ﺘﻨﺘﻬﻲ ﺒﻌﻭﺍﻗﺏ ﻭﺨﻴﻤﺔ ﻟﻜﻼ ﺍﻟﻁﺭﻓﻴﻥ‪.‬‬

‫‪106‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﻭﺘﺸﻴﺭ ﺍﻷﺒﺤﺎﺙ ﺍﻟﻰ ﺃﻥ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﺘﻨﻤﺭﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ ﺍﻷﺴﺎﺴﻴﺔ ﻫﻡ‬

‫ﺍﻨﻔﺴﻬﻡ ﻀﺤﺎﻴﺎ ﻻﺴﺘﻘﻭﺍﺀ ﺍﻵﺨﺭﻴﻥ؛ ﻓﻬﻡ ﻴﺘﻨﻤﺭﻭﻥ ﻋﻠﻰ ﻤﻥ ﻫﻡ ﺍﺼﻐﺭ ﻤﻨﻬﻡ ﺴﻨﺎ ﻭﺤﺠﻤﺎ‪،‬‬
‫ﻭﻴﻜﻭﻨﻭﻥ ﻀﺤﺎﻴﺎ ﻟﺭﻓﺎﻗﻬﻡ ﺍﻷﻜﺒﺭ ﺴﻨﺎ ﻭﺤﺠﻤﺎ "ﻜﻤﺎ ﻴﻭﺼﻑ ﺍﻟﻤﺘﻨﻤﺭﻭﻥ‪ /‬ﺍﻟﻀﺤﺎﻴﺎ ﺒﺎﻨﻬﻡ ﺍﻜﺜﺭ‬
‫ﻗﻠﻘﺎ ﻭﺘﻘﻠﺒﺎ ﺍﻨﻔﻌﺎﻟﻴﺎ ﻭﻴﺴﻬل ﺍﺴﺘﻔﺯﺍﺯﻫﻡ ﻋﻠﻰ ﺼﻌﻴﺩ ﺍﻟﺤﺭﻜﺔ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ‪ ،‬ﻭﻴﺴﺘﻔﺯﻭﻥ‬
‫ﺍﻵﺨﺭﻴﻥ ﺒﺸﻜل ﺩﺍﺌﻡ‪ ،‬ﻭ ﻟﺩﻴﻬﻡ ﺤﺭﻜﺔ ﺯﺍﺌﺩﺓ ﻭﻤﺸﻜﻼﺕ ﻓﻲ ﺍﻻﻨﺘﺒﺎﻩ )ﺍﺒﻭﻏﺯﺍل‪،2009 ،‬‬
‫ﺹ‪.(92‬‬
‫ﻭﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻴﻭﺼﻑ ﺍﻟﺘﻠﻤﻴﺫ ﺍﻟﺫﻱ ﻴﻌﺎﻨﻲ ﻤﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ ﺒﺎﻟﺘﻠﻤﻴﺫ ﺼﻌﺏ‬
‫ﺍﻟﻤﺭﺍﺱ ﺍﻟﺫﻱ ﻻ ﻴﻤﻜﻥ ﻀﺒﻁ ﺴﻠﻭﻜﻴﺎﺘﻪ ﻤﻤﺎ ﻴﺸﻜل ﺍﺯﻋﺎﺠﺎ ﻟﻤﻥ ﻫﻡ ﺤﻭﻟﻪ‪ ،‬ﻓﻴﻌﺭﻀﻪ ﻟﻠﻌﻘﺎﺏ‪،‬‬
‫ﻭﻟﻜﻥ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻴﻌﺘﺒﺭ ﺍﻟﻌﻘﺎﺏ ﻋﺎﻤل ﺃﺴﺎﺴﻲ ﻟﺘﻔﺎﻗﻡ ﺍﻟﻤﺸﻜﻠﺔ؛ ﻻﻥ ﺍﺭﻏﺎﻡ ﺍﻟﻁﻔل ﺍﻭ‬
‫ﺍﻟﻤﺭﺍﻫﻕ ﻋﻠﻰ ﻓﻌل ﺃﻱ ﻓﻌل ﻟﻴﺱ ﺒﻤﻘﺩﻭﺭﻩ ﺍﻟﻘﻴﺎﻡ ﺒﻪ ﻴﺯﻴﺩ ﺍﻻﻤﺭ ﺘﻌﻘﻴﺩﺍ ﻭﻴﺅﺩﻱ ﺍﻟﻰ ﻤﺎ ﻴﺤﻤﺩ‬
‫ﻋﻘﺒﺎﻩ‪ ،‬ﺤﻴﺙ ﺍﺸﺎﺭﺕ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺴﻴﻜﻭﺩﻴﻨﺎﻤﻴﺔ ﻓﻲ ﺘﻔﺴﻴﺭﻫﺎ ﻟﻠﺘﻨﻤﺭ ﺍﻨﻪ ﻻ ﻴﻤﻜﻥ ﺍﻟﺘﺤﻜﻡ ﻓﻲ‬
‫ﺍﻟﺴﻠﻭﻙ ﺍﻟﻌﺩﻭﺍﻨﻲ ﻤﻥ ﺨﻼل ﺍﻟﻀﻭﺍﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ،‬ﻭﺍﻨﻤﺎ ﺘﺤﻭﻴل ﻫﺫﺍ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻰ ﺍﻫﺩﺍﻑ‬
‫ﺒﻨﺎﺀﺓ؛ ﻭﺫﻟﻙ ﻤﻥ ﻤﻨﻁﻠﻕ ﻏﺭﻴﺯﺓ ﺍﻟﻤﻭﺕ ﻭﺍﻟﺤﻴﺎﺓ؛ ﻜﻭﻥ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺍﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺨﻁﻴﺭﺓ ﻤﺠﺭﺩ‬
‫ﺘﻔﺭﻴﻎ ﻟﻁﺎﻗﺔ ﻏﺭﻴﺯﺓ ﺍﻟﻤﻭﺕ ﺍﻟﺘﻲ ﺘﺨل ﺒﺎﻟﺘﻭﺍﺯﻥ ﺍﻟﺩﺍﺨﻠﻲ ﻟﻠﻔﺭﺩ؛ ﻓﻴﻘﻭﻡ ﺒﻬﺫﺍ ﺍﻟﺴﻠﻭﻙ ﻤﻥ ﺍﺠل‬
‫ﺍﻋﺎﺩﺓ ﻫﺫﺍ ﺍﻟﺘﻭﺍﺯﻥ )ﺍﻟﺩﺴﻭﻗﻲ‪ ،2016 ،‬ﺹ‪.(30‬‬
‫ﻭﻋﻤﻭﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻨﻔﺴﺭ ﻋﻼﻗﺔ ﻓﺭﻁ ﺍﻟﺤﺭﻜﺔ ﺒﺎﻟﺘﻨﻤﺭ ﻤﻥ ﺨﻼل ﺍﻟﺭﻭﺍﺒﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ -‬ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﺤﺭﻜﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻟﺒﻘﻴﺔ ﺍﻟﺘﻼﻤﻴﺫ ﻤﺼﺩﺭ ﺍﻨﺯﻋﺎﺝ ﺃﻭ ﺴﺒﺒﺎﹰ ﻟﺘﺼﻨﻴﻑ ﺍﻟﺘﻠﻤﻴﺫ‬
‫ﻜﺸﺨﺹ ﻴﺜﻴﺭ ﺍﻹﺯﻋﺎﺝ ﺃﻭ ﻤﺘﺴﺒﺏ ﻓﻲ ﺍﻹﺯﻋﺎﺝ ﻟﻶﺨﺭﻴﻥ‪.‬‬
‫‪ -‬ﻗﺩ ﺘﻜﻭﻥ ﺍﻟﺤﺭﻜﺔ ﺍﻟﻤﻔﺭﻁﺔ ﻤﻭﻀﻭﻋ‪‬ﺎ ﻟﻼﻨﻁﺒﺎﻋﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻤﻥ ﺍﻵﺨـﺭﻴﻥ‪ ،‬ﻭﻴ‪‬ﻌﺘﺒـﺭﻭﻥ‬
‫ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺴﻠﻭﻙ ﻋﺎﺌﻘﹰﺎ ﺃﻭ ﻤﺼﺩﺭ ﺇﺯﻋﺎﺝ‪.‬‬
‫‪ -‬ﻗﺩ ﺘﺴﺒﺏ ﺍﻟﺤﺭﻜﺔ ﺍﻟﻤﻔﺭﻁﺔ ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﻗﺒﻭل ﺍﻟﻔﺭﺩ ﻀﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﺃﻭ ﻓﻲ‬
‫ﺇﻗﺎﻤﺔ ﻋﻼﻗﺎﺕ ﺼﺤﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪.‬‬

‫‪107‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫‪ -‬ﻗﺩ ﻴﺘﻡ ﺍﻟﺘﺼﻨﻴﻑ ﺍﻟﺨﺎﻁﺊ ﻟﻠﺴﻠﻭﻙ ﺍﻟﺫﻱ ﻴﺘﺴﻡ ﺒﺎﻟﺤﺭﻜﺔ ﺍﻟﻤﻔﺭﻁﺔ‪ ،‬ﻤﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴـﺅﺩﻱ‬
‫ﺇﻟﻰ ﺘﺠﻨﺏ ﺍﻟﺘﻼﻤﻴﺫ ﺍﻵﺨﺭﻴﻥ ﻟﺯﻤﻴﻠﻬﻡ ﺃﻭ ﻤﻌﺎﻤﻠﺘﻪ ﺒﺸﻜل ﺴﻠﺒﻲ‪.‬‬
‫‪ -2-1-11‬ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺠﺯﺌﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﺘﻨﺹ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﻋﻠﻰ ﻭﺠﻭﺩ‬
‫ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪:04‬‬
‫ﻴﻭﻀﺢ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ ﻋﻨﺩ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪α‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪R‬‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬
‫‪0.01‬‬ ‫‪0.50‬‬
‫ﺍﻟﺘﻨﻤﺭ‬

‫ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﻨﻼﺤﻅ ﺍﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ‪ R‬ﺒﻴﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﻨﻤﺭ ﻴﺸﻴﺭ ﺍﻟﻰ‬
‫)‪ (0.50‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ α = 0.01‬؛ ﻭﻫﺫﺍ ﺩﻟﻴل ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻁﺭﺩﻴﺔ ﺍﻟﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ‬
‫ﺍﻟﺘﻲ ﺘﺠﻤﻊ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‪.‬‬
‫ﺍﻥ ﻤﺸﻜﻠﺔ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺍﻟﺘﺭﻜﻴﺯ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﺤﺭﻜﺔ ﺘﺅﺜﺭ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﺩﺭﺍﻙ ﻤﺎ ﻴﺩﻭﺭ ﺤﻭﻟﻬﻡ ﻤﻥ ﻤﺜﻴﺭﺍﺕ؛ ﻤﻤﺎ ﻴﻌﻴﻕ ﺁﻟﻴﺔ ﺍﻟﻔﻬﻡ‬
‫ﻭﺍﻟﺘﺤﻠﻴل ﻟﺩﻴﻬﻡ‪ ،‬ﻭﻴﻜﻭﻨﻭﻥ ﺒﺫﻟﻙ ﻤﺤﻁ ﺍﺴﺘﻬﺯﺍﺀ ﻭﺴﺨﺭﻴﺔ ﻤﻥ ﺍﻵﺨﺭﻴﻥ؛ ﻭﻫﺫﺍ ﻤﺎ ﻴﻭﻟﺩ ﻟﺩﻴﻬﻡ‬
‫ﺍﻟﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻰ ﺍﻗﺭﺍﻨﻬﻡ؛ ﻓﻨﺭﺍﻫﻡ ﻴﻤﻴﻠﻭﻥ ﺍﻟﻰ ﺍﻟﻌﺯﻟﺔ ﻭﺍﻻﻨﻁﻭﺍﺌﻴﺔ‪ ،‬ﻭﺘﺘﺴﻡ ﺭﺩﻭﺩ‬
‫ﺍﻓﻌﺎﻟﻬﻡ ﺒﺎﻟﺤﺴﺎﺴﻴﺔ ﺍﻟﺯﺍﺌﺩﺓ ﻭﺍﻟﻌﺩﺍﺌﻴﺔ‪ ،‬ﻭﺒﺎﻹﻀﺎﻓﺔ ﺍﻟﻰ ﺫﻟﻙ ﻓﺈﻥ ﻋﺩﻡ ﺍﻟﻤﺒﺎﻻﺓ ﻭﺍﻻﻜﺘﺭﺍﺙ‬
‫ﻟﻠﻌﻭﺍﻗﺏ ﻭﻨﺴﻴﺎﻨﻬﻡ ﺍﻟﺩﺍﺌﻡ ﻴﺩﻓﻌﻬﻡ ﺍﻟﻰ ﺇﻴﺫﺍﺀ ﺍﻗﺭﺍﻨﻬﻡ ﺍﻷﻀﻌﻑ ﻤﻨﻬﻡ؛ ﻜﺎﻟﺘﻘﻠﻴل ﻤﻥ ﺸﺎﻨﻬﻡ‬
‫ﻭﺍﻟﺘﺸﻬﻴﺭ ﺒﻬﻡ ﻭﺍﻁﻼﻕ ﺒﻌﺽ ﺍﻷﻟﻘﺎﺏ ﺍﻟﺒﺫﻴﺌﺔ ﻋﻠﻴﻬﻡ؛ ﻤﻥ ﺍﺠل ﺨﻔﺽ ﺘﻘﺩﻴﺭ ﺍﻟﺫﺍﺕ ﻟﺩﻯ‬
‫ﻀﺤﻴﺘﻬﻡ ﻭﻜﺭﺩ ﻓﻌل ﻀﺩ "ﺍﻟﺸﻌﻭﺭ ﺍﻟﺩﺍﺨﻠﻲ ﺒﺎﻟﻐﻀﺏ ﻭﺍﻟﻌﺠﺯ ﻭﺼﻌﻭﺒﺔ ﺍﻟﺘﻭﺍﺼل ﻤﻊ‬
‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺫﻟﻙ ﺒﺎﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻫﺫﺍ ﺍﻟﻀﻴﻕ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﺘﻨﻔﻴﺱ ﺒﻤﻤﺎﺭﺴﺔ ﺍﻟﺴﻴﻁﺭﺓ ﻋﻠﻰ‬

‫‪108‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺒﺎﻟﺘﺤﺩﻴﺩ ﺍﻟﻀﻌﻔﺎﺀ ﻤﻨﻬﻡ" )ﺤﺴﻥ‪ ،2019 ،‬ﺹ‪ ،(201‬ﻭﻫﺫﺍ ﻤﺎ ﺍﻋﺘﺒﺭﻩ ﺩﺍﻥ ﺍﻟﻭﻴﺱ‬
‫)‪ (Dan Olweus‬ﺸﻜﻼ ﻤﻥ ﺍﺸﻜﺎل ﺍﻟﺘﻨﻤﺭ ﺍﻟﺴﻠﺒﻲ ﺤﻴﺙ ﺃﺸﺎﺭ ﺍﻟﻰ ﺃﻥ ﺍﻟﻤﺘﻨﻤﺭﻭﻥ ﺍﻟﺴﻠﺒﻴﻭﻥ‬
‫ﻗﻠﻘﻭﻥ ﻭﻏﻴﺭ ﺁﻤﻨﻴﻥ ﻭﻨﻅﺭﺘﻬﻡ ﻟﺫﻭﺍﺘﻬﻡ ﺴﻠﺒﻴﺔ ﻭﻟﺩﻴﻬﻡ ﺸﻌﻭﺭ ﺒﺎﻟﺨﺠل ﻭﻋﺩﻡ ﺍﻟﺠﺎﺫﺒﻴﺔ ﻭﺍﻟﻌﺯﻟﺔ‬
‫ﺍﻟﺴﻴﺌﺔ ﻭﻟﻴﺱ ﻟﺩﻴﻬﻡ ﺃﺼﺩﻗﺎﺀ) ‪.(Olweus, 1994 ,p125‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻗﺩ ﻴﺠﺩﻭﻥ ﺼﻌﻭﺒﺔ ﻓﻲ ﺍﻻﻨﺨﺭﺍﻁ ﻓـﻲ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺸﻜل ﻓﻌ‪‬ﺎل‪ ،‬ﻤﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﺠﻌﻠﻬﻡ ﺃﻜﺜﺭ ﻋﺭﻀﺔ ﻟﻼﺴﺘﻬﺩﺍﻑ ﻤﻥ ﻗﺒـل‬
‫ﺍﻟﻤﺘﻨﻤ‪‬ﺭﻴﻥ ﺍﻟﺫﻴﻥ ﻴﺴﺘﻐﻠﻭﻥ ﻫﺫﻩ ﺍﻟﺼﻔﺎﺕ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺘﻌﺭﺽ ﻟﻠﺘﻨﻤ‪‬ﺭ ﻴﻤﻜﻥ ﺃﻥ ﻴﺯﻴﺩ ﻤﻥ ﺍﻨﻌـﺯﺍل‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻴﺠﻌﻠﻬﻡ ﺃﻜﺜﺭ ﺍﻨﻁﻭﺍﺌﻴﺔ‪ ،‬ﻤﻤـﺎ ﻴﺯﻴـﺩ ﻤـﻥ ﻓـﺭﺹ‬
‫ﺍﻟﺘﻌﺭﺽ ﺍﻟﻤﺴﺘﻤﺭ ﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﺘﻨﻤ‪‬ﺭ‪.‬‬
‫‪-3-1-11‬ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺠﺯﺌﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺘﻨﺹ ﻫﺫﻩ ﺍﻟﻔﺭﻀﻴﺔ ﻋﻠﻰ ﻭﺠﻭﺩ‬
‫ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪:05‬‬
‫ﻴﻭﻀﺢ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪α‬‬ ‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‪R‬‬ ‫ﺍﻟﻤﺅﺸﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻻﻨﺩﻓﺎﻋﻴﺔ‬
‫‪0.01‬‬ ‫‪0.57‬‬
‫ﺍﻟﺘﻨﻤﺭ‬

‫ﻤﻥ ﺨﻼل ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﻴﺘﻀﺢ ﺍﻥ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‪ R‬ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﺘﻨﻤﺭ‬
‫ﻴﺸﻴﺭ ﺍﻟﻰ)‪ (0.57‬ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ ‪ ،α = 0.01‬ﻭﻫﺫﺍ ﻤﺎ ﻴﻭﺤﻲ ﺒﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ‬
‫ﻁﺭﺩﻴﺔ ﻗﻭﻴﺔ ﻭﺩﺍﻟﺔ ﺍﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺍﻟﻤﺘﻐﻴﺭﻴﻥ‪.‬‬
‫ﻟﻌل ﻤﻥ ﺍﻫﻡ ﺃﺴﺒﺎﺏ ﻤﻤﺎﺭﺴﺔ ﺘﻼﻤﻴﺫ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭ ﺩﺍﺨل ﺒﻴﺌﺔ ﺍﻟﻤﺩﺭﺴﺔ ﺍﻭ ﺨﺎﺭﺠﻬﺎ ﻫﻭ ﺍﻨﻬﻡ ﻜﺎﻨﻭﺍ ﻀﺤﺎﻴﺎﻩ ﺍﻭ ﻋﺭﻀﺔ ﻟﻪ‬
‫ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﻭﺍﻗﻑ ﻨﻅﻴﺭ ﺍﻨﺩﻓﺎﻋﻴﺘﻬﻡ ﺍﻟﻤﺴﺘﻤﺭﺓ ﺍﻟﺘﻲ ﺘﻨﻌﻜﺱ ﻓﻲ ﺴﻠﻭﻜﻬﻡ ﺍﻟﻔﻭﻀﻭﻱ‬

‫‪109‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﻭﺍﻓﺘﻘﺎﺭﻫﻡ ﻟﻠﻨﻅﺎﻡ ﻭﺍﻻﻨﺘﻅﺎﻡ‪ ،‬ﻭﺘﺼﺭﻓﺎﺘﻬﻡ ﻏﻴﺭ ﺍﻟﻤﻼﺀﻤﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺘﻲ ﺘﺘﺠﻠﻰ ﻓﻲ‬
‫ﺴﺭﻋﺔ ﺍﻟﺭﺩ ﻭﺍﻻﺠﺎﺒﺔ ﺩﻭﻥ ﺘﻔﻜﻴﺭ ﻭﻤﻘﺎﻁﻌﺔ ﺤﺩﻴﺙ ﺍﻵﺨﺭﻴﻥ ﻭﺍﺨﺘﺭﺍﻕ ﺍﻷﺩﻭﺍﺭ ﻭﻋﺩﻡ ﺍﻟﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﻜﺒﺢ ﺍﻻﻨﻔﻌﺎﻻﺕ‪ ،‬ﻀﻑ ﺍﻟﻰ ﺫﻟﻙ ﺴﺭﻋﺔ ﺍﺴﺘﺜﺎﺭﺘﻬﻡ ﻭﻋﺩﻡ ﻤﻁﺎﺒﻘﺔ ﺭﺩﻭﺩ ﺍﻓﻌﺎﻟﻬﻡ ﻟﻠﻤﻭﺍﻗﻑ‬
‫ﺍﻟﻤﻌﺎﺸﺔ‪.‬‬
‫ﻜل ﻫﺫﺍ ﺠﻌﻠﻬﻡ ﻋﺭﻀﺔ ﻟﻠﻨﻘﻡ ﻭﺍﻟﻀﻐﻁ ﻭﺴﻭﺀ ﺍﻟﺘﻔﻬﻡ ﻤﻥ ﻁﺭﻑ ﺍﻵﺨﺭ؛ ﺍﻻﻤﺭ ﺍﻟﺫﻱ‬
‫ﺃﺩﻯ ﺒﻬﻡ ﺍﻟﻰ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻹﺤﺒﺎﻁ ﻭﺍﻨﻌﺩﺍﻡ ﺍﻻﻤﻥ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﻌﺎﻁﻔﻲ‪ ،‬ﻭﻨﺠﻡ ﻋﻥ ﺫﻟﻙ ﺘﻔﺎﻗﻡ‬
‫ﻟﻠﻤﺸﺎﻋﺭ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﻤﻜﺒﻭﺘﺔ ﺩﺍﺨﻠﻬﻡ ﺘﺠﺴﺩﺕ ﻓﻲ ﻋﺩﺍﺌﻴﺘﻬﻡ ﺍﻟﺠﺴﺩﻴﺔ ﻭﺍﻟﻠﻔﻅﻴﺔ ﺘﺠﺎﻩ ﺍﻗﺭﺍﻨﻬﻡ‬
‫ﺍﻟﻀﻌﻔﺎﺀ ﻭﺤﺘﻰ ﺃﺴﺎﺘﺫﺘﻬﻡ؛ ﻓﻤﻥ ﺨﻼل ﻤﺠﺭﻴﺎﺕ ﺍﻟﺘﻭﺍﺼل ﻤﻊ ﻤﻌﻅﻡ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ‬
‫ﻟﻤﺴﻨﺎ ﺍﻁﻼﻗﺎ ﻟﻸﻟﻘﺎﺏ ﺍﻟﺒﺫﻴﺌﺔ ﻤﻥ ﻁﺭﻑ ﺘﻼﻤﻴﺫ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻋﻠﻰ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻭﺍﻟﻤﺸﺭﻓﻴﻥ ﺍﻻﺩﺍﺭﻴﻴﻥ ﻭﺫﻟﻙ ﻓﻲ ﻅل ﻏﻴﺎﺏ ﺘﺎﻡ ﻭﺍﻨﻌﺩﺍﻡ‬
‫ﻟﻠﺭﻗﺎﺒﺔ ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺫﻭﻱ ﺍﻻﻀﻁﺭﺍﺏ‪ ،‬ﻭﻫﻨﺎ ﺘﺅﻜﺩ ﻨﻅﺭﻴﺔ ﺍﻹﺤﺒﺎﻁ ﻭﺍﻟﻌﺩﻭﺍﻥ ﻟﺩﻭﻻﺭ‬
‫ﻭﻤﻴﻠﺭ)‪ (Doleur & Miler‬ﻋﻠﻰ ﺃﻥ ﺍﻟﻌﻨﻑ ﻭﺍﻟﻌﺩﻭﺍﻥ ﺒﺠﻤﻴﻊ ﺍﺸﻜﺎﻟﻪ ﺍﻟﻠﻔﻅﻴﺔ ﻭﺍﻟﺠﺴﺩﻴﺔ ﻤﺎ ﻫﻭ‬
‫ﺍﻻ ﺍﺴﺘﺠﺎﺒﺔ ﻓﻁﺭﻴﺔ ﻟﻺﺤﺒﺎﻁﺎﺕ؛ ﺤﻴﺙ ﺃﻥ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭﻱ ﻭﺍﻟﻌﻨﻑ ﺘﺘﺤﺩﺩ ﺘﺒﻌﺎ‬
‫ﻟﻜﻤﻴﺔ ﺍﻹﺤﺒﺎﻁ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻴﻬﺎ ﺍﻟﻔﺭﺩ )ﻤﻐﺎﺭ‪ ،2015 ،‬ﺹ‪.(519‬‬
‫ﻭﻫﺫﺍ ﻤﺎ ﻨﺠﺩﻩ ﻴﺅﺜﺭ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻭﻭﺍﻀﺢ ﻋﻠﻰ ﺍﻟﺘﻭﺍﻓﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺩﺭﺍﺴﻲ ﻟﻬﺫﻩ‬
‫ﺍﻟﻔﺌﺔ‪ ،‬ﻭﻴﺘﺠﻠﻰ ﺫﻟﻙ ﻓﻲ ﺘﺩﻨﻲ ﺘﺤﺼﻴﻠﻬﻡ ﺍﻟﻌﻠﻤﻲ ﻭﻫﺸﺎﺸﺔ ﻋﻼﻗﺎﺘﻬﻡ ﻤﻊ ﻤﻥ ﻫﻡ ﺤﻭﻟﻬﻡ‪،‬‬
‫ﻭﺃﺸﺎﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﺘﺒﻌﻴﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺒﻬﺎ ﻭﺍﻜﺱ ﻭﺠﻴﻠﻤﺎﻥ )‪ (Waks & Jilmen, 1996‬ﺍﻟﻰ‬
‫ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻟﺩﻯ ﻫﺫﻩ ﺍﻟﻔﺌﺎﺕ )ﻓﺭﺝ‪ ،2015 ،‬ﺹ‪.(95‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻴﻥ ﻴﺘﻤﻴﺯﻭﻥ ﺒﺎﻻﻨﺩﻓﺎﻋﻴﺔ ﻭﺍﻟﻌﺩﺍﺌﻴﺔ ﻗﺩ ﻴ‪‬ﺸﺎﻫﺩﻭﻥ ﻋﻠـﻰ ﺃﻨﻬـﻡ ﺃﻜﺜـﺭ‬
‫ﻋﺭﻀﺔ ﻟﻠﺘﺼﺭﻓﺎﺕ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﺃﻭ ﺍﻻﻨﺘﻘﺎﻤﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻤﻜـﻥ ﺃﻥ ﻴﻜـﻭﻥ ﻤﺼـﺩﺭ‪‬ﺍ ﻟﻠﺼـﺭﺍﻋﺎﺕ‬
‫ﻭﺍﻟﺘﺼﺎﺩﻤﺎﺕ ﺩﺍﺨل ﺍﻟﻤﺩﺭﺴﺔ ﻤﻊ ﺒﻘﻴﺔ ﺍﻟﺘﻼﻤﻴﺫ‪ .‬ﻫﺫﺍ ﻭﻴﻤﻜﻥ ﻟﻼﻨﺩﻓﺎﻋﻴﺔ ﺍﻟﻤﻔﺭﻁﺔ ﺃﻥ ﺘﺅﺩﻱ ﺇﻟﻰ‬

‫‪110‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ﺘﻔﺎﻋﻼﺕ ﺴﻠﺒﻴﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ ﺍﻟﺴـﻠﻭﻙ ﻤﺼـﺩﺭ ﺍﻨﺘﻘـﺎﻡ ﺃﻭ‬
‫ﺘﺼﺭﻓﺎﺕ ﺘﻨﻤ‪‬ﺭﻴﺔ ﻤﻥ ﻗﺒل ﺍﻟﻔﺭﺩ‪.‬‬
‫‪-2-11‬ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻟﻔﺭﻀﻴﺔ ﺍﻟﺭﺌﻴﺴﺔ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﻗﻭﻴﺔ ﺘﺭﺒﻁ ﺒﻴﻥ‬
‫ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ ﺘﻼﻤﻴﺫ‬
‫ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪.‬‬
‫ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻡ ﻋﺭﻀﻪ ﻭﺘﺤﻠﻴﻠﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻴﻬﺎ ﻋﻠﻰ ﻀﻭﺀ‬
‫ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻟﺠﺯﺌﻴﺔ؛ ﻭﺍﻟﺘﻲ ﺘﻡ ﺘﻘﺴﻴﻤﻬﺎ ﺒﻨﺎﺀ‪ ‬ﻋﻠﻰ ﺍﻻﺒﻌﺎﺩ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻤﺘﻐﻴﺭ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﻭﻋﻼﻗﺘﻬﺎ ﺒﻤﺘﻐﻴﺭ ﺍﻟﺘﻨﻤﺭ؛ ﻴﻤﻜﻥ ﺍﻟﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺃﻨﻪ‬
‫ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻭﺴﻁ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‪ ،‬ﺤﻴﺙ ﺃﻥ ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺍﻟﺘﻼﻤﻴﺫ ﻴﺘﻤﻴﺯﻭﻥ ﺒﺨﺼﺎﺌﺹ‬
‫ﺴﻠﻭﻜﻴﺔ ﻭﺍﻨﻔﻌﺎﻟﻴﺔ ﺘﺠﻌﻠﻬﻡ ﻤﺤﻁ ﺍﻟﻨﺒﺫ ﻭﺍﻻﻨﺘﻘﺎﺩ ﻤﻥ ﻁﺭﻑ ﺍﻵﺨﺭﻴﻥ ﻤﻤﺎ ﻴﺩﻓﻌﻬﻡ ﺍﻟﻰ ﻤﻤﺎﺭﺴﺔ‬
‫ﺍﻟﺴﻠﻭﻜﺎﺕ ﺍﻟﻌﺩﻭﺍﻨﻴﺔ ﻜﺭﺩ ﻓﻌل ﺇﺯﺍﺀ ﻫﺫﻩ ﺍﻟﺘﻐﺫﻴﺔ ﺍﻟﺭﺠﻌﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻟﻠﻤﺤﻴﻁﻴﻥ ﺒﻬﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﻴﻌﻜﺱ ﺍﻟﻤﻌﺎﻨﺎﺓ ﺍﻟﻭﺠﺩﺍﻨﻴﺔ ﻟﻬﺫﻩ ﺍﻟﻔﺌﺔ ﻤﻥ ﺍﻻﺤﺒﺎﻁﺎﺕ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻭﺨﻴﺒﺎﺕ ﺍﻻﻤل ﻨﺘﻴﺠﺔ ﺍﻟﻔﺸل ﻓﻲ‬
‫ﺍﻨﺠﺎﺯ ﺍﻟﻤﻬﻤﺎﺕ ﻭﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﻤﺭﺠﻭﺓ ﻤﻨﻬﻡ ﻭﻤﺠﺎﺭﺍﺓ ﺍﻗﺭﺍﻨﻬﻡ ﺍﻟﻌﺎﺩﻴﻴﻥ‪ ،‬ﻭﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻴﻬﻡ ﻤﺎ ﻫﻭ ﺍﻻ ﻭﺍﺠﻬﺔ ﺨﺎﺭﺠﻴﺔ ﺘﺨﻔﻲ ﻭﺭﺍﺀﻫﺎ ﺍﺨﺘﻼﻻﺕ ﻤﺨﻔﻴﺔ ﻓﻲ ﺍﻟﻨﻤﻭ‪.‬‬
‫ﻭﻗﺩ ﺍﺸﺎﺭﺕ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻰ ﻭﺠﻭﺩ ﻤﺨﻠﻔﺎﺕ ﻨﻔﺴﻴﺔ ﻻﻀﻁﺭﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺤﺭﻜﻲ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺨﺎﺼﺔ؛ ﻓﻘﺩ ﺘﻭﺼل ﻜل ﻤﻥ‬
‫ﺍﺤﻤﺩ ﻋﺜﻤﺎﻥ ﻭﻋﻔﺎﻑ ﻤﺤﻤﺩ ﻋﺠﻼﻥ )‪ (1995‬ﻓﻲ ﺩﺭﺍﺴﺘﻬﻤﺎ ﺍﻟﻰ ﺃﻥ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻗل ﺘﺤﺼﻴﻼ ﺩﺭﺍﺴﻴﺎ ﻤﻥ ﺍﻟﻌﺎﺩﻴﻴﻥ‪ ،‬ﻭﺃﻥ ﻨﺴﺒﺔ ﺍﻟﻤﺯﺍﺝ ﺍﻟﺴﻠﺒﻲ‬
‫ﻓﻲ ﺍﻟﺘﻔﺎﻋل ﻤﻊ ﺍﻟﻤﺜﻴﺭﺍﺕ‪ -‬ﺍﻟﺤﺩﺓ ﻓﻲ ﺭﺩﻭﺩ ﺍﻷﻓﻌﺎل‪ -‬ﺼﻌﻭﺒﺔ ﺍﻟﺘﻜﻴﻑ‪ -‬ﻜﺜﺭﺓ ﺍﻟﺘﺫﻤﺭ ﻟﺩﻯ‬
‫ﻫﺫﻩ ﺍﻟﻔﺌﺔ ﺍﻜﺒﺭ ﺒﻨﺴﺒﺔ ‪ 58%‬ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ ﺍﻟﻌﺎﺩﻴﻴﻥ )ﻓﺭﺝ‪ ،2015 ،‬ﺹ‪ ،(94‬ﻤﻥ‬
‫ﺠﻬﺔ ﺃﺨﺭﻯ ؛ ﻓﺈ ﻥ ﺍﻻﻋﺭﺍﺽ ﺍﻟﻤﺯﺍﺠﻴﺔ ﺍﻟﺩﺍﺌﻤﺔ ﻟﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺘﺠﻌل‬

‫‪111‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﺃﺼﺤﺎﺒﻬﺎ ﻓﻲ ﺤﺎﻟﺔ ﻤﻥ ﺍﻟﻐﻀﺏ ﻭﺍﻻﻨﻔﻌﺎل ﻤﻤﺎ ﻴﻔﻘﺩ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺤل‬
‫ﺍﻟﻤﺸﻜﻼﺕ ﻭﻫﺫﺍ ﻤﺎ ﻴﺩﻓﻌﻪ ﺍﻟﻰ ﺍﻟﻘﻴﺎﻡ ﺒﺴﻠﻭﻜﺎﺕ ﺘﻨﻤﺭﻴﺔ ﺠﺴﺩﻴﺔ ﻜﺎﻨﺕ ﺍﻭ ﻋﺎﻁﻔﻴﻪ ﺇﺯﺍﺀ ﺍﻵﺨﺭ‪.‬‬
‫ﻭﻗﺩ ﺠﺎﺀﺕ ﺩﺭﺍﺴﺔ ﺍﺴﺒﻼﺝ ﻭﺴﻭﺯﺍﻥ )‪ (Espelage & Susan, 2012‬ﻓﻲ ﻫﺫﺍ ﺍﻟﺴﻴﺎﻕ‬
‫ﻭﺒﻴﻨﺕ ﺃﻥ ﺍﻻﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭﻱ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻤﻌﺎﻟﺠﺔ ﺴﻁﺤﻴﺔ ﺍﻭ ﻤﺸﻭﻫﺔ ﻟﻠﻤﻌﻠﻭﻤﺎﺕ‪،‬‬
‫ﻭﻤﻥ ﺍﺩﺭﺍﻙ ﻗﺎﺼﺭ ﻟﻠﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻟﺫﺍ ﻓﺎﻥ ﺘﻨﻤﺭﻫﻡ ﻴﻌﻜﺱ ﻋﺠﺯﻫﻡ ﻋﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ‬
‫ﻟﻠﻤﻭﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﻬﻡ ﻻ ﻴﺴﺘﻁﻴﻌﻭﻥ ﺍﻤﺘﺼﺎﺹ ﺯﺨﻡ ﺍﻟﻤﻭﺍﻗﻑ ﻭﻤﻌﺎﻟﺠﺘﻬﺎ ﺒﺈﻴﺠﺎﺒﻴﺔ؛ ﻟﺫﻟﻙ‬
‫ﻴﻠﺠﺅﻭﻥ ﺍﻟﻰ ﺨﻠﻕ ﻤﻭﺍﻗﻑ ﺘﺸﻨﺞ ﻤﻊ ﺍﻵﺨﺭﻴﻥ )‪ .(p4 ,2012, Susan & Espelage‬ﺒﺎﻹﻀﺎﻓﺔ‬
‫ﺍﻟﻰ ﺫﻟﻙ؛ ﻓﻐﺎﻟﺒﺎ ﻤﺎ ﻨﺠﺩ ﺍﻥ ﺍﻟﺘﻼﻤﻴﺫ ﻤﻥ ﺫﻭﻱ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ‬
‫ﻴﻔﺘﻘﺭﻭﻥ ﺍﻟﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻴﻘﻠﻠﻭﻥ ﻤﻥ ﺍﺤﺘﺭﺍﻡ ﺫﻭﺍﺘﻬﻡ ﻨﺘﻴﺠﺔ ﺘﻠﻘﻴﻬﻡ ﺍﻻﻨﺘﻘﺎﺩ ﺍﻟﻤﺴﺘﻤﺭ‬
‫ﻤﻥ ﻁﺭﻑ ﺍﺴﺎﺘﺫﺘﻬﻡ ﺍﻭ ﺍﻗﺭﺍﻨﻬﻡ ﺍﻭ ﺤﺘﻰ ﺍﺴﺭﻫﻡ ﻤﻤﺎ ﻴﺯﻴﺩ ﻤﻥ ﺤﺩﺓ ﺍﻟﻘﺼﻭﺭ ﻓﻲ ﻤﻌﺎﻟﺠﺔ‬
‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻴﻬﻡ؛ ﻓﻔﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻨﺭﺍﻫﻡ ﻴﺴﻴﺌﻭﻥ ﺘﻔﺴﻴﺭ ﺍﻹﺸﺎﺭﺍﺕ ﻏﻴﺭ‬
‫ﺍﻟﻤﻬﺩﺩﺓ ﻓﻲ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻴﻌﺠﺯﻭﻥ ﻋﻥ ﺘﻔﺴﻴﺭ ﻨﻭﺍﻴﺎ ﺍﻵﺨﺭﻴﻥ ﻤﻤﺎ ﻴﺅﺩﻱ ﺍﻟﻰ‬
‫ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ ﺘﻔﺎﻋﻼﺘﻬﻡ ﻤﻊ ﺍﻗﺭﺍﻨﻬﻡ ﻭﺍﺜﺎﺭﺓ ﺭﺩﻭﺩ ﻓﻌل ﻋﺩﻭﺍﻨﻴﺔ ﺒﻬﺩﻑ ﺇﻟﺤﺎﻕ ﺍﻷﺫﻯ ﻤﻥ ﺠﻬﺔ‬
‫ﻭﺘﻌﻭﻴﺽ ﺍﻟﻨﻘﺹ ﺍﻟﺫﻱ ﻴﺸﻌﺭﻭﻥ ﺒﻪ ﺘﺠﺎﻩ ﺫﻭﺍﺘﻬﻡ ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪.‬‬
‫‪-12‬ﺍﺴﺘﻨﺘﺎﺝ ﻋﺎﻡ ﻟﻠﺩﺭﺍﺴﺔ‪:‬‬
‫ﻋﻠﻰ ﻀﻭﺀ ﻤﺎ ﺘﻭﺼﻠﻨﺎ ﺍﻟﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ؛ ﻨﺴﺘﻨﺘﺞ ﺍﻥ ﺍﻟﺘﻼﻤﻴﺫ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ؛ ﻭﺒﺴﺒﺏ ﻤﺎ ﻴﺼﺎﺤﺏ ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ ﻤﻥ ﺍﻋﺭﺍﺽ ﺴﻠﻭﻜﻴﺔ‬
‫ﻭﺍﻨﻔﻌﺎﻟﻴﺔ ﻴﻜﻭﻨﻭﻥ ﺠﺯﺀ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻨﻤﺭ ﻜﻤﺘﻨﻤﺭﻴﻥ؛ ﻭﻓﻲ ﺍﻟﻤﻘﺎﺒل؛ ﻓﻘﺩ ﻴﺘﻌﺭﺽ ﺍﻟﺘﻠﻤﻴﺫ ﻤﻥ‬
‫ﺫﻭﻱ ﻫﺫﺍ ﺍﻻﻀﻁﺭﺍﺏ ﺒﺩﻭﺭﻩ ﺍﻟﻰ ﺍﻟﺘﻨﻤﺭ ﻤﻥ ﻗﺒل ﺍﻵﺨﺭﻴﻥ ﺨﺎﺼﺔ ﺍﻗﺭﺍﻨﻪ ﻓﻲ ﺍﻟﻭﺴﻁ‬
‫ﺍﻟﻤﺩﺭﺴﻲ ﻨﻅﺭﺍ ﻟﺨﺼﺎﺌﺼﻪ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﺍﻟﺸﺎﺫﺓ ﺍﻟﺒﺎﻋﺜﺔ ﻋﻠﻰ ﺍﻟﺘﻬﻜﻡ ﻭﺍﻻﺴﺘﻬﺯﺍﺀ‪.‬‬

‫‪112‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫‪ -13‬ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ‪:‬‬
‫ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻭﺼﻠﻨﺎ ﺍﻟﻴﻪ ﻓﻲ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻨﻘﺘﺭﺡ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻨﻤﻴﺔ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻟﺘﺤﻘﻴﻕ ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ ﻤﻊ ﺫﻭﺍﺘﻬﻡ ﻭﻤﻊ ﺍﻵﺨﺭﻴﻥ‪.‬‬
‫‪ -‬ﺍﻻﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺤﺎﺠﺎﺕ ﻭﺭﻏﺒﺎﺕ ﺍﻟﺘﻼﻤﻴﺫ ﺫﻭﻱ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ‬
‫ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﻭﺍﻟﻌﻤل ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻟﻬﻡ ﺒﻴﺌﺔ ﻤﺩﺭﺴﻴﺔ ﻤﻼﺌﻤﺔ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺨﺼﻭﺼﻴﺘﻬﻡ‬
‫ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‪.‬‬
‫‪ -‬ﺍﻟﺘﻜﺜﻴﻑ ﻤﻥ ﺠﻬﻭﺩ ﺍﻟﻤﺨﺘﺼﻴﻥ ﺍﻟﻨﻔﺴﺎﻨﻴﻴﻥ ﺫﻭﻱ ﺍﻟﻜﻔﺎﺀﺓ ﺩﺍﺨل ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺒﻤﺎ ﻓﻴﻬﺎ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺎﺕ‪ ،‬ﻭﺘﻔﻌﻴل ﺩﻭﺭ ﺍﻟﻤﺭﺸﺩ ﺍﻟﺘﺭﺒﻭﻱ ﻭﻤﺴﺘﺸﺎﺭ ﺍﻟﺘﻭﺠﻴﻪ ﻭﺍﻻﺭﺸﺎﺩ ﺍﻟﻤﺩﺭﺴﻲ ﻓﻲ ﺠﻤﻴﻊ‬
‫ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺘﺴﻁﻴﺭ ﺒﺭﺍﻤﺞ ﻭﻗﺎﺌﻴﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻋﺎﻤﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ‬
‫)ﺒﺭﻨﺎﻤﺞ ﺩﺍﻥ ﺁﻟﻭﻴﺱ ﻟﻤﻜﺎﻓﺤﺔ ﺍﻟﺘﻨﻤﺭ ﻤﺜﻼ( ﻟﻠﺤﺩ ﻤﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺘﻨﻤﺭ؛ ﻭﺫﻟﻙ ﺒﺎﺸﺭﺍﻙ ﺃﻭﻟﻴﺎﺀ‬
‫ﺍﻟﺘﻼﻤﻴﺫ ﻓﻲ ﺘﻨﻔﻴﺫ ﻫﺫﻩ ﺍﻟﺒﺭﺍﻤﺞ‪.‬‬
‫‪ -‬ﺩﻤﺞ ﻤﻭﺍﻀﻴﻊ ﻤﻜﺎﻓﺤﺔ ﺍﻟﺘﻨﻤﺭ ﻀﻤﻥ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻟﻤﻘﺭﺭﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‪.‬‬
‫‪ -14‬ﻗﺎﺌﻤﺔ ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬
‫ﺍﻟﻤﺭﺍﺠﻊ ﺒﺎﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪:‬‬
‫ﺃﺒﻭ ﻏﺯﺍل‪ ،‬ﻤﻌﺎﻭﻴﺔ‪ .(2009) .‬ﺍﻻﺴﺘﻘﻭﺍﺀ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺸﻌﻭﺭ ﺒﺎﻟﻭﺤﺩﺓ ﻭﺍﻟﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ .‬ﺍﻟﻤﺠﻠﺔ ﺍﻷﺭﺩﻨﻴﺔ‬
‫ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ‪.114-89 ،(2)5 ،‬‬
‫ﺍﺤﻤﺩ‪ ،‬ﻋﺎﺼﻡ ﻋﺒﺩ ﺍﻟﻤﺠﻴﺩ ﻜﺎﻤل‪ ،‬ﻋﺒﺩﻩ‪ ،‬ﺇﺒﺭﺍﻫﻴﻡ ﻤﺤﻤﺩ ﺴﻌﺩ‪ .(2017) .‬ﺍﻟﺘﻨﻤﺭ ﺍﻟﻤﺩﺭﺴﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﺫﻜﺎﺀ‬
‫ﺍﻷﺨﻼﻗﻲ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻹﻋﺩﺍﺩﻴﺔ )ﺩﺭﺍﺴﺔ ﺘﻨﺒﺅﻴﺔ(‪ .‬ﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ‬
‫)‪.485-453 ،(86)14،(ASEP‬‬
‫ﺒﻥ ﺠﺨﺩل‪ ،‬ﺴﻌﺩ ﺍﻟﺤﺎﺝ‪ .(2018) .‬ﺜﻼﺜﺔ ﻤﻨﺎﻫﺞ ﻟﺒﺤﺙ ﻋﻠﻤﻲ ﺭﺍﺌﺩ‪ .‬ﺩﺍﺭ ﺍﻟﺒﺩﺍﻴﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫ﺒﻥ ﺠﺨﺩل‪ ،‬ﺴﻌﺩ ﺍﻟﺤﺎﺝ‪ .(2019) .‬ﺍﻟﻌﻴﻨﺔ ﻭﺍﻟﻤﻌﺎﻴﻨﺔ ‪-‬ﻤﻘﺩﻤﺔ ﻤﻨﻬﺠﻴﺔ ﻗﺼﻴﺭﺓ ﺠﺩﺍ‪ .-‬ﺩﺍﺭ ﺍﻟﺒﺩﺍﻴﺔ ﻨﺎﺸﺭﻭﻥ‬
‫ﻭﻤﻭﺯﻋﻭﻥ‪.‬‬
‫ﺍﻟﺠﻌﺎﻓﺭﺓ‪ ،‬ﺤﺎﺘﻡ‪ .(2008) .‬ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺤﺭﻜﻴﺔ ﻋﻨﺩ ﺍﻷﻁﻔﺎل‪ .‬ﺩﺍﺭ ﺃﺴﺎﻤﺔ ﻟﻠﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬

‫‪113‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻋﻼﻗﺔ ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ )‪ (ADHD‬ﺒﺤﺩﻭﺙ ﺍﻟﺘﻨﻤﺭ‬
‫ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﻤﺘﻭﺴﻁﺔ‬

‫ﺤﺴﻥ‪ ،‬ﺍﻟﻬﺎﻡ ﺍﻟﺤﺎﺝ ﺤﺴﻥ‪ .(2019) .‬ﺍﻟﺘﻨﻤﺭ ﻭﺍﺜﺎﺭﻩ ﺍﻟﻤﺩﻤﺭﺓ ﻋﻠﻰ ﺍﻟﻤﺘﻨﻤﺭ ﻭﺍﻟﻀﺤﻴﺔ ﻭﺍﻟﺸﺎﻫﺩ‪ .‬ﻤﺠﻠﺔ ﺍﻟﺤﺩﺍﺜﺔ‪،‬‬
‫‪.209-195،(202)21‬‬
‫ﺍﻟﺩﺴﻭﻗﻲ‪ ،‬ﻤﺠﺩﻱ ﻤﺤﻤﺩ‪ .(2016) .‬ﻤﻘﻴﺎﺱ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭﻱ ﻟﻸﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ .‬ﺩﺍﺭ ﺠﻭﺍﻨﺎ ﻟﻠﻨﺸﺭ‬
‫ﻭﺍﻟﺘﻭﺯﻴﻊ‪.‬‬
‫ﺍﻟﺭﺒﺎﺒﻌﺔ‪ ،‬ﺍﺤﻤﺩ ﻋﺒﺩ ﺍﷲ‪ .(2015) .‬ﺘﻁﻭﻴﺭ ﺼﻭﺭﺓ ﺍﺭﺩﻨﻴﺔ ﻤﻥ ﻤﻘﻴﺎﺱ ﻜﻭﻨﺭﺯ ﻟﺘﻘﺩﻴﺭ ﺍﻀﻁﺭﺍﺏ ﻀﻌﻑ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺤﻭﺏ ﺒﺎﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ‪ .‬ﻤﺠﻠﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ ﻭﺍﻟﺘﺎﻫﻴل‪.20-1 ،(7)2،‬‬
‫ﺭﻓﺎﻋﻲ‪ ،‬ﻤﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ ﻤﺤﻤﺩ‪ ،‬ﺍﺭﻨﺎﺅﻭﻁ‪ ،‬ﺍﺤﻤﺩ ﺇﺒﺭﺍﻫﻴﻡ ﺴﻠﻤﻰ‪ .(2023).‬ﺩﻭﺭ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻤﺩﺭﺴﻴﺔ ﻓﻲ ﺍﻟﺤﺩ‬
‫ﻤﻥ ﻅﺎﻫﺭﺓ ﺍﻟﺘﻨﻤﺭ ﻀﺩ ﺍﻟﺘﻼﻤﻴﺫ ﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ ﺒﺎﻟﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺔ ﺸﻤﺎل ﺴﻴﻨﺎﺀ‪.‬‬
‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪.142-19 ،(47)1 ،‬‬
‫ﺍﻟﺯﻏﻠﻭل‪ ،‬ﻋﻤﺎﺩ ﻋﺒﺩ ﺍﻟﺭﺤﻴﻡ‪ .(2006) .‬ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎل‪ .‬ﺩﺍﺭ ﺍﻟﺸﺭﻭﻕ‪.‬‬
‫ﺴﺎﻴﺤﻲ‪ ،‬ﺴﻠﻴﻤﺔ‪ .(2019) .‬ﺍﻟﺘﻨﻤﺭ ﺍﻟﻤﺩﺭﺴﻲ )ﻤﻔﻬﻭﻤﻪ‪ -‬ﺃﺴﺒﺎﺒﻪ‪ -‬ﻁﺭﻕ ﻋﻼﺠﻪ(‪ .‬ﻤﺠﻠﺔ ﺍﻟﺘﻐﻴﺭﻱ ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫‪.100-73 ،(6)1‬‬
‫ﺴﻌﺎﺩﻨﺔ‪ ،‬ﺴﻜﻴﻨﺔ‪ .(2021) .‬ﻓﺎﻋﻠﻴﺔ ﺒﺭﻨﺎﻤﺞ ﺘﺩﺭﻴﺒﻲ ﺘﻌﻠﻴﻤﻲ ﻟﻌﻼﺝ ﺼﻌﻭﺒﺎﺕ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺎﺤﺏ ﻟﻔﺭﻁ‬
‫ﺍﻟﺤﺭﻜﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﺒﺴﻴﻁﺔ ﺍﻟﻤﺩﻤﺠﻴﻥ ﻓﻲ ﺍﻟﻤﺩﺍﺭﺱ – ﺩﺭﺍﺴﺔ ﺸﺒﻪ ﺘﺠﺭﻴﺒﻴﺔ‬
‫–) ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺠﺎﻤﻌﺔ ﺒﺎﺘﻨﺔ (‬
‫ﺍﻟﺼﺒﺤﻴﻥ‪ ،‬ﻋﻠﻲ ﻤﻭﺴﻰ‪ ،‬ﺍﻟﻘﻀﺎﻩ‪ ،‬ﻤﺤﻤﺩ ﻓﺭﺤﺎﻥ‪ .(2013).‬ﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭ ﻋﻨﺩ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬
‫)ﻤﻔﻬﻭﻤﻪ‪-‬ﺃﺴﺒﺎﺒﻪ‪ -‬ﻋﻼﺠﻪ(‪.‬ﺠﺎﻤﻌﺔ ﻨﺎﻴﻑ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻌﻠﻭﻡ ﺍﻷﻤﻨﻴﺔ‪.‬‬
‫ﻀﻴﺎﺀ‪ ،‬ﻤﺤﻤﺩ ﻤﻨﻴﺭ‪ .(1987).‬ﺩﺭﺍﺴﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻷﺜﺭ ﺒﺭﻨﺎﻤﺞ ﺍﺭﺸﺎﺩﻱ ﻓﻲ ﺨﻔﺽ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ ﻟﺩﻯ ﺃﻁﻔﺎل‬
‫ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﺭﺴﺎﻟﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ(‬
‫ﺍﻟﻌﺎﺼﻤﻲ‪ ،‬ﺭﻴﺎﺽ ﻨﺎﻴل‪.(2008).‬ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻟﻤﺼﺎﺤﺏ ﺒﺎﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ ﻟﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻟﺼﻔﻴﻥ‬
‫ﺍﻟﺜﺎﻟﺙ ﻭﺍﻟﺭﺍﺒﻊ ﻤﻥ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ‪-‬ﺩﺭﺍﺴﺔ ﺘﺸﺨﻴﺼﻴﺔ‪.-‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪.103-53 ،(1)24،‬‬
‫ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ‪ ،‬ﻫﺒﺔ ﺠﺎﺒﺭ‪ .(2015) .‬ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﺩﺭﻴﺏ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺨﻔﺽ ﺴﻠﻭﻙ ﺍﻟﺘﻨﻤﺭ ﻟﺩﻯ‬
‫ﺫﻭﻱ ﺼﻌﻭﺒﺎﺕ ﺍﻟﺘﻌﻠﻡ‪ .‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﻤﺼﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪.389-346 ،(86)25،‬‬
‫ﻋﻴﺴﻭ‪ ،‬ﻋﻘﻴﻠﺔ‪ ،‬ﺒﻭﻋﻠﻲ‪ ،‬ﺴﻌﺎﺩ‪ .(2020) .‬ﺍﻟﺘﻨﻤﺭ ﺍﻟﻤﺩﺭﺴﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺎﻟﻤﻨﺎﺥ ﺍﻻﺴﺭﻱ‪ .‬ﺩﺭﺍﺴﺎﺕ ﻨﻔﺴﻴﺔ‬
‫ﻭﺘﺭﺒﻭﻴﺔ‪.384-357،(1)13 ،‬‬
‫ﻋﻴﻨﺎﺩ‪ ،‬ﺜﺎﺒﺕ ﺇﺴﻤﺎﻋﻴل‪ .(2019) .‬ﺩﺭﺍﺴﺔ ﺍﺴﺘﻜﺸﺎﻓﻴﺔ ﻻﻀﻁﺭﺍﺏ ﺍﻟﺘﻌﺩﻴل ﺍﻟﺫﺍﺘﻲ ﺍﻟﺴﻠﻭﻙ ﻋﻨﺩ ﺍﻷﻁﻔﺎل‬
‫ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﻔﺭﻁ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺤﺭﻜﻲ ﻤﻊ ﻗﺼﻭﺭ ﺍﻻﻨﺘﺒﺎﻩ‪ .‬ﺍﻟﻤﺠﻠﺔ ﺍﻟﺩﻭﻟﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‪-79 ،(4)1،‬‬
‫‪.92‬‬

‫‪114‬‬ ‫ﺍﻟﻤﺠﻠﺩ ‪ (01) 08‬ﺠـﻭﺍﻥ ‪2024‬‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬
 ‫ﻓﺘﻴﺤﺔ ﺒﺸﺎﻭﻱ ؛ ﺴﻌﺩ ﺍﻟﺤﺎﺝ ﺒﻥ ﺠﺨﺩل‬

‫ ﺴﻠﻭﻜﻲ ﻟﺘﻌﺩﻴل ﺍﻀﻁﺭﺍﺏ ﻨﻘﺹ ﺍﻻﻨﺘﺒﺎﻩ‬-‫ ﻤﺩﻯ ﻓﺎﻋﻠﻴﺔ ﺒﺭﻨﺎﻤﺞ ﻤﻌﺭﻓﻲ‬.(2015).‫ ﻤﺭﻭﺓ ﻤﻐﺭﺒﻲ ﺴﻴﺩ‬،‫ﻓﺭﺝ‬
‫ ﺩﺍﺭ‬.‫( ﻭﺍﺜﺭﻩ ﻋﻠﻰ ﺒﻌﺽ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﻟﺩﻯ ﺍﻟﻤﺭﺍﻫﻘﻴﻥ‬ADHD ) ‫ﺍﻟﻤﺼﺤﻭﺏ ﺒﺎﻟﻨﺸﺎﻁ ﺍﻟﺯﺍﺌﺩ‬
.‫ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻁﺒﻊ ﻭﻨﺸﺭ ﻭﺘﻭﺯﻴﻊ‬
-511 ،(43)‫ ﺏ‬،‫ﻤﺠﻠﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻷﺴﺎﺴﻴﺔ‬.-‫ﻤﻘﺎﺭﻨﺔ ﻨﻅﺭﻴﺔ‬-‫ ﺍﻟﺘﻨﻤﺭ ﺍﻟﻭﻅﻴﻔﻲ‬.(2015) .‫ ﻋﺒﺩ ﺍﻟﻭﻫﺎﺏ‬،‫ﻤﻐﺎﺭ‬
.521
.‫ ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﻨﺎﺸﺭﻭﻥ ﻭﻤﻭﺯﻋﻭﻥ‬.(8) .‫ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻟﻴﺔ‬.(1014) .‫ ﺨﻭﻟﺔ ﺍﺤﻤﺩ‬،‫ﻴﺤﻴﻰ‬
:‫ﺍﻟﻤﺭﺍﺠﻊ ﺒﺎﻟﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ‬
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115 2024 ‫( ﺠـﻭﺍﻥ‬01) 08 ‫ﺍﻟﻤﺠﻠﺩ‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻣﺠﻠﺔ رواﻓﺪ‬