‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‬

‫)ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺇﻋﺩﺍﺩ‬
‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬
‫ﺍﻝﻤﺩﺭﺱ ﺍﻝﻤﺴﺎﻋﺩ ﺒﻘﺴﻡ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‬
‫) ﺘﺨﺼﺹ ﺼﺤﺔ ﻨﻔﺴﻴﺔ (‬
‫ﺩﺭﺍﺴﺔ ﻤﻘﺩﻤﺔ ﻻﺴﺘﻜﻤﺎل ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺩﻜﺘﻭﺭﺍﺓ ﺍﻝﻔﻠﺴﻔﺔ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ‬
‫) ﺘﺨﺼﺹ ﺼﺤﺔ ﻨﻔﺴﻴﺔ (‬

‫ﺇﺸﺭﺍﻑ‬

‫ﺃ‪.‬ﺩ‪ /‬ﺁﻤﺎل ﺍﻝﻌﺭﺒﺎﻭﻯ ﻤﻬــــﺩﻱ‬ ‫ﺃ‪.‬ﺩ‪ /‬ﻓﻭﻗﻴﺔ ﺤﺴﻥ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺭﻀﻭﺍﻥ‬
‫ﺃﺴـﺘﺎﺫ ﺍﻝﺘﺭﺒـــﺔ ﺍﻝﻤﻘــــﺎﺭﻨﺔ‬ ‫ﺃﺴﺘﺎﺫ ﺍﻝﺼﺤــﺔ ﺍﻝﻨﻔﺴــﻴﺔ‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﺍﻝﺘﻌـــﻠﻴﻤـﻴـــــﺔ‬ ‫ﻭﻤﺩﻴﺭ ﻤﺭﻜﺯ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻋﻤــﻴﺩ ﻜﻠـــﻴﺔ ﺍﻝـﺘﺭﺒﻴــﺔ‬ ‫ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﺒﻴﺌﻴﺔ‬
‫ﺠـﺎﻤــﻌﺔ ﺒﻭﺭﺴــــﻌﻴﺩ‬ ‫ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ -‬ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‬

‫‪٢٠١١‬ﻡ‬

‫‪٥٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﻴﺼﻨﻑ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﻭﻏﻴﺭﻫﻡ ﻨﺸﺎﻁ ﺍﻹﻨﺴﺎﻥ ﻋﻠﻰ ﺃﺴﺎﺱ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺃﻭ ﻋﻠﻰ ﻭﺠﻪ ﺍﻝﺘﺤﺩﻴـﺩ ﻋﻠـﻰ‬
‫ﺃﺴﺎﺱ ﻜﻴﻔﻴﺔ ﺘﺼﺭﻓﻪ ﻓﻲ ﻤﺤﺎﻭﻻﺘﻪ ﻝﻤﻭﺍﺠﻬﺔ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﻭﻝﻘﺩ ﻭﻀﻊ ﻤﺎﺴﻠﻭ ﻨﻅﺭﻴﺔ ﻝﻠﺤﺎﺠﺎﺕ ﺤﻴﺙ ﻴﺭﻯ‬
‫ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻤﻬﺎ ﺇﻝﻰ ﺤﺎﺠﺎﺕ ﻓﺴﻴﻭﻝﻭﺠﻴﺔ‪ ،‬ﻭﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‪ ،‬ﻭﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻝﺘﻘﺩﻴﺭ ﻭ ﺘﺤﻘﻴﻕ‬
‫ﺍﻝﺫﺍﺕ ) ﺩﻭﻨﺎﻝﺩ ﻭﺍﻝﻥ ‪.(٢٢ :٢٠٠٥ ،‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻝﺤﺎﺠﺔ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺄﻨﻬﺎ ﺍﻓﺘﻘﺎﺩ ﻝﺸﻲﺀ ﺘﻜﻭﻥ ﺒﻪ ﺍﺴـﺘﻘﺎﻤﺔ ﺍﻝﺤﻴـﺎﺓ ﻋـﻀﻭﻴ ﹰﺎ ﺃﻭ‬
‫ﻨﻔﺴﻴﺎﹰ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻜﺎﻥ ﺘﻤﺎﻴﺯ ﺍﻝﺤﺎﺠﺎﺕ ‪ ،‬ﻓﺒﻌﻀﻬﺎ ﻋﻀﻭﻱ‪ ،‬ﺃﻭ ﺒﻴﻭﻝﻭﺠﻲ ‪،‬ﺃﻭ ﻓﺴﻴﻭﻝﻭﺠﻲ‪ ،‬ﻭﺒﻌﻀﻬﺎ ﻤـﺎﺩﻱ‪،‬‬
‫ﻭﺠﻤﻴﻌﻬﺎ ﻴﻠﺯﻡ ﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ ﻝﻴﺴﺘﻤﺭ ﻓﻲ ﺍﻝﺒﻘﺎﺀ‪ ،‬ﻭﺘﺴﻤﻰ ﺫﻝـﻙ ﺤﺎﺠـﺎﺕ ﺃﻭﻝﻴـﺔ ‪ primary Need‬ﺃﻭ‬
‫ﺃﺴﺎﺴﻴﺔ ‪ Besic Need‬ﻭﺍﻝﺒﻌﺽ ﺍﻵﺨﺭ ﻨﻔﺴﻲ ‪ psychological Need‬ﻴﻠﺯﻡ ﺍﻹﻨﺴﺎﻥ ﻝﻴﻌـﻴﺵ ﺤﻴـﺎﺓ‬
‫ﺃﻓﻀل‪ ،‬ﻭﺍﻝﺤﻴﺎﺓ ﺍﻷﻓﻀل ﺘﺤﺘﺎﺝ ﻝﻘﻴﻡ ﺍﻝﺤﻕ ﻭﺍﻝﺠﻤﺎل ﻭﺍﻝﺨﻴﺭ ﻭﺍﻝﻌﺩل‪ ،‬ﻭﻫﻰ ﻗﻴﻡ ﻋﻠﻴﺎ‪ ،‬ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻴﻬﺎ ﻻﺒـﺩ‬
‫ﺃﻥ ﺘﻌﻠﻭ ﻋﻠﻰ ﻜل ﺍﻝﺤﺎﺠﺎﺕ ) ﻋﺒﺩ ﺍﻝﻤﻨﻌﻡ ﺍﻝﺤﻨﻔﻲ ‪.(٣٧٧ :٢٠٠٣ ،‬‬
‫ﻭﻝﻘﺩ ﺤﻅﻲ ﺘﺼﻨﻴﻑ ﻤﺎﺴﻠﻭ ﻝﻠﺤﺎﺠﺎﺕ ﺒﻤﻜﺎﻨﺔ ﻜﺒﻴﺭﺓ ﺒﻴﻥ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ‪ ،‬ﺤﻴﺙ ﻗﺩﻡ ﺘـﺼﻭﺭﹰﺍ ﻫﺭﻤﻴـ ﹰﺎ‬
‫ﻝﻠﺤﺎﺠﺎﺕ ‪ ،Maslow Hierarchy Needs‬ﺘﺄﺘﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻝﻠﺤﻴﺎﺓ ﻓﻲ ﻗﺎﻋـﺩﺓ‬
‫ﺍﻝﻬﺭﻡ ﻭﺍﻝﺘﻲ ﻻﺒﺩ ﺃﻥ ﺘﺸﺒﻊ ﺤﺘﻰ ﺘﺴﺘﻤﺭ ﺍﻝﺤﻴﺎﺓ ﻓﻲ ﺩﻭﺭﺘﻬﺎ ﻤﺜل‪ :‬ﺍﻝﺠﻭﻉ ﻭﺍﻝﻌﻁـﺵ ﻭﺍﻝﻬـﻭﺍﺀ ﻭﺍﻝﺠـﻨﺱ‬
‫ﻭﻏﻴﺭﻫﺎ‪ .‬ﺜﻡ ﺘﻠﻴﻬﺎ ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ ﻭﺍﻝﺴﻼﻤﺔ‪ ،‬ﺜﻡ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺘﻤﺎﺀ ﻭﺍﻝﺤﺏ‪ ،‬ﻭﺍﻝﺤﺎﺠﺔ ﻝﻠﺘﻘﺩﻴﺭ ﺜـﻡ ﺍﻝﺤﺎﺠـﺔ‬
‫ﻝﻠﻤﻌﺭﻓﺔ‪ ،‬ﺜﻡ ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﻓﻲ ﻗﻤﺔ ﺍﻝﻬﺭﻡ‪ .‬ﻭﺃﻁﻠﻕ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﺭﺒﻊ ﺍﻷﻭﻝﻲ ﻝﺤﺎﺠﺎﺕ ﺍﻝﺩﻨﻴﺎ‬
‫‪Lower Needs‬ﻷﻨﻬﺎ ﺘﺴﻴﻁﺭ ﺇﺫﺍ ﺤﺭﻡ ﺍﻝﻔﺭﺩ ﻤﻥ ﺇﺸﺒﺎﻋﻬﺎ‪ .‬ﺃﻤﺎ ﺤﺎﺠﺎﺕ ﺍﻝﻘﻤﺔ ﻓﻬـﻲ ﺍﻝﺤﺎﺠـﺎﺕ ﺍﻝﻌﻠﻴـﺎ‬
‫‪ Higher Needs‬ﻭﻫﻰ ﺤﺎﺠﺎﺕ ﺘﻨﺠﻭ ﺇﻝﻰ ﺍﻝﺯﻴﺎﺩﺓ ﻭﺍﻝﻨﻤﻭ ﻓﻬﻲ ﺤﺎﺠـﺎﺕ ﺇﺜﺭﺍﺌﻴـﺔ ) ﺴـﻴﺩ ﺍﻝﻁـﻭﺍﺏ‪،‬‬
‫‪.(١٢١-١٢٠ :٢٠٠٨‬‬
‫ﻭﻤﻥ ﺃﻭﺍﺌل ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﻝﻠﺤﺎﺠﺔ ﻤﺎ ﺃﻭﺭﺩﻩ ‪ English &English‬ﺇﻥ " ﺍﻝﺤﺎﺠﺔ ﺘﻌﻨﻰ ﻨﻘﺹ ﺸﻲﺀ ﻤﺎ‬
‫ﺒﺤﻴﺙ ﻝﻭ ﻜﺎﻥ ﻤﻭﺠﻭﺩﹰﺍ ﻷﻋﺎﻥ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﻤﺎ ﻓﻴﻪ ﺼﺎﻝﺢ ﺍﻝﻔﺭﺩ‪ .‬ﺃﻭ ﺘﻴﺴﺭ ﺴﻠﻭﻜﻪ ﺍﻝﻤﺄﻝﻭﻑ‪ .‬ﺃﻭ ﻫﻲ ﺘـﻭﺘﺭ‬
‫ﻴﺘﻭﻝﺩ ﻓﻲ ﺍﻝﻔﺭﺩ ﻨﺘﻴﺠﺔ ﻨﻭﻉ ﻤﻥ ﺍﻝﻨﻘﺹ‪ .‬ﺇﻤﺎ ﺩﺍﺨﻠﻲ ﺃﻭ ﺨﺎﺭﺠﻲ ﻭﻴﺭﺍﺩﻑ ﺫﻝﻙ ﻤﺼﻁﻠﺢ ﺤﺎﻓﺯ ﺃﻭ ﻫﻲ ﺩﺍﻓـﻊ‬
‫ﻏﻴﺭ ﻤﺸﺒﻊ ) ﺃﺤﻤﺩ ﺸﻌﺒﺎﻥ‪.(١٩٩٤ ،‬‬
‫ﻓﻲ ﺤﻴﻥ ﻴﻌﺭﻑ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺤﺎﺠﺔ ﻤﻥ ﻤﻨﻅﻭﺭ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﺃﻜﺜﺭ ﺘﺤﺩﻴﺩﹰﺍ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺘﻌﺭﻴﻑ‬
‫ﺇﺠﺭﺍﺌﻲ ﻭﻅﻴﻔﻲ ﻝﻠﺤﺎﺠﺎﺕ‪ ،‬ﺤﻴﺙ ﻴﺠﺩﻭﻥ ﻓﻜﺭﺓ ﺍﻝﺤﺎﺠﺔ ﺒﺎﻝﻐﺫﺍﺀ ﺍﻝﻀﺭﻭﺭﻱ ‪ Nutriments‬ﻝﻭﺠﻭﺩ ﺍﻝﻔـﺭﺩ‬
‫ﻭﻨﻤﻭﻩ ﺍﻝﻨﻔﺴﻲ ﻭﺘﻜﺎﻤﻠﻪ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺘﻌﺘﺒﺭ ﺍﻝﺤﺎﺠﺔ ﺸﻲﺀ ﻤﻁﻠﻭﺏ ﺃﻭ ﻀﺭﻭﺭﻱ ﻻﺴﺘﻤﺭﺍﺭ ﺍﻝﻨﻤـﻭ ﻭﺍﻝـﺼﺤﺔ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻭﺘﻜﺎﻤل ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﻻ ﺘﻌﺯﻯ ﺇﻝﻰ ﺭﻏﺒﺎﺕ ﺍﻝﻔﺭﺩ ﺍﻝﺘﻲ ﻴﺩﺭﻜﻬﺎ ﺃﻭ ﺍﻝﺘﻲ ﻻ ﻴﺩﺭﻜﻬﺎ ﺃﻭ ﺇﻝﻰ ﺍﻷﻫﺩﺍﻑ‬
‫ﻓﻘﻁ‪.( Ryan, 1995 ) .‬‬
‫ﺇﻥ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ﻫﻲ ﻓﺌﺎﺕ ﻤﺨﺘﻠﻔﻭﻥ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺨﺼﺎﺌـﺼﻬﻡ ﺍﻝﺸﺨـﺼﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻝﻴـﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺇﻻ ﺇﻨﻬﻡ ﻴﺘﺸﺎﺒﻬﻭﻥ ﻤﻊ ﺃﻗﺭﺍﻨﻬﻡ ﺍﻝﻌﺎﺩﻴﻴﻥ ﻓﻲ ﺒﻌﺽ ﺍﻝﺨﺼﺎﺌﺹ ﻭﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻌﺎﻤـﺔ‪ ،‬ﻭﻝﻜـﻥ‬

‫‪٦٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻫﻨﺎﻙ ﺤﺎﺠﺎﺕ ﺨﺎﺼﺔ ﺘﻔﺭﻀﻬﺎ ﺍﻹﻋﺎﻗﺔ‪ .‬ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻌﺎﻤﺔ ﺒﻴﻥ ﺍﻝﻤﻌﻭﻗﻴﻥ ﺇﻻ ﺇﻨﻬﻡ‬
‫ﻻ ﻴﻤﺜﻠﻭﻥ ﻓﺌﺔ ﻤﺘﺠﺎﻨﺴﺔ ﻓﻬﻡ ﻴﺨﺘﻠﻔﻭﻥ ﺍﺨﺘﻼﻓﺎ ﻜﺒﻴﺭﺍ ﻋﻥ ﺒﻌﻀﻬﻡ ﺍﻝﺒﻌﺽ– ﺒﺤﻴﺙ ﺇﺫﺍ ﺘﻡ ﻤﺭﺍﻋﺎﺘﻬﺎ ﺘﺄﻫﻠﻬﻡ‬
‫ﻝﻴﺼﺒﺤﻭﺍ ﺃﻜﺜﺭ ﻓﺎﻋﻠﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ .‬ﻭﺃﻴﻀﺎ ﻴﺘﺸﺎﺒﻪ ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ﻤﻊ ﺃﻗﺭﺍﻨﻬﻡ ﺍﻝﻌﺎﺩﻴﻴﻥ ﻓـﻲ‬
‫ﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺒﻴﻭﻝﻭﺠﻴﺔ ﻜﺎﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﻨﻭﻡ ﻭﺍﻝﺸﺭﺏ ‪...‬ﺍﻝﺦ ﻭﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﺍﻝﺒﻘـﺎﺀ‬
‫ﻭﻤﺤﺎﻭﻝﺔ ﺍﻝﺘﻭﺍﻓﻕ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ) ﻋﻠﻰ ﻋﺒﺩ ﺍﻝﻨﺒﻲ ‪.(١٠٢ - ٣٧ :٢٠٠٧ ،‬‬
‫ﻭﻨﺠﺩ ﺃﻥ ﺍﻝﻤﻌﺎﻕ ﺤﺴﻴ ﹰﺎ ﻝﻪ ﺍﺤﺘﻴﺎﺠﺎﺕ ﺫﺍﺕ ﻁﺎﺒﻊ ﺨﺎﺹ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻔﻕ ﻤﻊ ﺨﺼﺎﺌﺼﻪ ﻭﺘﻜﻭﻥ ﺫﺍﺕ ﺃﻫﻤﻴـﺔ‬
‫ﻝﻪ ﻝﻤﺎ ﻝﻬﺎ ﻤﻥ ﺩﻭﺭ ﻓﻲ ﺘﺨﻔﻴﻑ ﺤﺩﺓ ﺇﻋﺎﻗﺘﻪ ﻭﻤﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺇﺸﺒﺎﻉ ﺍﺤﺘﻴﺎﺠﺎﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺒﻁﺭﻕ ﻭﺃﺴﺎﻝﻴﺏ‬
‫ﺨﺎﺼﺔ‪ ،‬ﻭﻗﺩ ﺘﻡ ﺘﺼﻨﻴﻑ ﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﺘﺘﻤﺜل ﻓﻲ‪ :‬ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻷﻭﻝﻴﺔ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ) ﺍﻝﺤﺎﺠﺔ ﻝﻸﻤﻥ ﻭﺍﻝﺤﺏ‪ ،‬ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺍﻝﻠﻌﺏ ( ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺫﺍﺕ ﺍﻝﻁﺎﺒﻊ ﺍﻝﺨﺎﺹ ) ﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺘﺄﻫﻴﻠﻴﺔ‪ ،‬ﺘﺩﺭﻴﺒﻴﺔ( ﻭﻫﻰ ﻻﻴﻤﻜﻥ ﻓﺼﻠﻬﺎ ﻓﻬﻲ ﻤﺘﺩﺍﺨﻠﺔ ﻭﻴﻜﻤل ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ‪.‬‬
‫) ﺒﺩﺭ ﺍﻝﺩﻴﻥ ﻋﺒﺩﻩ ﻭﻤﺤﻤﺩ ﺤﻼﻭﺓ‪(١٤٤ -١٣٥ :١٩٩٩ ،‬‬
‫ﻭﻴﺫﻜﺭ)ﻋﻠﻰ ﻋﺒﺩ ﺍﻝﻨﺒﻲ‪ (٩٨ :٢٠٠٧ ،‬ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﻫﻲ ﺍﻝﺭﻏﺒﺎﺕ ﺍﻝﺘﻲ ﻴﻌﺒﺭ ﻋﻨﻬـﺎ ﺫﻭﻭ ﺍﻻﺤﺘﻴﺎﺠـﺎﺕ‬
‫ﺍﻝﺨﺎﺼﺔ ﻭﺃﺴﺭﻫﻡ ﻭﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺨﺩﻤﺎﺕ ﺍﻝﻤﻼﺌﻤﺔ ﻝﺫﻭﻯ ﺍﻹﻋﺎﻗﺔ ﻭﺃﺴﺭﻫﻡ ﻭﺍﻝﺘﻲ ﺘﺴﺎﻋﺩﻫﻡ ﻋﻠـﻰ ﺍﻝﺘﻐﻠـﺏ‬
‫ﻋﻠﻰ ﻤﺎ ﻴﻭﺍﺠﻬﻬﻡ ﻤﻥ ﺃﺯﻤﺎﺕ‪ .‬ﺃﻱ ﺃﻥ ﺍﻹﻋﺎﻗﺔ ﺘﻌﺩ ﺒﻤﺜﺎﺒﺔ ﺩﺍﻓﻊ ﻝﻠﻭﺍﻝﺩﻴﻥ ﻝﻠﺒﺤﺙ ﻋﻥ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﻤﺭﺘﺒﻁـﺔ‬
‫ﺒﺈﻋﺎﻗﺔ ﺍﻝﻔﺭﺩ ﻝﻠﺘﻐﻠﺏ ﻋﻠﻰ ﻤﺎ ﻴﻌﺎﻨﻭﻩ ﻤﻥ ﻤﺸﺎﻋﺭ ﻭﺭﺩﻭﺩ ﺃﻓﻌﺎل ﺴﺎﻝﺒﺔ ﻭﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﺇﻝـﻰ ﻤﻌﻠﻭﻤـﺎﺕ‬
‫ﻤﺭﺘﺒﻁﺔ ﺒﺎﻹﻋﺎﻗﺔ‪.‬‬
‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺠﺎﺀ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻀﻤﻥ ﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﺩﺍﺨﻠﻴﺔ ﻭﺍﻝﻘﻭﻯ ﺍﻝﺩﺍﻓﻌﺔ ﺍﻝﺘـﻲ ﺘﻘـﻑ ﻭﺭﺍﺀ‬
‫ﺍﻝﺴﻠﻭﻙ ﺍﻝﺨﺎﺭﺠﻲ‪ ،‬ﻭﺃﻨﻬﺎ ﺃﻴﻀﺎ ﺘﻔﺴﺭ ﺩﻴﻨﺎﻤﻴﻜﻴﺔ ﺍﻝﻨﺸﺎﻁ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺩﺍﺨﻠﻲ ﻝﻺﻨﺴﺎﻥ ﻭﻝﻘﺩ ﺍﻨﺤﺼﺭ ﺍﻫﺘﻤـﺎﻡ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻤﻥ ﺤﻴﺙ ﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ) ﻫﺎﺭﻭﻥ ﺍﻝﺭﺸﻴﺩﻯ‪.(١٩٩٤ ،‬‬
‫‪ Hierararchy OF Need‬ﻭﻫﻭ ﺴﻠـﺴﻠﺔ ﺃﻭ‬ ‫ﻜﻤﺎ ﻗﺩﻡ ﻤﺎﺴﻠﻭ ﻤﻔﻬﻭﻤﻪ ﺍﻝﺨﺎﺹ " ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ"‬
‫ﺘﺴﻠﺴل ﻤﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺇﺸﺒﺎﻋﻬﺎ ﺨﻼل ﻋﻤﻠﻴﺔ ﺍﻝﻨﻤﻭ ﻗﺒل ﺃﻥ ﺘﻜﻭﻥ ﻝﺩﻯ ﺍﻝﺭﺍﺸﺩ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺒﺩﺀ‬
‫ﻓﻲ ﺍﻝﺴﻌﻲ ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ) ﻫﺒﻪ ﺍﻝﺘﺒﺎﻉ ‪.(٢٥ :٢٠٠٨ ،‬‬
‫ﻭﻝﻠﻜﻔﻴﻑ ﺤﺎﺠﺎﺘﻪ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺃﻥ ﻴﺸﺒﻌﻬﺎ ﻤﺜل ﺍﻹﻨﺴﺎﻥ ﺍﻝﻌﺎﺩﻱ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻭ ﺃﻜﺜـﺭ ﺘﻌﺭﻀـﺎ‬
‫ﻷﻨﻭﺍﻉ ﻜﺜﻴﺭﺓ ﻤﻥ ﺍﻝﻀﻐﻭﻁ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻴﻪ ﻭﺫﻝﻙ ﻨﺘﻴﺠﺔ ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ‪ ،‬ﻝـﺫﻝﻙ ﺘﻨﺤـﺼﺭ ﻤـﺸﻜﻠﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻲ ﻤﺤﺎﻭﻝﺔ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺘﻨﻅﻴﻡ ﻭﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ ﻓﻲ‬
‫ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻭﺍﺨﺘﻼﻑ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﻝﻠﺠﻨﺴﻴﻥ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻓﻲ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ .١‬ﻫل ﺘﺨﺘﻠﻑ ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻋـﻥ ﺍﻝﻤﺭﺍﻫـﻕ‬
‫ﺍﻝﻌﺎﺩﻱ؟‬

‫‪٦١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫‪ .٢‬ﻫل ﺘﺨﺘﻠﻑ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ) ﻜﻑ ﺠﺯﺌﻲ– ﻜﻑ ﻜﻠﻰ ( ﻓـﻲ ﻀـﻭﺀ ﻨﻅﺭﻴـﺔ‬
‫ﻤﺎﺴﻠﻭ؟‬
‫ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ‪:‬‬
‫‪ .١‬ﻤﻌﺭﻓﺔ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴـﺔ ﻤﺎﺴـﻠﻭ ﻭﻤـﺩﻯ‬
‫ﺍﺨﺘﻼﻑ ﻫﺫﺍ ﺍﻝﺘﻨﻅﻴﻡ ﻋﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻌﺎﺩﻴﻴﻥ‪.‬‬
‫‪ .٢‬ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ) ﻜﻑ ﺠﺯﺌﻲ – ﻜﻑ ﻜﻠـﻰ ( ﻓـﻲ‬
‫ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫‪ .١‬ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﺒﻁﺭﻴﻘﺔ ﺒﺭﺍﻴل ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ‪.‬‬
‫‪ .٢‬ﺍﻝﻜﺸﻑ ﻋﻥ ﻨﺴﻕ ﺠﺩﻴﺩ ﺨﺎﺹ ﺒﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺸﺎﺌﻊ‬
‫ﻝﻤﺎﺴﻠﻭ‪.‬‬
‫‪ .٣‬ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻻﻗﺘﺭﺍﺡ ﺒﺭﺍﻤﺞ ﻋﻼﺠﻴﺔ ﺴﻠﻭﻜﻴﺔ ﺘﻌﻤل ﻋﻠﻰ ﺇﺸـﺒﺎﻉ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ‪.‬‬
‫‪ .٤‬ﻨﺩﺭﺓ ﺍﻷﺒﺤﺎﺙ ﻓﻲ) ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺔ ( ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴـﻑ‬
‫ﻭﺍﻝﻤﺒﺼﺭ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻌﺘﺒﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻬﻤﺔ ﻓﻲ ﻜﻭﻨﻬﺎ ﺘﻌﺭﻀﺕ ﻝﻤﺘﻐﻴﺭ ﻓﻲ ﻏﺎﻴﺔ ﺍﻷﻫﻤﻴﺔ ﻝﻔﺌﺔ ﻤـﻥ ﻓﺌـﺎﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻫﺫﺍ ﻤﺎ ﺩﻓﻊ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻰ ﺇﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻹﺠﺭﺍﺌﻴﺔ‬
‫‪psychological Need‬‬ ‫‪ -١‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﺘﻌﺭﻑ ﺍﻝﺒﺎﺤﺜﺔ ﺇﺠﺭﺍﺌﻴﺎ " ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ " ﺒﺄﻨﻬﺎ ﻨﻅﺎﻡ ﻫﺭﻤﻲ ﻴﺘـﺩﺭﺝ ﺘﺒﻌـﺎ‬
‫ﻝﻸﻫﻤﻴﺔ ﺒﺤﻴﺙ ﺘﻘﻊ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﻗﻭﻯ ﻓﻲ ﻗﺎﻉ ﺍﻝﻬﺭﻡ ﻭﻫﻰ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺍﻹﺸـﺒﺎﻉ ﺍﻝﻔـﻭﺭﻱ ﻭﺘﻘـل ﻗـﻭﺓ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﻜﻠﻤﺎ ﺍﺭﺘﻔﻌﻨﺎ ﺇﻝﻰ ﻗﻤﺔ ﺍﻝﻬﺭﻡ‪.‬‬
‫‪Visually Handicapped‬‬ ‫‪ -٢‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ‬
‫ﺘﺘﺒﻨﻰ ﺍﻝﺒﺎﺤﺜﺔ ﺘﻌﺭﻴﻑ ) ﺯﻜﺭﻴﺎ ﺍﻝﺸﺭﺒﻴﻨﻰ‪ (٨٣ :٢٠٠٤ ،‬ﺍﻝﻤﻌﺘﻤﺩ ﻗﺎﻨﻭﻨﻴﺎ ﻓـﻲ ﺍﻝﻭﻻﻴـﺎﺕ ﺍﻝﻤﺘﺤـﺩﺓ‬
‫ﻭﻤﻌﻅﻡ ﺍﻝﺩﻭل ﺍﻷﻭﺭﺒﻴﺔ " ﺃﻥ ﺍﻝﺸﺨﺹ ﺍﻝﻜﻔﻴﻑ ﻫﻭ ﺫﻝﻙ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﺘﻘل ﺤﺩﺓ ﺇﺒﺼﺎﺭﻩ ﺒﺄﻗﻭﻯ ﺍﻝﻌﻴﻨـﻴﻥ‬
‫ﺒﻌﺩ ﺍﻝﺘﺼﺤﻴﺢ ﻋﻥ ‪ ٦٠ /٦‬ﺃﻭ ‪ ٢٠٠/٢٠‬ﺃﻭ ﻴﻘل ﻤﺠﺎﻝﻪ ﺍﻝﺒﺼﺭﻱ ﻋﻥ ﺯﺍﻭﻴﺔ ﻤﻘـﺩﺍﺭﻫﺎ ‪ ٢٠‬ﺩﺭﺠـﺔ ﻤـﻊ‬
‫ﺘﺤﻴﻴﺩ ﺇﺒﺼﺎﺭ ﺍﻷﻝﻭﺍﻥ"‪ .‬ﺃﻤﺎ ﻤﻨﻅﻤﺔ ﺍﻝﺼﺤﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻓﺈﻨﻬﺎ ﺘﻌﺘﻤﺩ ﺩﺭﺠﺔ ﻤﺨﺘﻠﻔﺔ‪ .‬ﻓﺎﻝﻜﻔﻴﻑ ﻭﻓﻕ ﻤﻌﻴﺎﺭﻫﺎ ﻫﻭ‬
‫ﻤﻥ ﺘﻘل ﺤﺩﺓ ﺇﺒﺼﺎﺭﻩ ﻋﻥ ‪ .٦٠/ ٣‬ﻭﻝﻭ ﺤﺎﻭﻝﻨﺎ ﺘﺭﺠﻤﺔ ﺫﻝﻙ ﻭﻅﻴﻔﻴﺎ ﻓﺈﻨـﻪ ﻴﻌﻨـﻰ ﺃﻥ ﺫﻝـﻙ ﺍﻝـﺸﺨﺹ ﻻ‬
‫ﻴﺴﺘﻁﻴﻊ ﺭﺅﻴﺔ ﻤﺎ ﻴﺭﺍﻩ ﺍﻹﻨﺴﺎﻥ ﺴﻠﻴﻡ ﺍﻝﺒﺼﺭ ﻋﻥ ﻤﺴﺎﻓﺔ ‪ ٦٠‬ﻤﺘﺭﺍ ﺇﻻ ﺇﺫﺍ ﻗﺭﺏ ﻝﻪ ﻤﺴﺎﻓﺔ ‪ ٣‬ﺃﻤﺘﺎﺭ‪.‬‬
‫ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻭﺩﺭﺍﺴﺎﺕ ﺴﺎﺒﻘﺔ‬

‫‪٦٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺃﻭﻻ‪ :‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬

‫‪ (١‬ﻤﻔﻬﻭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻝﻜل ﺇﻨﺴﺎﻥ ﺤﺎﺠﺎﺕ ﺃﻭ ﺍﺤﺘﻴﺎﺠﺎﺕ ‪ Needs‬ﻋﺩﻴﺩﺓ ﻭﻤﺘﻨﻭﻋﺔ‪ ،‬ﻭﻤﻌﻅﻡ ﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ ﻫﻲ ﻗﺼﺔ ﺍﻝﺒﺤـﺙ‬
‫ﻋﻥ ﻭﺴﺎﺌل ﺇﺸﺒﺎﻉ ﻝﻬﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ‪ ،‬ﻓﺎﻝﺤﺎﺠﺔ ﻫﻲ ﺭﻏﺒﺔ ﺃﻭ ﻤﻁﻠﺏ ﺃﺴﺎﺴﻲ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﻴﺭﻴﺩ ﺃﻥ ﻴﺤﻘﻘﻪ ﻝﻜـﻲ‬
‫ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺒﻘﺎﺌﻪ ﻭﺘﻔﺎﻋﻠﻪ ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻗﻴﺎﻤﻪ ﺒﺄﺩﻭﺍﺭﻩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ) .‬ﻤﺩﺤﺕ ﺃﺒﻭ ﺍﻝﻨﺼﺭ‪(٩٣ :٢٠٠٥،‬‬
‫ﻜﻤﺎ ﺘﻌﺭﻑ ﺍﻝﺤﺎﺠﺔ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺒﺄﻨﻬﺎ" ﺍﻓﺘﻘﺎﺭ ﻝﺸﻲﺀ ﺘﻜﻭﻥ ﺒﻪ ﺍﺴﺘﻘﺎﻤﺔ ﺍﻝﺤﻴـﺎﺓ ﻋـﻀﻭﻴﺎ ﺃﻭ‬
‫ﻨﻔﺴﻴﺎ‪.‬ﻭﻤﻥ ﺜﻡ ﺘﺘﻤﺎﻴﺯ ﺍﻝﺤﺎﺠﺎﺕ ﻓﺒﻌﻀﻬﺎ ﻋﻀﻭﻱ ﺃﻭ ﺒﻴﻭﻝﻭﺠﻲ ﺃﻭ ﻓﺴﻴﻭﻝﻭﺠﻲ ﻴﻠﺯﻡ ﻝﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ"‪.‬‬
‫) ﻋﺒﺩ ﺍﻝﻤﻨﻌﻡ ﺍﻝﺤﻨﻔﻲ‪(٣٩٧ : ٢٠٠٣ ،‬‬
‫ﻭ ﻴﻌﺭﻑ ) ﻓﺭﺝ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ‪ (٣١٣ :٢٠٠٥ ،‬ﺍﻝﺤﺎﺠﺔ ﺒﺄﻨﻬﺎ " ﻨﺸﺎﻁ ﺩﺍﻓﻊ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﻴﺠﻌﻠﻪ ﻴﺤﺱ ﺒـﺄﻥ‬
‫ﺸﻴﺌ ﹰﺎ ﻴﻨﻘﺼﻪ‪ ،‬ﺃﻱ ﺃﻨﻪ ﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ ﺸﻲﺀ ﻴﺸﺒﻊ ﻫﺫﺍ ﺍﻝﺩﺍﻓﻊ ﻭﻴﺭﻀﻴﻪ" ﺒﻴﻨﻤـﺎ ﺘـﺫﻜﺭ) ﺴـﻌﺩﻴﺔ ﺒﻬـﺎﺩﺭ‪،‬‬
‫‪ (٤٨ :١٩٩٦‬ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻫﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﺸﻌﻭﺭ ﺍﻝﻔﺭﺩ ﺒﺎﻝﻘﻠﻕ ﻭﺍﻝﺘﻭﺘﺭ ﻭﺫﻝـﻙ‬
‫ﻨﺘﻴﺠﺔ ﺍﻝﺤﺭﻤﺎﻥ ﻤﻥ ﺍﻹﺸﺒﺎﻉ‪ ،‬ﻤﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﻋﺩﻡ ﺘﻜﻴﻔﻪ ﻤﻊ ﻨﻔﺴﻪ ﻭﻤـﻊ ﺍﻵﺨـﺭﻴﻥ ﻭﻤﻌﺎﻨﺎﺘـﻪ ﻤـﻥ‬
‫ﺍﻝﺼﺭﺍﻋﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﺸﻌﻭﺭﻩ ﺍﻝﻤﺴﺘﻤﺭ ﺒﻌﺩﻡ ﺍﻝﺭﻀﺎ ﺍﻝﻨﻔﺴﻲ ﻤﻤﺎ ﻴﺅﺩﻯ ﺇﻝﻰ ﺴﻭﺀ ﺼﺤﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬
‫‪ (٢‬ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬
‫ﺃ‪ -‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬
‫ﻭﺘﺸﻤل ﺍﻝﺠﻭﻉ‪ ،‬ﺍﻝﻌﻁﺵ‪ ،‬ﺍﻝﺠﻨﺱ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻸﻜﺴﺠﻴﻥ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻠﻨﻭﻡ‪ ،‬ﻭﺍﻝﺘﺨﻠﺹ ﻤﻥ ﻓﻀﻼﺕ ﺍﻝﺠـﺴﻡ‪،‬ﺃﻥ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺘﺘﺼﻑ ﺒﺎﻝﻨﻘﺹ ﺃﻭ ﺍﻝﻌﺠﺯ ﻭﻝﻜﻥ ﻝﻴﺱ ﺒﺸﻜل ﻤﻁﻠﻕ ) ﺃﻱ ﻻﻴﻤﻜﻥ ﻝﻠﻔﺭﺩ‬
‫ﺃﻥ ﻴﺸﺒﻊ ﻜل ﺤﺎﺠﺎﺘﻪ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻭﻤﻥ ﻫﺫﺍ ﺍﻻﺴﺘﺜﻨﺎﺀ ﺍﻝﺤﺎﺠﺔ ﻝﻠﺠﻨﺱ ﻭﺍﻝﻨﻭﻡ ﻭﺍﻹﺨﺭﺍﺝ(‪.‬‬
‫ﺏ‪ -‬ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬
‫ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻝﻠﻔﺭﺩ ﺒﺩﺭﺠﺔ ﻤﻨﺎﺴﺒﺔ‪ ،‬ﻓﺈﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﺎﻨﻲ ﻤﻥ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻬﺭﻤﻲ‬
‫ﻝﻠﺤﺎﺠﺎﺕ ﻴﻨﺒﺜﻕ ﺘﺩﺭﻴﺠﻴ ﹰﺎ ﻭﻫﻭ ﻤﺎ ﻴﻌﺭﻑ ﺒﺤﺎﺠﺎﺕ ﺍﻷﻤﺎﻥ‪ .‬ﻭﺘﺴﺎﻋﺩﻨﺎ ﺤﺎﺠﺎﺕ ﺍﻷﻤـﺎﻥ ﻋﻠـﻰ ﺘﺠﻨـﺏ ﺍﻵﻻﻡ‬
‫ﺍﻝﻤﻭﺠﻌﺔ ﻭﺍﻹﺼﺎﺒﺔ ﺒﻬﺎ‪.‬‬
‫ﺝ‪ -‬ﺤﺎﺠﺎﺕ ﺍﻻﻨﺘﻤﺎﺀ ﻭﺍﻝﺤﺏ‬
‫ﺒﻤﺠﺭﺩ ﺃﻥ ﺘﺸﺒﻊ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻭﺤﺎﺠﺎﺕ ﺍﻵﻤﺎﻥ ﺴﻭﺍﺀ ﺒﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﺃﻭ ﺼﻐﻴﺭﺓ ﺘـﺄﺘﻲ ﺤﺎﺠـﺎﺕ‬
‫ﺍﻻﻨﺘﻤﺎﺀ ﻭﺍﻝﺤﺏ ﻓﻲ ﺍﻝﻤﻘﺩﻤﺔ ﻜﺩﻭﺍﻓﻊ ﻝﻠﺴﻠﻭﻙ‪ ،‬ﻭﻝﻬﺫﺍ ﻴﺼﺒﺢ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﺭﻏﺒﺔ ﻗﻭﻴﺔ ﻝﺘﻜﻭﻴﻥ ﻋﻼﻗﺎﺕ ﺃﻝﻔـﻪ‬
‫ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﻴﻨﺘﺎﺒﻪ ﺸﻌﻭﺭﹰﺍ ﻤﺅﻝﻤﺎ ﺒﺩﺭﺠﺔ ﻗﻭﻴﺔ ﻤﻥ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﻭﺤﺩﺓ ﻴﻨﺘﺞ ﻤـﻥ ﺍﻓﺘﻘـﺎﺩ ﺍﻷﺼـﺩﻗﺎﺀ‪،‬‬
‫) ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ‪(٤٣٧-٤٥٣ :١٩٩٨ ،‬‬ ‫ﻭﺍﻝﺤﺒﻴﺏ‪.‬‬
‫ﺩ‪ -‬ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ ﻭﺘﺄﻜﻴﺩ ﺍﻝﺫﺍﺕ‬
‫ﻭﻫﻰ ﺘﻠﻙ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘﻲ ﻓﻲ ﺇﺸﺒﺎﻋﻬﺎ ﺘﺅﻜﺩ ﺍﺤﺘﺭﺍﻡ ﺍﻹﻨﺴﺎﻥ ﻝﺫﺍﺘﻪ ﻭﺍﺤﺘﺭﺍﻡ ﺍﻝﺠﻤﺎﻋﺔ ﻝﻪ‪ ،‬ﻓﺘﺅﻜـﺩ ﻤﻜﺎﻨﺘـﻪ‬
‫ﻭﺘﻌﺯﺯ ﻫﻭﻴﺘﻪ‪ ،‬ﻭﺘﻭﺠﻪ ﺴﻠﻭﻜﻪ ﻨﺤﻭ ﺍﻝﻌﻤل ﻭﺍﻻﻨﺠﺎﺯ‪.‬‬

‫‪٦٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻩ‪ -‬ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‬

‫ﻴﻤﺜل ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺘﻠﻙ ﺍﻝﺘﻲ ﺤﻴﻥ ﻴﺼل ﺇﻝﻰ ﺇﺸﺒﺎﻋﻬﺎ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻓﺈﻨﻪ ﻴﺼﺒﺢ ﻤﻤﻴـﺯﺍ ﻭﺴـﻁ‬
‫ﺍﻝﺠﻤﺎﻋﺔ‪ ،‬ﻓﻴﺘﻔﻭﻕ ﺒﻬﺎ ﻋﻠﻰ ﻤﺠﺭﺩ ﺘﺄﻜﻴﺩ ﺍﻝﺫﺍﺕ‪) .‬ﺤﻤﺩﻱ ﺍﻝﻔﺭﻤﺎﻭﻯ‪(١٣-١٢ :٢٠٠٨،‬‬
‫ﻭﻤﻥ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ" ﻴﺘﻀﺢ ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺘﻨﺘﻅﻡ ﻭﻓﻘﺎ ﻷﻫﻤﻴﺘﻬﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻔـﺭﺩ‪ ،‬ﻭﺍﻥ‬
‫ﻤﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﺫﺍﺕ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻷﺭﻗﻰ ﺘﺘﻭﻗﻑ ﻋﻠﻰ ﻤـﺩﻯ ﻨﺠﺎﺤـﻪ ﻓـﻲ ﺇﺸـﺒﺎﻉ ﺤﺎﺠﺎﺘـﻪ‬
‫ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﺃﻱ ﺫﺍﺕ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻷﺩﻨﻰ ﺃﻭ ﺍﻷﻗل ﻭﻋﺎﺩﺓ ﻤﺎﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻹﺸﺒﺎﻉ ﺇﺸﺒﺎﻋ ﹰﺎ ﺠﺯﺌﻴﹰﺎ ﺃﻜﺜﺭ ﻤﻨﻪ ﺇﺸﺒﺎﻋ ﹰﺎ‬
‫ﻜﻠﻴ ﹰﺎ‪ ،‬ﻓﺎﻹﺸﺒﺎﻉ ﺍﻝﺠﺯﺌﻲ ﺤﺎﻝﺔ ﺴﻭﻴﺔ ﻴﺘﻌﻠﻡ ﻤﻌﻅﻡ ﺍﻷﺸﺨﺎﺹ ﻀﺭﻭﺭﺓ ﺍﻝﺘﻜﻴﻑ ﻤﻌﻬﺎ )ﺴﻬﺎﻡ ﻋﺒﺩ ﺍﻝﺭﺅﻭﻑ‪،‬‬
‫‪ (١٦-١٥ :١٩٩٦‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻤﺎ ﻭﺠﻪ ﻝﺘﺼﻨﻴﻑ ﺍﻝﺤﺎﺠﺎﺕ ﻝﻤﺎﺴﻠﻭ ﻤﻥ ﻨﻘﺩ ﻤﺎﺯﺍل ﻴﺤﻅﻰ ﺒﺎﻝﻘﺒﻭل ﻓـﻲ‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺩﻭﺍﺌﺭ ﺍﻝﻌﻠﻤﻴﺔ ﻻﺸﺘﻤﺎﻝﻪ ﺒﻤﻌﻅﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺘﺭﺘﻴﺒﻬﺎ‪ ،‬ﻭﺘﻘﺩﻴﺭﻩ ﻷﻫﻤﻴـﺔ ﻜـل ﻤﻨﻬـﺎ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﺤﻴﺎﺓ ﺍﻝﻔﺭﺩ‪ ،‬ﻭﻓﻰ ﻤﺭﺍﺤل ﻨﻤﻭﻩ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﺜﺎﻨﻴ ﹰﺎ‪ :‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ‬
‫ﻤﻔﻬﻭﻡ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ‬
‫ﺘﻌﺩ ﺤﺎﺴﺔ ﺍﻹﺒﺼﺎﺭ ﻨﻌﻤﺔ ﻜﺒﺭﻯ ﻤﻥ ﻨﻌﻡ ﺍﷲ ﺍﻝﺘﻲ ﻻ ﺘﺤﺼﻰ ﻭﺍﻝﺘﻲ ﻤﻨﺤﻬﺎ ﻝﻺﻨﺴﺎﻥ ﻜﻲ ﺘﺴﺘﻘﻴﻡ ﺤﻴﺎﺘﻪ‪،‬‬
‫ﻓﺎﻝﻌﻴﻥ ﺃﻭ ﺍﻹﺒﺼﺎﺭ ﻋﺎﻤﺔ ﺃﺴﺎﺱ ﺍﻹﺩﺭﺍﻙ ﺍﻝﺤـﺴﻲ ﺍﻝﺒـﺼﺭﻱ‪ ،‬ﻭﺘﻜـﻭﻴﻥ ﺍﻝـﺼﻭﺭ ﺍﻝﺫﻫﻨﻴـﺔ ﺍﻝﺒـﺼﺭﻴﺔ‪،‬‬
‫ﻭﺍﺴﺘﺭﺠﺎﻋﻬﺎ‪ ،‬ﻭﺇﻨﺘﺎﺝ ﺃﻨﺴﺎﻕ ﺠﺩﻴﺩﺓ ﻤﻨﻬﺎ ﺍﻋﺘﻤﺎﺩﹶﺍ ﻋﻠﻰ ﺨﺒﺭﺓ ﺍﻝﻔﺭﺩ ﻭﻫﻰ ﺍﻷﺴﺎﺱ ﻓﻲ ﺍﻝﺤﺭﻜﺔ ﻭﺍﻝﺘﻨﻘـل‪،‬‬
‫ﻭﺍﻝﺘﻭﺍﺼل‪ ،‬ﻭﺍﻷﺩﺍﺀ ﻭﻏﻴﺭ ﺫﻝﻙ ) ﻋﺎﺩل ﻋﺒﺩﺍ ﷲ ‪.(٥٩ :٢٠٠٤ ،‬‬
‫ﺤﻴﺙ ﺘﻘﻭﻡ ﺤﺎﺴﺔ ﺍﻝﺒﺼﺭ ﺒﺩﻭﺭ ﻋﻅﻴﻡ ﻓﻲ ﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻷﻨﻬﺎ ﺘﻨﻔﺭﺩ ﺩﻭﻥ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺤﻭﺍﺱ ﺒﻨﻘل‬
‫ﺒﻌﺽ ﺠﻭﺍﻨﺏ ﺍﻝﻌﺎﻝﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﻤﻌﺎﻝﻡ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺒﻴﺌﻲ ﻝﻺﻨﺴﺎﻥ ﺇﻝﻰ ﺍﻝﻌﻘل ﺒﻤﺎ ﻴﺸﺘﻤﻼﻥ ﻤﻥ ﻭﻗﺎﺌﻊ ﻭﺃﺤﺩﺍﺙ‬
‫ﻭﻤﻌﻠﻭﻤﺎﺕ‪ .‬ﻭﻴﻭﺍﺠﻪ ﺍﻝﻤﻌﺎﻕ ﺒﺼﺭﻴﺎ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺎﺕ‪ ،‬ﺍﻝﺘﻲ ﺘﻜﻤﻥ ﻓﻲ ﺫﺍﺘﻪ ﻭﻓﻰ ﻋﻼﻗﺘـﻪ ﺒـﺎﻝﻤﺠﺘﻤﻊ‪،‬‬
‫ﺃﻜﺜﺭ ﻤﻥ ﻜﻭﻨﻬﺎ ﺃﺤﺩ ﻨﻭﺍﺘﺞ ﺍﻹﻋﺎﻗﺔ‪ .‬ﺤﻴﺙ ﻴﺘﺭﺘﺏ ﻋﻠﻰ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﻓﺭﺽ ﺤﺩﻭﺩ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻝﻜﻔﻴﻑ‬
‫ﻝﻤﺎ ﻴﺤﻴﻁ ﺒﻪ ﻤﻥ ﺃﺸﻴﺎﺀ ﻭﺃﺸﺨﺎﺹ ﻓﻲ ﺒﻴﺌﺘﻪ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻭﻋﻠﻰ ﻨﻭﻉ ﻭﻤﺩﻯ ﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ‪.‬‬
‫) ﻤﻨﻰ ﺍﻝﺩﻫﺎﻥ‪(٢٠٠٣ ،‬‬
‫ﻜﻤﺎ ﺘﺘﻌﺩﺩ ﻤﻔﺎﻫﻴﻡ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﻝﺘﺸﻤل ﺘﻌﺭﻴﻔﺎﺕ ﻝﻐﻭﻴﺔ‪ ،‬ﻭﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻁﺒﻴﺔ‪ ،‬ﻭﻗﺎﻨﻭﻨﻴﺔ‪ ،‬ﻭﺘﺭﺒﻭﻴﺔ‪،‬‬
‫ﻭﺫﻝﻙ ﻭﻓﻘ ﹶﺎ ﻝﺭﺅﻴﺔ ﻜل ﻋﻠﻡ‪ ،‬ﻭﻤﺠﺎل ﺍﻫﺘﻤﺎﻤﻪ‪.‬‬
‫ﻭﺘﺨﺘﻠﻑ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺤﻭل ﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻹﻋﺎﻗﺔ ‪ ،Disabilityt‬ﻭﺫﻝﻙ ﻗﺩ ﻴﺭﺠﻊ ﺇﻝﻰ ﻋﺩﺓ ﺃﺴـﺒﺎﺏ‬
‫ﻤﻨﻬﺎ ﺘﻌﺩﺩ ﺃﻨﻭﺍﻉ ﺍﻹﻋﺎﻗﺔ‪ ،‬ﻭﺘﻌﺩﺩ ﺃﺴﺒﺎﺒﻬﺎ‪ ،‬ﻓﻬﻨﺎﻙ ﺘﻌﺭﻴﻔﺎﺕ ﻁﺒﻴﺔ ﻭﺃﺨﺭﻯ ﺘﺭﺒﻭﻴﺔ ﻭﺃﺨﺭﻯ ﻗﺎﻨﻭﻨﻴﺔ ﻭﺃﺨﺭﻯ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﻝﻤﺼﻁﻠﺢ ﺍﻹﻋﺎﻗﺔ ) ﻤﺩﺤﺕ ﺃﺒﻭ ﺍﻝﻨﺼﺭ‪.(١٢٠ :٢٠٠٥ ،‬‬
‫ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺘﻭﻀﻴﺢ ﻤﻥ ﺨﻼل ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪:‬‬
‫ﺃ‪ -‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﻤﻥ ﺍﻝﻤﻨﻅﻭﺭ ﺍﻝﻠﻐﻭﻱ‪.‬‬
‫ﺘﻀﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻝﻔﺎﻅ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﻭﺼﻑ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﻓﻘﺩ ﺒﺼﺭﻩ ﻜـﺎﻷﻋﻤﻰ‪،‬‬

‫‪٦٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻭﺍﻷﻜﻤﻪ‪ ،‬ﻭﺍﻝﻜﻔﻴﻑ‪ ،‬ﻭﺍﻝﻀﺭﻴﺭ‪ ،‬ﻭﺍﻝﻌﺎﺠﺯ‪ ،‬ﻜﻤﺎ ﺘﺘﻀﻤﻥ ﺃﻝﻔﺎﻅ ﹰﺎ ﺃﺨﺭﻯ ﻝﻭﺼﻑ ﺫﻝﻙ ﺍﻝﺸﺨﺹ ﺍﻝﺫﻱ ﻓﻘﺩ ﺒﺼﺭﻩ‬
‫ﺠﺯﺌﻴ ﹶﺎ ﻜﺎﻷﻋﺸﻰ‪ ،‬ﻭﺍﻝﻌﺸﻭﺍﺀ‪ .‬ﻭﺃﺼل ﻜﻠﻤﺔ ﺃﻋﻤﻰ ﺃﻭ ﻤﺎﺩﺘﻬﺎ ﻫﻭ ﺍﻝﻌﻤﺎﺀ‪ ،‬ﻭﺍﻝﻌﻤﺎﺀ ﻫـﻭ ﺍﻝـﻀﻼﻝﺔ‪ ،‬ﻭﻴﻘـﺎل‬
‫ﺍﻝﻌﻤﻰ ﻓﻲ ﻓﻘﺩﺍﻥ ﺍﻝﺒﺼﺭ ﺃﻭ ﺫﻫﺎﺒﻪ‪ ،‬ﻜﻤﺎ ﺘﺴﺘﺨﺩﻡ ﻤﺠﺎﺯﹶﺍ ﻝﻔﻘﺩﺍﻥ ﺍﻝﺒﺼﻴﺭﺓ‪ ،‬ﺃﻤﺎ ﺍﻷﻜﻤﺔ ﻓﻬﻲ ﻤـﺄﺨﻭﺫﺓ ﻤـﻥ‬
‫ﺍﻝﻜﻤﻪ ﻭﻫﻭ ﺍﻝﻌﻤﻰ ﺍﻝﺫﻱ ﻴﺤﺩﺙ ﻗﺒل ﺍﻝﻤﻴﻼﺩ‪ ،‬ﻭﻴﺸﺎﺭ ﺒﻬﺎ ﺇﻝﻰ ﻤﻥ ﻴﻭﻝﺩ ﺃﻋﻤﻰ‪ ،‬ﺃﻤﺎ ﻜﻠﻤﺔ ﺍﻝﻜﻔﻴـﻑ ﻓﺄﺼـﻠﻬﺎ‬
‫ﺍﻝﻜﻑ ﻭﻤﻌﻨﺎﻩ ﺍﻝﻤﻨﻊ‪ ،‬ﻭﺍﻝﻜﻔﻴﻑ ﻫﻭ ﻤﻥ ﻜﻑ ﺒﺼﺭﻩ ﺃﻱ ﻋﻤﻰ‪ .‬ﻭﻜﺫﻝﻙ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻜﻠﻤﺔ ﺍﻝﻀﺭﻴﺭ ﻓﻬﻲ ﻤﺄﺨﻭﺫﺓ‬
‫ﻤﻥ ﺍﻝﻀﺭﺍﺭﺓ ﺃﻱ ﺍﻝﻌﻤﻰ‪ ،‬ﻭﺍﻝﻀﺭﻴﺭ ﻫﻭ ﻤﻥ ﻓﻘﺩ ﺒﺼﺭﻩ‪ ،‬ﺒﻴﻨﻤﺎ ﻜﻠﻤﺔ ﺍﻝﻌﺎﺠﺯ ﻓﻬﻲ ﻤﺸﻬﻭﺭﺓ ﺒﻤﻌﻨﻰ ﺍﻷﻋﻤـﻰ‬
‫ﺤﻴﺙ ﻴﻌﺠﺯ ﻋﻥ ﺍﻝﻘﻴﺎﻡ ﺒﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﻐﻴﺭ‪ .‬ﺃﻤﺎ ﺍﻷﻋﺸﻰ ﻓﻬﻭ ﻤﻥ ﻻ ﻴﺒﺼﺭ ﺒﺎﻝﻠﻴل ﻭﻴﺒﺼﺭ ﺒﺎﻝﻨﻬﺎﺭ‪ ) .‬ﻋﺎﺩل‬
‫ﻋﺒﺩ ﺍﷲ‪(٦١ :٢٠٠٤ ،‬‬
‫ﺏ‪ -‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﻤﻥ ﺍﻝﻤﻨﻅﻭﺭ ﺍﻝﺘﺭﺒﻭﻱ‪:‬‬
‫ﺍﻝﻜﻔﻴﻑ ﻭﻓﻘ ﹶﺎ ﻝﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻫﻭ ﺍﻝﺫﻱ ﻓﻘﺩ ﺒﺼﺭﻩ ﺒﺎﻝﻜﺎﻤل‪ ،‬ﻭﻋﻠﻴﺔ ﺃﻥ ﻴﻌﺘﻤﺩ ﻋﻠـﻰ ﺍﻝﺤـﻭﺍﺱ‬
‫ﺍﻷﺨﺭﻯ ﻓﻲ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺍﻝﺘﻌﻠﻴﻡ ) ﺴﻴﺩ ﺍﻝﻁﻭﺍﺏ ‪.(١٨٩ :٢٠٠٨ ،‬‬
‫ﺃﻭ ﻫﻭ ﺍﻝﻔﺭﺩ ﺍﻝﺫﻱ ﻴﻌﺠﺯ ﻋﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺒﺼﺭﻩ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﻜﻤﺎ ﻴﻌﺠﺯ ﻨﺘﻴﺠﺔ ﻝﺫﻝﻙ ﻋﻥ‬
‫ﺘﻠﻘﻰ ﺍﻝﻌﻠﻡ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻌﺎﺩﻴﺔ ﻭﺒﺎﻝﻁﺭﻕ ﺍﻝﻌﺎﺩﻴﺔ ﻭﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﻭﻀﻭﻋﺔ ﻝﻠﻁﻔل ﺍﻝﻌﺎﺩﻱ‪ .‬ﻭﻗﺩ ﻴﻜﻭﻥ ﺍﻝﻔـﺭﺩ‬
‫ﻤﻜﻔﻭﻓ ﹰﺎ ﻜﻠﻴﺄ ﺃﻭ ﻴﻤﻠﻙ ﺩﺭﺠﺔ ﺒﺴﻴﻁﺔ ﻤﻥ ﺍﻹﺤﺴﺎﺱ ﺍﻝﺒﺼﺭﻱ ﺍﻝﺫﻱ ﻴﺅﻫﻠﻪ ﻝﻠﻘـﺭﺍﺀﺓ ﺍﻝﺒـﺴﻴﻁﺔ ﺒـﺎﻷﺤﺭﻑ‬
‫ﺍﻝﻜﺒﻴﺭﺓ ﻭﺍﻝﻤﺠﺴﻤﺔ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﻴﺘﻀﺢ ﻝﻨﺎ ﺃﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻓﺌﺎﺕ‪ ،‬ﻤﻨﻬﺎ ﺍﻝﻤﻜﻔﻭﻑ ﻜﻠﻴـ ﹰﺎ‪ ،‬ﺍﻝﻤﻜﻔـﻭﻑ ﺠﺯﺌﻴـ ﹶﺎ‬
‫ﺍﻝﻤﻜﻔﻭﻑ ﺒﺎﻝﻭﻻﺩﺓ ﺍﻝﻤﻜﻔﻭﻑ ﺍﻝﺫﻱ ﺃﺼﻴﺏ ﺒﺎﻝﻌﻤﻰ ﻭﻓﻘﺩ ﺍﻝﺒﺼﺭ ﺒﻌﺩ ﺴﻥ ﺍﻝﺨﺎﻤﺴﺔ )ﻤﻨﻰ ﺍﻝﺩﻫﺎﻥ‪.( ٢٠٠٣ ،‬‬
‫ﻭﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ ﻨﺠﺩ ﺘﻌﺭﻴﻑ ﻤﻴﺘﻠﺭ ‪ Mittler‬ﻭﻴﻌﺭﻓﻬﻡ ﺒﺄﻨﻬﻡ ﻫﻡ ﺃﻭﻝﺌﻙ ﺍﻝﻔﺎﻗﺩﻭﻥ‬
‫ﻝﻠﺒﺼﺭ ﻜﻠﻴﺔ ﺃﻭ ﻫﻡ ﺃﻭﻝﺌﻙ ﺍﻝﺫﻴﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺼﺭ ﻝﺩﻴﻬﻡ ﺸﺩﻴﺩ ﺍﻝﻘﺼﻭﺭ ﻭﺍﻝﻀﻌﻑ ﺒﺤﻴﺙ ﻴﺘﻁﻠﺏ ﺘﺭﺒﻴﺔ ﺒﻤﻨﺎﻫﺞ‬
‫ﻻ ﺘﺘﻀﻤﻥ ﺤﺎﺴﺔ ﺍﻝﺒﺼﺭ ﻭﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺒﺭﺍﻴل ﺃﻭ ﻁﺭﻕ ﺃﺨﺭﻯ ) ﺨﺎﻝﺩ ﻋﺒﺩ ﺍﻝﺭﺍﺯﻕ‪.(١٧ :٢٠٠٢ ،‬‬
‫ﻭﻴﺸﻴﺭ ﻜلٌ ﻤﻥ ) ﺃﺤﻤﺩ ﻋﻭﺍﺩ ﻭﺃﺸﺭﻑ ﻋﺒﺩ ﺍﻝﻐﻨﻰ‪ (١٩ :٢٠٠٨ ،‬ﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻝﻠﻜﻔﻴﻑ ﺒﺄﻨـﻪ‬
‫ﻫﻭ ﻤﻥ ﻓﻘﺩ ﺍﻝﻘﺩﺭﺓ ﻜﻠﻴﺔ ﻋﻠﻰ ﺍﻹﺒﺼﺎﺭ‪ ،‬ﺃﻭ ﺍﻝﺫﻱ ﻝﻡ ﺘﺘﺢ ﻝﻪ ﺍﻝﺒﻘﺎﻴﺎ ﺍﻝﺒﺼﺭﻴﺔ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﻌﺎﺩﻴﺔ‬
‫ﺤﺘﻰ ﺒﻌﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺼﺤﺤﺎﺕ ﺍﻝﺒﺼﺭﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺤﺘﻡ ﻋﻠﻴﻪ ﺍﺴﺘﺨﺩﺍﻡ ﺤﺎﺴﺔ ﺍﻝﻠﻤﺱ ﻝﺘﻌﻠﻡ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒـﺔ‬
‫ﺒﻁﺭﻴﻘﺔ ﺒﺭﺍﻴل‪ ،‬ﻭﻤﻥ ﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻝﻜﻔﻴﻑ ﻫﻭ ﻤﻥ ﻓﻘﺩ ﺍﻝﻘﺩﺭﺓ ﻜﻠﻴﺔ ﻋﻠﻰ ﺍﻹﺒﺼﺎﺭ‪ ،‬ﺃﻭ ﺍﻝﺫﻱ‬
‫ﻝﻡ ﺘﺘﺢ ﻝﻪ ﺍﻝﺒﻘﺎﻴﺎ ﺍﻝﺒﺼﺭﻴﺔ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﻌﺎﺩﻴﺔ ﺤﺘﻰ ﺒﻌﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺼﺤﺤﺎﺕ ﺍﻝﺒﺼﺭﻴﺔ‪،‬‬
‫ﻤﻤﺎ ﻴﺤﺘﻡ ﻋﻠﻴﻪ ﺍﺴﺘﺨﺩﺍﻡ ﺤﺎﺴﺔ ﺍﻝﻠﻤﺱ ﻝﺘﻌﻠﻡ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒـﺔ ﺒﻁﺭﻴﻘـﺔ ﺒﺭﺍﻴـل ) ﻴﻭﺴـﻑ ﺍﻝﻘﺭﻭﺘـﻲ‬
‫ﻭﺁﺨﺭﻭﻥ‪.( ١٥٢ : ٢٠٠١ ،‬‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺴﻭﻑ ﺘﺘﻌﺎﻤل ﻤﻊ ﻤﺭﺤﻠﺔ ﺍﻝﻤﺭﺍﻫﻘﺔ ﻭﺘﺘﻤﺜل ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤـﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ ﻓـﻲ‬
‫ﻤﺩﺍﺭﺱ ﺍﻝﻨﻭﺭ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ ﻓﻲ )ﺍﻹﺴﻤﺎﻋﻴﻠﻴﺔ – ﺒﻭﺭﺴﻌﻴﺩ‪ -‬ﺍﻝﺯﻗـﺎﺯﻴﻕ ( ﻭﺍﻝﻤﺒـﺼﺭﻴﻥ ﻤـﻥ ﺍﻝﻤـﺩﺍﺭﺱ‬
‫ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﻨﻔﺱ ﺍﻝﻤﺤﺎﻓﻅﺎﺕ ﻭﺘﻡ ﺘﺤﺩﻴﺩ ﺩﺭﺠﺔ ﺍﻹﺒﺼﺎﺭ ﻤﻥ ﺨﻼل ﻁﺒﻴﺏ ﺍﻝﻤﺩﺭﺴﺔ ﻭﺃﻴﻀﺎ ﻭﻓـﻕ‬
‫ﺍﻝﺘﻌﺭﻴﻑ ﺍﻝﺘﺭﺒﻭﻱ ﻝﻺﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﻓﻲ ﺍﻝﻘﺭﺍﺭ ﺍﻝﻭﺯﺍﺭﻱ ‪ ٣٧‬ﻝﺴﻨﺔ ‪١٩٩٠‬ﻡ ﻝﻠﻘﺒﻭل ﺒﻤـﺩﺍﺭﺱ ﻭﻓـﺼﻭل‬

‫‪٦٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻤﺩﺍﺭﺱ ﺍﻝﻨﻭﺭ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ ﻭﻜﺫﻝﻙ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻤﻠﻔﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﻬﻡ ﻝﺘﺤﺩﻴﺩ ﻜﻑ ﺍﻝﺒﺼﺭ ﺍﻝﻜﻠﻲ ﻭﺍﻝﺠﺯﺌﻲ‪.‬‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫‪ (١‬ﺩﺭﺍﺴﺔ ﺃﺤﻤﺩ ﺸﻌﺒﺎﻥ ﻤﺤﻤﺩ ﻋﻁﻴﺔ )‪(١٩٩٤‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻤﻥ ﻁﻼﺏ ﻤﺭﺤﻠﺔ ﺍﻝﺘﻌﻠـﻴﻡ‬
‫ﺍﻝﺜﺎﻨﻭﻱ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺼﺎﺩﺭ ﺇﺸﺒﺎﻉ ﺘﻠﻙ ﺍﻝﺤﺎﺠﺎﺕ ﻝﺩﻴﻬﻡ‪ ،‬ﻭﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺘﺒﺎﻴﻨﻬﺎ ﺒﺎﺨﺘﻼﻑ‬
‫ﺍﻝﺠﻨﺱ‪ .‬ﻭﺍﺸﺘﻤﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (١٩٣‬ﻁﺎﻝﺏ ﻤﻥ ﻁﻼﺏ ﻭﻁﺎﻝﺒـﺎﺕ ﺍﻝﻤﺭﺤﻠـﺔ ﺍﻝﺜﺎﻨﻭﻴـﺔ‬
‫ﺒﻤﺩﺍﺭﺱ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻤـﻥ ﺇﻋـﺩﺍﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﻘﻴﺎﺱ ﻤﺼﺎﺩﺭ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ ﻭ ﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ‪:‬‬
‫ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺘﺸﺘﻤل ﻋﻠﻰ‪ ) :‬ﻋﻁﻑ ﻭﺭﻀـﺎ ﺍﻝﻭﺍﻝـﺩﻴﻥ‪ ،‬ﺍﻝﺤﺎﺠـﺔ ﺇﻝـﻰ‬
‫ﺍﻝﺘﺩﻴﻥ‪ ،‬ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ‪ ،‬ﺍﻝﻁﻤﺄﻨﻴﻨﺔ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﻭﺍﻷﻤﺎﻥ‪ ،‬ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‪ ،‬ﻭﻫـﻰ ﻓـﻲ‬
‫ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﻴﻠﻴﻬﺎ ) ﺍﻝﺘﻔﻭﻕ ﻭﺍﻹﻨﺠﺎﺯ‪ ،‬ﺘﻨﻤﻴﺔ ﺍﻝﻤﻭﺍﻫـﺏ ﻭﺍﻝﻤﻬـﺎﺭﺍﺕ‪ ،‬ﺍﻝﻨﻅـﺎﻡ ﻤﻤﺎﺭﺴـﺔ ﺍﻝﺭﻴﺎﻀـﺔ‬
‫ﻭﺍﻝﺘﺭﻭﻴﺢ‪ ،‬ﺍﻝﺼﺩﺍﻗﺔ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻨﻔﺱ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻠﻌﻤل‪ ،‬ﺍﻝﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺤﺭﻴﺔ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﺭﺃﻱ‬
‫‪ ،‬ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺘﺫﻭﻕ ﺍﻝﺠﻤﺎل‪ ،‬ﺇﺸﺒﺎﻉ ﺍﻝﻨﻭﺍﺤﻲ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻤﺴﺎﻋﺩﺓ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﺍﻝﻤﺴﺌﻭﻝﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ( ﺘﻠﻴﻬﺎ‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻷﻫﻤﻴﺔ ﻭﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﺨﻴﺭﺓ ) ﺍﻝﺤﺎﺠﺔ ﻝﻠﺴﻴﻁﺭﺓ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴﺘﻘﻼل ﻋﻥ ﺍﻵﺨـﺭﻴﻥ‪ ،‬ﺍﻝﺤﺎﺠـﺔ‬
‫ﻝﻠﺠﺎﺫﺒﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻔﻬﻡ ﺍﻝﻨﺎﺱ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻻﺴﺘﻐﻼل ﻭﻗﺕ ﺍﻝﻔﺭﺍﻍ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻠﻤﻐﺎﻤﺭﺓ (‬
‫‪ (٢‬ﺩﺭﺍﺴﺔ ﺃﺸﺭﻑ ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ )‪(٢٠٠٠‬‬
‫ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻤﻘﺎﺭﻨﺔ ﻝﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ ﺍﻷﻁﻔـﺎل‬
‫ﺍﻷﻴﺘﺎﻡ ﻭﺍﻝﻌﺎﺩﻴﻴﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﻁﻔﻭﻝﺔ ﺍﻝﻤﺘﺄﺨﺭﺓ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ)‪ (٢١٣‬ﺘﻠﻤﻴﺫ ﻭﺘﻠﻤﻴﺫﺓ ﺒﺎﻝﺼﻔﻴﻥ ﺍﻝﺭﺍﺒـﻊ‬
‫ﻭﺍﻝﺨﺎﻤﺱ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻭﺍﻝﺼﻑ ﺍﻷﻭل ﺍﻹﻋﺩﺍﺩﻱ ﻤﺨﺘﺎﺭﻴﻥ ﻤﻥ ﺜﻤﺎﻨﻲ ﻤﺩﺍﺭﺱ ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺙ ﻭﺍﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﻸﻁﻔﺎل ﺇﻋﺩﺍﺩ ﻴﻭﺴﻑ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ﻜﺎﻨـﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪ :‬ﻭﺠﻭﺩ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻤﺎﺴﺔ ﺇﻝﻰ ﻤﺴﺎﻋﺩﺓ ﺍﻷﻁﻔﺎل ﺍﻷﻴﺘﺎﻡ ﻓﻲ ﺍﻝﺘﻐﻠﺏ ﻋﻠـﻰ ﺍﻵﺜـﺎﺭ ﺍﻝـﺴﻠﺒﻴﺔ‬
‫ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺤﺭﻤﺎﻨﻬﻡ ﻤﻥ ﺃﺤﺩ ﺃﺒﻭﻴﻬﻡ ﺃﻭ ﻜﻠﻴﻬﻤﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻴﻬﻡ‪،‬‬
‫ﻭﻓﻴﻤﺎ ﻴﻜﺘﺴﺒﻭﻩ ﻤﻥ ﺴﻠﻭﻜﻴﺎﺕ ﻻ ﺴﻭﻴﺔ‪ .‬ﻭﻫﺫﺍ ﻤﺎﻴﻭﻝﺩ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻹﺭﺸـﺎﺩﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴـﺔ‬
‫ﺍﻝﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺤﺎﺠﺎﺕ‪.‬‬
‫‪ (٣‬ﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻓﺭﺤﺎﺕ )‪(٢٠٠٢‬‬
‫ﻭﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ )ﺍﻝﺼﻡ – ﺍﻝﻤﻜﻔﻭﻓﻴﻥ( ﻓﻲ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺩﻴﻨﺎﻤﻴﺎﺕ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﻼ ﺸﻌﻭﺭﻴﺔ ﺍﻝﺘﻲ ﺘﺘﺤﻜﻡ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ‬
‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴ ﹰﺎ )ﺍﻝﺼﻡ – ﺍﻝﻤﻜﻔﻭﻓﻴﻥ(‪ ،‬ﻭﺘﻜﻭﻨﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻝـﻰ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻁﻼﺏ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ)ﺍﻝﺼﻡ( ﻭﻗﺩ ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻤﻥ )‪ (٥٠‬ﻁﺎﻝﺒﹰﺎ‪ ،‬ﻤﻨﻬﻡ )‪ (٢٥‬ﻤﺭﺍﻫﻘﺎ ﺃﺼﻤﹰﺎ‪،‬‬
‫ﻭ )‪ (٢٥‬ﻤﺭﺍﻫﻘﺔ ﺼﻤﺎﺀ‪ ،‬ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺘﻜﻭﻨﺕ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﻠﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ)ﺍﻝﻤﻜﻔﻭﻓﻴﻥ( ﻤﻥ )‪(٥٠‬‬

‫‪٦٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻁﺎﻝﺒﺎ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﺭﺴﺔ ﺍﻝﻨﻭﺭ ﻤﻨﻬﻡ )‪ (٢٥‬ﻤﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ‪(٢٥) ،‬ﻤـﻥ ﺍﻝﻤﺭﺍﻫﻘـﺎﺕ‬
‫ﺍﻝﻤﻜﻔﻭﻓﺎﺕ ﻭﺍﺸﺘﻤﻠﺕ ﺍﻷﺩﻭﺍﺕ ﻋﻠﻰ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻷﺩﻭﺍﺕ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻱ‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻷﺩﻭﺍﺕ ﺍﻹﻜﻠﻴﻨﻴﻜﻴﺔ‬
‫ﻭﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ‪ :‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺒﻴﻥ ﺍﻹﻨﺎﺙ ﺍﻝﻜﻔﻴﻔﺎﺕ‪،‬ﻭﺍﻹﻨﺎﺙ ﺍﻝﺼﻡ ﻓﻲ ﺍﻝﺤﺎﺠﺔ ﻝﻠﻌﻁـﻑ‬
‫ﻭﺍﻝﻤﻌﺎﻀﺩﺓ ﻭﻫﺫﻩ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ ﺍﻝﺼﻡ‪ ،‬ﻭﻝﻘﺩ ﺒﻴﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺨﻼل ﺍﻝﺩﺭﺍﺴـﺔ ﺍﻹﻜﻠﻴﻨﻴﻜﻴـﺔ ﺃﻥ‬
‫ﺸﺨﺼﻴﺔ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴ ﹰﺎ ﺘﻜﺸﻑ ﻋﻥ ﺇﺤﺒﺎﻁﺎﺕ ﻭﺍﻀﻁﺭﺍﺒﺎﺕ ﻻ ﺸﻌﻭﺭﻴﺔ ﻤﻜﺒﻭﺘﺔ ﻭﻤﺭﺘﺒﻁﺔ ﺒﺘﻠﻙ ﺍﻹﻋﺎﻗﺔ‪.‬‬
‫‪ (٤‬ﺩﺭﺍﺴﺔ ﻭﺍﺌل ﻋﺒﺩ ﺍﻝﻐﻔﺎﺭ ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﺍﻝﻐﺭﺒﺎﻭﻱ )‪(٢٠٠٢‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺇﻝﻰ‪:‬‬
‫‪ -١‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺼﺭﻴﺎ ﻭﺍﻷﻁﻔﺎل ﺍﻝﻌﺎﺩﻴﻴﻥ ﻓـﻲ ﻤﺭﺤﻠـﺔ ﻤـﺎ ﻗﺒـل‬
‫ﺍﻝﻤﺩﺭﺴﺔ‪.‬‬
‫‪ -٢‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻋﻨﺩ ﺍﻷﻁﻔﺎل ﺍﻝﻌﺎﺩﻴﻴﻥ ﻭﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺼﺭﻴﺎ ﻓﻲ ﻤﺭﺤﻠـﺔ‬
‫ﻤﺎﻗﺒل ﺍﻝﻤﺩﺭﺴﺔ ﺒﺎﺨﺘﻼﻑ ﺍﻝﺠﻨﺱ‪ ،‬ﻭﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٧٤‬ﻁﻔﻼ ‪ (٣٧)،‬ﻁﻔﻼ ﻤﻌﺎﻗـﺎ ﺒـﺼﺭﻴﺎﹰ‪،‬‬
‫)‪ (٣٧‬ﻁﻔﻼ ﺼﺤﻴﺤﺎ ﺠﺴﻤﻴﺎ ﻭﻋﻘﻠﻴﺎ‪ ،‬ﻭﻴﺘﺭﺍﻭﺡ ﻋﻤﺭ ﺍﻝﻌﻴﻨﺔ ﻤﻥ )‪ (٦-٤‬ﺴﻨﻭﺍﺕ‪ .‬ﻭﺍﺸﺘﻤﻠﺕ ﺍﻷﺩﻭﺍﺕ ﻋﻠـﻰ‬
‫ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻁﻔل ﻤﺎ ﻗﺒل ﺍﻝﻤﺩﺭﺴﺔ ﺇﻋﺩﺍﺩ ﺃﺴﻤﺎﺀ ﺍﻝﺴﺭﺴﻰ ﻭ ﺃﻤﺎﻨﻲ ﻋﺒﺩ ﺍﻝﻤﻘـﺼﻭﺩ ﻭﻝﻘـﺩ‬
‫ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻠﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﺘﻲ ﺤﺼل ﻋﻠﻴﻬـﺎ ﺃﻁﻔـﺎل ﺍﻝﻤﺅﺴـﺴﺎﺕ‬ ‫‪-١‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ ﻭﺒﻴﻥ ﺃﻁﻔﺎل ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ﺍﻝﻁﺒﻴﻌﻴﻴﻥ ﻓﻲ ﺍﻷﺒﻌﺎﺩ ﺍﻝﺜﻼﺜﺔ ) ﺍﻝﻜﻔﺎﺀﺓ – ﺍﻻﺴﺘﻘﻼﻝﻴﺔ‬
‫– ﺍﻻﻨﺘﻤﺎﺀ( ﻝﺼﺎﻝﺢ ﺍﻷﻁﻔﺎل ﺍﻝﻁﺒﻴﻌﻴﻴﻥ‪.‬‬
‫ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻷﻁﻔﺎل )ﺍﻝﺫﻜﻭﺭ – ﺍﻹﻨﺎﺙ ( ﻋﻠﻰ ﻤﻘﻴـﺎﺱ ﺍﻝﺤﺎﺠـﺎﺕ‬ ‫‪-٢‬‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺔ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل‪.‬‬
‫‪ (٥‬ﺩﺭﺍﺴﺔ ﻤﺎﺭﻙ )‪( Mark , 2004‬‬
‫ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻭﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻝﻠﻤﻨﻅﻭﺭ ﺍﻝﻤﺎﻝﻲ ﻭﻋﻼﻗﺘـﻪ ﺒﺈﺸـﺒﺎﻉ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻭﻜﺎﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻝﻘـﺩ‬
‫ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﺒﻴﺎﻥ ﺨﺎﺹ ﻹﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﻤﻥ ﺇﻋﺩﺍﺩ ‪ Lester‬ﺤﻴﺙ ﻴﺴﻌﻰ ﺍﻝﻤﺭﺍﻫﻕ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺫﺍﺘﻪ ﺒﻭﺍﻗﻌﻴﺔ ﺘﺘﻭﺍﺀﻡ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻭﺩﺭﺠﺔ ﺘﻜﻴﻔﻪ ﻤﻊ ﺒﻴﺌﺘﻪ ﺒﺩ ﹰﻻ ﻋﻥ ﺍﻝﺴﻌﻲ ﻝﺘﺤﻘﻴـﻕ‬
‫ﺫﺍﺕ ﻤﺜﺎﻝﻴﺔ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ‪ .‬ﻭﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻤﻔﺘﺭﻀﺔ ﺒﻴﻥ ﺍﻝﻤﻴﻭل ﻭﺍﻷﻭﻀﺎﻉ ﺍﻝﻤﺎﺩﻴﺔ‪ ،‬ﺍﻝﻨﻭﻉ‪،‬‬
‫ﻭﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﻔﺭﺩ ﺒﺼﻔﺔ ﻋﺎﻤﺔ‪ ،‬ﺤﻴﺙ ﺇﻨﻪ ﻜﻠﻤﺎ ﺘﻘﺩﻡ ﺍﻝﻔﺭﺩ ﻭﺤﻘﻕ ﻤﺭﺍﺘﺏ ﺃﻋﻠﻰ ﻓﻲ ﺍﻝﻤﺭﺍﺤل ﻝﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‬
‫ﻝﺘﺴﻠﺴل ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻴﻅﻬﺭ ﺃﻥ ﺍﻝﻤﺎل ﺘﺼﺒﺢ ﺃﻗل ﻭﺃﻗل ﺃﻫﻤﻴﺔ ﻝﻠﻔﺭﺩ ﻭﻗﺩ ﻴﺭﺠﻊ ﺇﻝﻰ ﺍﻝﻨـﻀﺞ ﺃﻭ ﺍﺭﺘﻔـﺎﻉ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻝﺘﻔﻜﻴﺭ‪.‬‬

‫‪٦٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫‪ (٦‬ﺩﺭﺍﺴﺔ ﺃﻤﺎﻨﻲ ﺼﻼﺡ ﺤﺴﻥ ﻤﺤﻤﺩ ﺤﺴﺎﻥ )‪(٢٠٠٥‬‬

‫ﻭﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌـﺎﻗﻴﻥ ﻋﻘﻠﻴـﺎ )ﺍﻝﻘـﺎﺒﻠﻴﻥ‬
‫ﻝﻠﺘﻌﻠﻡ( ﻭﺍﻨﻘﺴﻤﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ )‪ (١٥‬ﻤﻥ ﺍﻝﺫﻜﻭﺭ‪ (١٥) ،‬ﻤﻥ ﺍﻹﻨﺎﺙ ‪ ،‬ﻭ ﺒﻠﻐﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ )‪(٣٠‬‬
‫ﻁﻔﻼ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ )ﺍﻝﻘﺎﺒﻠﻴﻥ ﻝﻠﺘﻌﻠﻡ(‪ ،‬ﻭﺍﻨﻘﺴﻤﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ )‪ (١٥‬ﻤـﻥ ﺍﻝـﺫﻜﻭﺭ‪،‬‬
‫)‪ (١٥‬ﻤﻥ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻷﺩﻭﺍﺕ ﻋﺒﺎﺭﺓ ﻋﻥ‪ :‬ﺍﺨﺘﺒﺎﺭ ﺭﺴﻡ ﺍﻝﺭﺠل‪ ،‬ﻭﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤـﺎﻋﻲ –‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻝﻸﺴﺭﺓ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺼﻭﺭ ﻝﻸﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ )ﺍﻝﻘﺎﺒﻠﻴﻥ ﻝﻠﺘﻌﻠﻡ(‪ .‬ﻭﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ‪ :‬ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻝﻠﺠﻨﺱ ﻓﻲ ﺩﺭﺠﺔ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴـﺘﻘﻼل ﻝـﺼﺎﻝﺢ ﺍﻝـﺫﻜﻭﺭ‪،‬‬
‫ﻭﺍﻝﺤﺎﺠﺔ ﻝﻸﻤﻥ ﺍﻝﻨﻔﺴﻲ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ‪ ،‬ﻭﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﻝﻠﻌﻤﺭ ﻓﻲ ﺩﺭﺠﺔ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻤل ﺍﻝﻤـﺴﺌﻭﻝﻴﺔ‬
‫ﻝﺼﺎﻝﺢ ﺍﻝﺘﺴﻊ ﺴﻨﻭﺍﺕ ﻭﻻ ﻴﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﻝﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴـﺎ ) ﺍﻝـﺫﻜﻭﺭ( ﻓـﻲ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﻭﺠﺩﺕ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴﺘﻘﻼل ﻝﺫﻭﻯ ﺍﻝﻌﺸﺭ ﺴﻨﻭﺍﺕ‪.‬‬
‫‪ (٧‬ﺩﺭﺍﺴﺔ ﻤﺤﻤﺩ ﻋﻠﻴﺎﻥ ﻭﻋﻤﺎﺩ ﺍﻝﻜﺤﻠﻭﺕ ‪٢٠٠٥ ،‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﻝﺫﻭﻯ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺴﻤﻌﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﻓـﻲ‬
‫ﻀﻭﺀ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻜﻤﺎ ﺍﺴﺘﻬﺩﻓﺕ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﺠﻨﺴﻴﻥ‪ ،‬ﻭﺘﺄﺜﻴﺭ ﻜل ﻤﻥ ﺤﺠﻡ‬
‫ﺍﻷﺴﺭﺓ ﻭﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻤﻴﻼﺩﻱ ﻋﻠﻰ ﺩﺭﺠﺔ ﺇﺸﺒﺎﻉ ﺘﻠﻙ ﺍﻝﺤﺎﺠﺎﺕ ﻝﺩﻯ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (١٥١‬ﻁﻔل ﻤﻥ ﺍﻷﻁﻔـﺎل‬
‫ﺫﻭﻯ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺴﻤﻌﻴﺔ ﻓﻲ ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﺒﻭﺍﻗﻊ)‪ (٥٨‬ﺫﻜﻭﺭ ﻭ)‪ (٩٣‬ﺇﻨﺎﺙ‪ .‬ﻭﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺘـﻡ‬
‫ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴـﺘﻘﻼل‬
‫ﺘﺄﺘﻰ ﺍﻷﻭﻝﻰ ﻤﻥ ﺤﻴﺙ ﻜﻭﻨﻬﺎ ﺍﻷﻗل ﺇﺸﺒﺎﻋ ﹰﺎ ﺘﻠﻴﻬﺎ ﺍﻝﺤﺎﺠﺔ ﻝﻠﻜﻔﺎﺀﺓ ﻭﺘﺄﺘﻰ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺘﻤﺎﺀ ﺍﻷﺨﻴـﺭﺓ ﻓﻬـﻲ‬
‫ﺍﻷﻜﺜﺭ ﺇﺸﺒﺎﻋ ﹶﺎ ﻝﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪ .‬ﻭﻝﻡ ﺘﺠﺩ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭﺍ ﻝﻜل ﻤﻥ ﺍﻝﺠﻨﺱ ﺃﻭ ﺤﺠﻡ ﺍﻷﺴـﺭﺓ ﺃﻭ ﺍﻝﺘﺭﺘﻴـﺏ‬
‫ﺍﻝﻤﻴﻼﺩﻱ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺫﻭﻯ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺴﻤﻌﻴﺔ‪.‬‬
‫‪ (٨‬ﺩﺭﺍﺴﺔ ﻫﺒﺔ ﻋﻁﻴﺔ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺍﻝﺘﺒﺎﻉ )‪(٢٠٠٨‬‬
‫ﻫﺩﻓﻬﺎ" ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺃﺨﻭﺓ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴـﻠﻭ " ﻋﻠـﻰ‬
‫ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬﺎ )‪ (١٤٦‬ﺃﺥ ﻤﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻝﺩﻴﻬﻡ ﺇﺨﻭﺓ ﻤﻌﺎﻗﻴﻥ ﺇﻋﺎﻗﺔ ﻋﻘﻠﻴﺔ ﺃﻭ ﺒـﺼﺭﻴﺔ ﺃﻭ ﺴـﻤﻌﻴﺔ‬
‫ﻓﻜﺎﻨﺕ ﻋﻴﻨﺔ ﺇﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ ‪ ٤٨‬ﺃﺨﺎ) ﺫﻜﻭﺭ ‪ ،٢٣‬ﺇﻨﺎﺙ ‪ ( ٢٥‬ﻭﻋﻴﻨﺔ ﺇﺨﻭﺓ ﺍﻝﻤﻌـﺎﻗﻴﻥ ﺒـﺼﺭﻴﺎ ‪٤٨‬‬
‫ﺃﺨﺎ ﻤﻥ ) ﺫﻜﻭﺭ ‪ ،٢٥‬ﺇﻨﺎﺙ ‪ (٢٣‬ﻭﻋﻴﻨﺔ ﺇﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺴﻤﻌﻴﺎ ‪ ٥٠‬ﺃﺨﺎ ﻤﻥ) ﺫﻜـﻭﺭ ‪ ،٢٥‬ﺇﻨـﺎﺙ ‪،(٢٥‬‬
‫ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﺍﺴﺘﻤﺎﺭﺓ ﺒﻴﺎﻨﺎﺕ ﺃﻭﻝﻴﺔ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﺔ ﻭ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺇﺨﻭﺓ‬
‫ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﺔ ﺃﺴﻔﺭﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ ﻤﺎﻴﻠﻰ‪:‬‬
‫ﺃ‪ -‬ﻻﻴﺨﺘﻠﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻹﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ) ﻋﻘﻠﻴﺎ‪ -‬ﺒﺼﺭﻴﺎ‪-‬‬
‫ﺴﻤﻌﻴﺎ( ﺒﺎﺨﺘﻼﻑ ﺠﻨﺱ ﺍﻝﻤﻌﺎﻕ ) ﺫﻜﻭﺭ – ﺇﻨﺎﺙ(‪.‬‬
‫ﺏ‪ -‬ﻴﺨﺘﻠﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻹﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺎﺨﺘﻼﻑ ﻁﺒﻘﺎ ﻝﻨﻭﻉ‬
‫ﺍﻹﻋﺎﻗﺔ ) ﻋﻘﻠﻴﺎ‪ -‬ﺒﺼﺭﻴﺎ‪ -‬ﺴﻤﻌﻴﺎ(‪.‬‬

‫‪٦٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺍﻝﺘﻌﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬ ‫•‬

‫ﺒﻌﺩ ﺃﻥ ﻋﺭﻀﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻴﺘﻡ ﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻴﻬﺎ ﻤﻥ ﺤﻴـﺙ ﺍﻝﻬـﺩﻑ ﻭﺍﻝﻌﻴﻨـﺔ ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻭﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎﻴﻠﻲ‪:‬‬
‫ﻫﺩﻓﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ ﻤﺎﻴﻠﻰ‪:‬‬

‫‪ (١‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻌﺎﺩﻴﻴﻥ ﻤﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤـﺼﺎﺩﺭ‬
‫ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﻭﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ) ﻋﻁﻑ ﻭﺭﻀﺎ ﺍﻝﻭﺍﻝﺩﻴﻥ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺘﺩﻴﻥ‪ ،‬ﺍﻝﺜﻘﺔ ﺒـﺎﻝﻨﻔﺱ‪،‬‬
‫ﺍﻝﻁﻤﺄﻨﻴﻨﺔ‪ ،‬ﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﻭﺍﻷﻤﺎﻥ‪ ،‬ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ ﻝﺩﻴﻬﻡ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺤﻤـﺩ ﻋﻁﻴـﺔ‬
‫)‪.(١٩٩٤‬‬
‫‪ (٢‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﻭﺍﺌل ﻋﺒﺩ ﺍﻝﻐﻔﺎﺭ )‪.(٢٠٠٢‬‬
‫‪ (٣‬ﻤﻘﺎﺭﻨﺔ ﻝﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻷﻴﺘﺎﻡ ﻭﺍﻝﻌﺎﺩﻴﻴﻥ ﻓـﻲ‬
‫ﻤﺭﺤﻠﺔ ﺍﻝﻁﻔﻭﻝﺔ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺸﺭﻑ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ )‪.(٢٠٠٠‬‬
‫‪ (٤‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ ) ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭ ﺍﻝﺼﻡ ( ﻜﻤـﺎ‬
‫ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ )‪.(٢٠٠٢‬‬
‫‪ (٥‬ﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ ﺍﻝﻘﺎﺒﻠﻴﻥ ﻝﻠﺘﻌﻠﻡ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴـﺔ ﺃﻤـﺎﻨﻲ‬
‫ﺼﻼﺡ ﺤﺴﺎﻥ )‪.(٢٠٠٥‬‬
‫‪ (٦‬ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺴﻤﻌﻴﺔ ﻓﻲ ﻀﻭﺀ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴـﺔ‬
‫ﻤﺤﻤﺩ ﻋﻠﻴﺎﻥ ﻭﻋﻤﺎﺩ ﺍﻝﻜﺤﻠﻭﺕ )‪.(٢٠٠٥‬‬
‫‪ (٧‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﺩﻯ ﺃﺨﻭﺓ ﺍﻷﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ‬
‫ﻫﺒﺔ ﺍﻝﺘﺒﺎﻉ )‪.(٢٠٠٨‬‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺘﻀﻴﻑ ﺍﻝﺠﺩﻴﺩ ﺇﻝﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﻀﻭﺀ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻭﻫﻭ ﺍﻝﻜـﺸﻑ ﻋـﻥ‬
‫ﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ‪ ،‬ﻜﻤـﺎ ﺘﻜـﺸﻑ ﻋـﻥ‬
‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻤﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ) ﻤﺒﺼﺭ– ﻜﻔﻴﻑ( ﻓﻲ ﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀـﻭﺀ ﻫـﺭﻡ‬
‫ﻤﺎﺴﻠﻭ‪.‬‬
‫ﺃ‪ -‬ﻤﻥ ﺤﻴﺙ ﺍﻝﻌﻴﻨﺔ‪:‬‬
‫ﺍﺤﺘﻭﺕ ﺠﻤﻴﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻝﺠﻨﺴﻴﻥ ) ﺫﻜﻭﺭ – ﺇﻨﺎﺙ (‪ ،‬ﺃﻤﺎ ﻋﻥ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺤﻭﺭ‬
‫ﺍﻷﻭل ﻓﻜﺎﻨﺕ ﺃﺼﻐﺭ ﻋﺩﺩ )‪ ( ٥٠‬ﻁﺎﻝﺒﺎ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ ‪ (٢٠٠٢‬ﻭ ﺃﻜﺒﺭ ﻋﺩﺩ )‪ (٢١٣‬ﺘﻠﻤﻴﺫ‬
‫ﻭﺘﻠﻤﻴﺫﺓ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ )ﺃﺸﺭﻑ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ‪( ٢٠٠٠ ،‬ﻭﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺴﻭﻑ ﺘﻜﻭﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﻭﺍﻤﻬـﺎ‬
‫‪٥١‬ﻤﺭﺍﻫﻕ ﻜﻔﻴﻑ‪ ٥١ ،‬ﻤﺭﺍﻫﻕ ﻤﺒﺼﺭ ﻭﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴﺎ ﺃﻁﻔﺎل ) ﻤﻜﻔﻭﻓﻴﻥ – ﺼﻡ – ﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ( ﻜﻤـﺎ‬
‫ﻓﻲ ﺩﺭﺍﺴﺔ) ﺃﻴﻤﻥ ﺍﻝﺠﻭﻫﺭﻱ ‪) ،(٢٠٠٦‬ﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ‪ ،(٢٠٠٢،‬ﺩﺭﺍﺴﺔ )ﺃﻤﺎﻨﻲ ﺼـﻼﺡ‪،(٢٠٠٥،‬‬

‫‪٦٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺩﺭﺍﺴﺔ )ﻭﺍﺌل ﻋﺒﺩ ﺍﻝﻐﻔﺎﺭ ‪ ،(٢٠٠٢‬ﺩﺭﺍﺴﺔ )ﻤﺤﻤﺩ ﻋﻠﻴﺎﻥ ﻭﻋﻤﺎﺩ ﺍﻝﻜﺤﻠﻭﺕ ‪.(٢٠٠٥،‬ﺤﻴﺙ ﻜﺎﻨـﺕ ﻋﻴﻨـﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻘﺴﻤﺔ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻗﺴﺎﻡ‪ :‬ﻋﻴﻨﺔ ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴﺎ‪ ،‬ﻋﻴﻨﺔ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺤﺴﻴ ﹰﺎ‪ ،‬ﻭﻤﻤﺎ ﺴﺒﻕ ﻨﺠﺩ ﺃﻨـﻪ ﻻ‬
‫ﺘﻭﺠﺩ ﺃﻱ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﻤﻠﺕ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴـﻑ ﻭﺍﻝﻤﺒـﺼﺭ‬
‫ﺴﻭﻯ ﺩﺭﺍﺴﺔ ﻤﺎﺭﻙ ) ‪ ( Mark , 2004‬ﻭﻜﺎﻥ ﻫﺩﻓﻬﺎ ﻤﻌﺭﻓﺔ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴـﻠﻭ‬
‫ﻝﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﻭ ﺘﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻴﻨﺔ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻭﺍﻝﻜﻔﻴﻑ‪.‬‬
‫ﺏ‪ -‬ﻤﻥ ﺤﻴﺙ ﺍﻷﺩﻭﺍﺕ‪:‬‬

‫ﺘﻨﻭﻋﺕ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺎ ﺒﻴﻥ ﺃﺩﻭﺍﺕ ﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻭﺃﺩﻭﺍﺕ ﺇﻜﻠﻴﻨﻴﻜﻴﺔ‪ ،‬ﻭﺘﻤﺜﻠﺕ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻓـﻲ‬
‫ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺫﻱ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺒﺈﻋﺩﺍﺩﻩ ﻝﻴﻨﺎﺴﺏ ﻤﻊ ﺩﺭﺍﺴﺘﻬﻡ ﻜﻤـﺎ ﻓـﻲ ﺩﺭﺍﺴـﺔ) ﺃﻴﻤـﻥ‬
‫ﻓﻭﺯﻱ‪ ،(٢٠٠٦،‬ﻭﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ ‪ ،(١٩٩٤،‬ﻭﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ‪ (٢٠٠٢ ،‬ﻭﺩﺭﺍﺴـﺔ )ﻭﺍﺌـل‬
‫ﻋﺒﺩ ﺍﻝﻐﻔﺎﺭ‪ ،(٢٠٠٢ ،‬ﻭﺩﺭﺍﺴﺔ) ﺃﻤﺎﻨﻲ ﺼﻼﺡ‪ ،(٢٠٠٥ ،‬ﻭﺩﺭﺍﺴﺔ )ﻤﺤﻤـﺩ ﻋﻠﻴـﺎﻥ ﻭﺴـﻠﻴﻤﺎﻥ ﻜﻠﺤـﻭﺕ‬
‫‪ (٢٠٠٥،‬ﺃﻤﺎ ﺍﻷﺩﻭﺍﺕ ﺍﻻﻜﻠﻴﻨﻜﻴﺔ‪ :‬ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﺍﺨﺘﺒـﺎﺭ ﺘﻔﻬـﻡ ﺍﻝﻤﻭﻀـﻭﻉ‪ ،‬ﺍﻝﻤﻘـﺎﺒﻼﺕ‬
‫ﺍﻻﻜﻠﻴﻨﻜﻴﺔ ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ‪ ،(٢٠٠٢ ،‬ﻭ ﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ‪.(١٩٩٤ ،‬‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺴﻭﻑ ﺘﺴﺘﺨﺩﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺴﻴﻜﻭﻤﺘﺭﻴﺔ ﻝﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ‪.‬‬
‫ﺝ‪ -‬ﺘﻭﺼﻠﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻨﺘﺎﺌﺞ‪:‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ‪:‬‬

‫ﺃ‪ -‬ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺘﺸﺘﻤل ﻋﻠﻰ )ﻋﻁﻑ ﻭﺭﻀﺎ ﺍﻝﻭﺍﻝـﺩﻴﻥ‪ ،‬ﺍﻝﺤﺎﺠـﺔ ﺇﻝـﻰ‬
‫ﺍﻝﺘﺩﻴﻥ‪ ،‬ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ‪ ،‬ﺍﻝﻁﻤﺄﻨﻴﻨﺔ‪ ،‬ﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﻭﺍﻷﻤﺎﻥ‪ ،‬ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺍﻝﺤـﺏ ﻭﺍﻻﻨﺘﻤـﺎﺀ( ﻓـﻲ‬
‫ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﻭﻝﻰ ﻴﻠﻴﻬﺎ ) ﺍﻝﺘﻔﻭﻕ ﻭﺍﻹﻨﺠﺎﺯ‪ ،‬ﺘﻨﻤﻴﺔ ﺍﻝﻤﻭﺍﻫﺏ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ‪ ،‬ﺍﻝﻨﻅﺎﻡ ﻭﻤﻤﺎﺭﺴـﺔ ﺍﻝﺭﻴﺎﻀـﺔ‬
‫ﻭﺍﻝﺘﺭﻭﻴﺢ‪ ،‬ﺍﻝﺼﺩﺍﻗﺔ‪ ،‬ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻨﻔﺱ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻠﻌﻤل‪ ،‬ﺍﻝﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺤﺭﻴﺔ ﺍﻝﺘﻌﺒﻴﺭ ﻋـﻥ‬
‫ﺍﻝﺭﺃﻱ‪ ،‬ﺘﺫﻭﻕ ﺍﻝﺠﻤﺎل ( ﻭﻓﻲ ﺍﻝﻤﺭﺘﺒﺔ ﺍﻷﺨﻴﺭﺓ ) ﺍﻝﺤﺎﺠﺔ ﻝﻠﺴﻴﻁﺭﺓ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴﺘﻘﻼل ﻋﻥ ﺍﻵﺨـﺭﻴﻥ‪،‬‬
‫ﺍﻝﺤﺎﺠﺔ ﻝﻠﺠﺎﺫﺒﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﺤﺎﺠﺔ ﻝﻔﻬﻡ ﺍﻝﻨﺎﺱ‪ ،‬ﺍﻝﺤﺎﺠـﺔ ﻻﺴـﺘﻐﻼل ﻭﻗـﺕ ﺍﻝﻔـﺭﺍﻍ‪ ،‬ﺍﻝﺤﺎﺠـﺔ‬
‫ﻝﻠﻤﻐﺎﻤﺭﺓ ( ﻭﻫﺫﺍ ﻤﺎ ﺃﺜﺒﺘﺘﻪ ﺩﺭﺍﺴﺔ )ﺃﺤﻤﺩ ﺸﻌﺒﺎﻥ‪.(١٩٩٤،‬‬
‫ﺏ‪ -‬ﻭﺠﻭﺩ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻤﺎﺴﺔ ﺇﻝﻰ ﻤﺴﺎﻋﺩﺓ ﺍﻷﻁﻔﺎل ﺍﻷﻴﺘﺎﻡ ﻓﻲ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻵﺜﺎﺭ ﺍﻝـﺴﻠﺒﻴﺔ ﺍﻝﻤﺘﺭﺘﺒـﺔ ﻋﻠـﻰ‬
‫ﺤﺭﻤﺎﻨﻬﻡ ﻤﻥ ﺃﺤﺩ ﺃﺒﻭﻴﻬﻡ ﺃﻭ ﻜﻼﻫﻤﺎ ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻴﻬﻡ‪ ،‬ﻭﻫﺫﺍ ﻤﺎ‬
‫ﺃﺜﺒﺘﺘﻪ ﺩﺭﺍﺴﺔ ) ﺃﺸﺭﻑ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ‪.(٢٠٠٠ ،‬‬
‫ﺝ‪ -‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻫـﺫﺍ ﻤـﺎ ﺃﺜﺒﺘﺘـﻪ ﺩﺭﺍﺴـﺔ )ﻭﺍﺌـل ﻋﺒـﺩ‬
‫ﺍﻝﻐﻔﺎﺭ‪ ،(٢٠٠٢،‬ﻭﺩﺭﺍﺴﺔ ﺃﻤﺎﻨﻲ ﺼﻼﺡ )‪.(٢٠٠٥‬‬
‫ﺩ‪ -‬ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﻪ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻹﻨﺎﺙ ﺍﻝﻜﻔﻴﻔﺎﺕ‪ ،‬ﻭﺍﻹﻨﺎﺙ ﺍﻝﺼﻡ ﻓﻲ ﺍﻝﺤﺎﺠﺔ ﻝﻠﻌﻁﻑ‪ ،‬ﻭﺍﻝﻤﻌﺎﻀﺩﺓ‬
‫ﻭﻫﺫﻩ ﺍﻝﻔﺭﻭﻕ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ ﺍﻝﺼﻡ‪ ،‬ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ )ﺍﻝﺴﻴﺩ ﻓﺭﺤﺎﺕ‪.(٢٠٠٢،‬‬

‫‪٧٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻩ‪ -‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺍﻷﻁﻔﺎل ) ﺍﻝﺫﻜﻭﺭ – ﺍﻹﻨﺎﺙ( ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻓﻲ ﻤﺭﺤﻠﺔ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل‪ ،‬ﻜﻤﺎ ﻓﻲ ﺩﺭﺍﺴﺔ )ﻭﺍﺌل ﺍﻝﻐﺭﺒﺎﻭﻯ‪.(٢٠٠٢،‬‬
‫ﻭ‪ -‬ﻭﺠﻭﺩ ﺘﺄﺜﻴﺭ ﺩﺍل ﺇﺤﺼﺎﺌﻴﺎ ﻝﻠﺠﻨﺱ ﻓﻲ ﺩﺭﺠﺔ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﻝﻼﺴﺘﻘﻼل ﻝﺼﺎﻝﺢ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻝﺤﺎﺠﺔ ﻝﻸﻤـﻥ‬
‫ﺍﻝﻨﻔﺴﻲ ﻝﺼﺎﻝﺢ ﺍﻹﻨﺎﺙ ﻭﻫﺫﺍ ﻤﺎ ﺃﻭﻀﺤﺘﻪ ﺩﺭﺍﺴﺔ) ﺃﻤﺎﻨﻲ ﺼﻼﺡ‪.( ٢٠٠٥،‬‬
‫ﺯ‪ -‬ﻻ ﻴﺨﺘﻠﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻹﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ) ﻋﻘﻠﻴ ﹰﺎ‪ -‬ﺒﺼﺭﻴ ﹰﺎ‬
‫– ﺴﻤﻌﻴ ﹰﺎ( ﺒﺎﺨﺘﻼﻑ ﺠﻨﺱ ﺍﻝﻤﻌﺎﻕ ) ﺫﻜﻭﺭ– ﺇﻨﺎﺙ(‪ ،‬ﻜﻤﺎ ﻴﺨﺘﻠﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔـﺴﻴﺔ‬
‫ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻹﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺎﺨﺘﻼﻑ ﻨﻭﻉ ﺍﻹﻋﺎﻗﺔ )ﻋﻘﻠﻴ ﹰﺎ‪ -‬ﺒﺼﺭﻴ ﹰﺎ – ﺴﻤﻌﻴ ﹰﺎ(‪ ،‬ﻜﻤﺎ ﻓﻲ‬
‫ﺩﺭﺍﺴﺔ )ﻫﺒﻪ ﺍﻝﺘﺒﺎﻉ‪.(٢٠٠٨ ،‬‬
‫ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻨﺠﺩ ﺃﻥ ﻻﺘﻭﺠﺩ ﺩﺭﺍﺴﺔ ﻋﺭﺒﻴﺔ ﺃﻭ ﺃﺠﻨﺒﻴﺔ ﻭﺍﺤﺩﺓ ﺘﻨﺎﻭﻝﺕ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔـﺴﻴﺔ ﻓـﻲ‬
‫ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﺃﻭ ﺍﻝﻤﺒﺼﺭ ﻤﺎﻋﺩﺍ ﺩﺭﺍﺴﺔ )ﻫﺒﺔ ﺍﻝﺘﺒﺎﻉ‪ (٢٠٠٨ ،‬ﻭﺍﻝﺘﻲ ﻜﺎﻨـﺕ‬
‫ﻹﺨﻭﺓ ﺍﻝﻤﻌﺎﻗﻴﻥ ﻭﻝﻴﺱ ﻝﻠﻤﻌﺎﻗﻴﻥ ﺃﻨﻔﺴﻬﻡ‪ .‬ﻭﺩﺭﺍﺴﺔ ﻤﺎﺭﻙ ) ‪ ( Mark , 2004‬ﻭﻜﺎﻨﺕ ﻝﻠﻤـﺭﺍﻫﻘﻴﻥ ﻤـﻥ‬
‫ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪.‬‬
‫ﻜﻤﺎ ﺃﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﺘﻀﻴﻑ ﻤﺎﻫﻭ ﺠﺩﻴﺩ ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺤﺎﻝﻴﺔ‪:‬‬
‫ﻓﺭﻭﺽ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪ (١‬ﻴﺨﺘﻠﻑ ﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻋﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻤﺒـﺼﺭ‬
‫ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫‪ (٢‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫‪ (٣‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ) ﻜﻑ ﺠﺯﺌﻲ ( ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ‬
‫) ﻜﻑ ﻜﻠﻰ ( ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﺃﻭﻻ‪ :‬ﺍﻝﻁﺭﻴﻘﺔ ﻭﺘﺸﺘﻤل ﻋﻠﻰ‪:‬‬
‫ﺃ‪ -‬ﺍﻝﻌﻴﻨﺔ‬
‫ﺘﻜﻭﻨﺕ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ )‪ (٥١‬ﻜﻔﻴﻑ ) ﺒﻨﻴﻥ – ﺒﻨﺎﺕ ( ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ ) ‪ (١٩-١٤‬ﺴـﻨﺔ‬
‫ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭ ﺯﻤﻨﻲ ) ‪ ، (١٥،٥٤‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ) ‪ (١،٩٥‬ﺒﻤﺩﺍﺭﺱ ﺍﻝﻨﻭﺭ ﻝﻠﻤﻜﻔـﻭﻓﻴﻥ ﺒﻤﺤﺎﻓﻅـﺔ‬
‫ﺒﻭﺭﺴﻌﻴﺩ ﻭﺍﻹﺴﻤﺎﻋﻴﻠﻴﺔ ﻭ )‪ (٥١‬ﻁﺎﻝﺏ ﻤﺒﺼﺭ) ﺒﻨﻴﻥ – ﺒﻨﺎﺕ ( ﺘﺭﺍﻭﺤﺕ ﺃﻋﻤﺎﺭﻫﻡ ﺒﻴﻥ ) ‪ (١٩-١٤‬ﺴﻨﺔ‬
‫ﺒﻤﺘﻭﺴﻁ ﻋﻤﺭ ﺯﻤﻨﻲ ) ‪ ، (١٥،٥٠‬ﻭﺍﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ) ‪(١،٩٠‬ﺒﻤﺩﺍﺭﺱ ﺍﻹﻋﺩﺍﺩﻴﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅـﺔ‬
‫ﺍﻹﺴﻤﺎﻋﻴﻠﻴﺔ ﻭﺒﻭﺭﺴﻌﻴﺩ‪.‬‬
‫ﺏ‪ -‬ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬
‫)ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﺔ(‬ ‫ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﻠﻤﺭﺍﻫﻕ‪.‬‬ ‫ﺃ‪-‬‬

‫‪٧١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﺒﻁﺭﻴﻘﺔ ﺒﺭﺍﻴل‪.‬‬ ‫ﺏ‪-‬‬
‫)ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﺔ(‬
‫• ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ " ﺇﻋﺩﺍﺩ ﺍﻝﺒﺎﺤﺜﺔ "‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﺼﻤﻴﻡ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴـﻠﻭ ﻝﻠﻤﺭﺍﻫـﻕ ) ﺍﻝﻤﺒـﺼﺭ–‬
‫ﺍﻝﻜﻔﻴﻑ( ﻓﻲ ﻀﻭﺀ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ‪.‬‬
‫ﻫﺩﻑ ﺍﻝﻤﻘﻴﺎﺱ ‪ :‬ﻴﻬﺩﻑ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﺇﻝﻰ ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﻓﻲ ﻫﺭﻡ‬
‫ﻤﺎﺴﻠﻭ ﻜﻤﺎ ﻴﺤﺘﺠﻬﺎ ﺍﻝﻤﺭﺍﻫﻕ )ﺍﻝﻤﺒﺼﺭ– ﺍﻝﻜﻔﻴﻑ(‬
‫ﺨﻁﻭﺍﺕ ﺘﺼﻤﻴﻡ ﺍﻝﻤﻘﻴﺎﺱ‪:‬‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺈﺘﺒﺎﻉ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻝﻤﻘﻴﺎﺱ‪:‬‬
‫ﺃﻭ ﹰﻻ‪ :‬ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻭ ﻤﺎ ﺘﻭﺍﻓﺭ ﻝﻠﺒﺎﺤﺜﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ‬
‫ﻤﻭﻀﻭﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬
‫ﺜﺎﻨﻴﹰﺎ‪ :‬ﻭﻀﻊ ﺍﻝﺼﻭﺭﺓ ﺍﻝﻤﺒﺩﺌﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ‬
‫ﺜﺎﻝﺜ ﹰﺎ‪ :‬ﺍﻝﻌﺭﺽ ﻋﻠﻰ ﺍﻝﻤﺤﻜﻤﻴﻥ ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺇﻋﺩﺍﺩ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻷﻭﻝﻴﺔ ﺘﻡ ﻋﺭﻀﻬﺎ ﻋﻠﻰ‬
‫ﺍﻝﺴﺎﺩﺓ ﺍﻝﻤﺸﺭﻓﻴﻥ ﻭﺒﻌﺩ ﺇﺩﺨﺎل ﺍﻝﺘﻌﺩﻴﻼﺕ ﺍﻝﻼﺯﻤﺔ ﻋﻠﻰ ﺍﻝﻤﻘﻴﺎﺱ ﻭﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺘﻡ ﻋﺭﻀﻪ ﻋﻠﻰ‬
‫ﻋﺩﺩ )‪ (١٢‬ﻤﺤﻜﻡ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﺫﻝﻙ ﻹﺒﺩﺍﺀ ﺍﻝﺭﺃﻱ‪.‬‬
‫ﻭﻓﻲ ﻀﻭﺀ ﺫﻝﻙ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﺘﻘﺩﻴﺭ ﺍﻝﻜﻤﻲ ﻭﺍﻝﻜﻴﻔﻲ ﻝﻼﺴﺘﺠﺎﺒﺎﺕ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻝﺘﻘﺩﻴﺭ ﺍﻝﻜﻤﻲ‬ ‫ﺃ‪-‬‬

‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﻔﺭﻴﻎ ﺃﺭﺍﺀ ﺍﻝﺴﺎﺩﺓ ﺍﻝﻤﺤﻜﻤﻴﻥ‪ ،‬ﻭﺘﻡ ﺍﺴﺘﺒﻌﺎﺩ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻗﻠﺕ ﻨﺴﺒﺔ ﺍﻻﺘﻔﺎﻕ ﻋﻠﻴﻬﺎ ﻋـﻥ‬
‫‪ %٨٠‬ﻭﻓﻲ ﻀﻭﺀ ﺁﺭﺍﺀ ﺍﻝﺴﺎﺩﺓ ﺍﻝﻤﺤﻜﻤﻴﻥ ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩ ﻋﺩﺩ ) ‪ ( ١٢‬ﻋﺒﺎﺭﺓ ﻤﻥ ﺍﻷﺒﻌﺎﺩ ﺍﻝـﺴﺒﻌﺔ‪ ،‬ﻭﻫـﻰ‬
‫ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺤﻅﻴﺕ ﺒﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺃﻗل ﻤﻥ ‪ %٨٠‬ﻤﻥ ﺁﺭﺍﺀ ﺍﻝﻤﺤﻜﻤﻴﻥ‪.‬‬
‫ﺏ‪ -‬ﺍﻝﺘﻘﺩﻴﺭ ﺍﻝﻜﻴﻔﻲ‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺈﺠﺭﺍﺀ ﺍﻝﺘﻌﺩﻴﻼﺕ ﻭﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺒﻨﺎﺀ ﻋﻠﻰ ﺃﺭﺍﺀ ﺍﻝﺴﺎﺩﺓ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻭﺍﻝﻤﺭﺍﺠﻌـﺔ‬
‫ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﻠﻤﻔﺭﺩﺍﺕ‪.‬‬
‫ﺭﺍﺒﻌ ﹰﺎ‪ :‬ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻭﻁﺭﻴﻘﺔ ﺍﻝﺘﺼﺤﻴﺢ ‪ :‬ﺘﻌﺩ ﻁﺭﻴﻘﺔ ﻝﻴﻜﺭﺕ ‪ likert‬ﺃﻨﺴﺏ ﺍﻝﻁﺭﻕ ﻓﻲ ﺘﻘـﺩﻴﺭ‬
‫ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﺤﻴﺙ ﺘﺘﺩﺭﺝ ﻓﻴﻬﺎ ﺍﻹﺠﺎﺒﺔ ﻤﻥ ﺃﻗﺼﻰ ﺩﺭﺠﺎﺕ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺇﻝﻰ ﺃﻗﺼﻰ ﺩﺭﺠﺎﺕ ﺍﻝـﺭﻓﺽ‪،‬‬
‫ﻭﺘﺘﺩﺭﺝ ﻁﺭﻴﻘﺔ ﻝﻴﻜﺭﺕ ﻋﻠﻰ ﺨﻤﺱ ﻤﺴﺘﻭﻴﺎﺕ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺜﻼﺜـﺔ ﻤـﺴﺘﻭﻴﺎﺕ ﻓﻘـﻁ ﻝﺘـﺴﻬﻴل‬
‫ﺍﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻔﺤﻭﺼﻴﻥ ﻋﻠﻴﻬﺎ ﻭﻫﻰ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﻻﺘﻨﻁﺒﻕ‬ ‫ﺘﻨﻁﺒﻕ ﺇﻝﻰ ﺤﺩ ﻤﺎ‬ ‫ﺘﻨﻁﺒﻕ‬ ‫ﺍﻻﺴﺘﺠﺎﺒﺔ‬
‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫ﺍﻝﺩﺭﺠﺔ‬

‫‪٧٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻭ ﻴﻀﻊ ﺍﻝﻤﺭﺍﻫﻕ ) ﺍﻝﻤﺒﺼﺭ( ﻋﻼﻤﺔ )√( ﺃﻤﺎﻡ ﺍﺨﺘﻴﺎﺭ ﻤﻥ ﺍﻻﺨﺘﻴﺎﺭﺍﺕ ﺍﻝﺜﻼﺜﺔ‪ ،‬ﺜﻡ ﺘﺠﻤﻊ ﺍﻝﺩﺭﺠﺎﺕ ﻭﺘﻌﺩ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻹﺠﻤﺎﻝﻴﺔ ﻫﻲ ﺩﺭﺠﺔ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴـﺔ ﻤﺎﺴـﻠﻭ‪ ،‬ﻭﺘﻌﺒـﺭ ﺍﻝﺩﺭﺠـﺔ‬
‫ﺍﻝﻤﺭﺘﻔﻌﺔ ﻋﻥ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻓﻲ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪ ،‬ﻓـﻲ ﺤـﻴﻥ ﺘﻌﺒـﺭ‬
‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔﻀﺔ ﻋﻥ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ ﻓﻲ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫ﺃﻤﺎ ﺍﻝﻤﺭﺍﻫﻕ )ﺍﻝﻜﻔﻴﻑ ( ﻓﻴﻜﺘﺏ )ﺃ ( ﺇﺫﺍ ﻜﺎﻥ ﺍﺨﺘﻴﺎﺭﻩ ﺘﻨﻁﺒﻕ ‪) ،‬ﺏ( ﺇﺫﺍ ﻜﺎﻥ ﺍﺨﺘﻴﺎﺭﻩ ﺘﻨﻁﺒﻕ ﺇﻝﻰ ﺤﺩ ﻤﺎ‪،‬‬
‫) ﺝ ( ﺇﺫﺍ ﻜﺎﻥ ﺍﺨﺘﻴﺎﺭﻩ ﻻﺘﻨﻁﺒﻕ ﺤﻴﺕ ﺇﻥ ﺍﻝﻤﻘﻴﺎﺱ ﺍﻝﻤﻘﺩﻡ ﻝﻪ ﻤﻜﺘﻭﺒﺔ ﺒﻠﻐـﺔ ﺒﺭﺍﻴـل‪ ،‬ﻭﺘﻌﺘﺒـﺭ ﺍﻝﺩﺭﺠـﺔ‬
‫ﺍﻹﺠﻤﺎﻝﻴﺔ ﻫﻲ ﺩﺭﺠﺔ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪ ،‬ﻭﺘﻌﺩ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﺭﺘﻔﻌـﺔ ﻋـﻥ‬
‫ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻓﻲ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻌﺒﺭ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻤﻨﺨﻔـﻀﺔ‬
‫ﻋﻥ ﻤﺴﺘﻭﻯ ﻤﻨﺨﻔﺽ ﻓﻲ ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫ﺭﺍﺒﻌﺎ‪ :‬ﺘﻘﻨﻴﻥ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﻁﺒﻴﻕ ﺍﻝﻤﻘﻴﺎﺱ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻤﻤﺜﻠﺔ ﻝﻠﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺴﻭﻑ ﻴﺠﺭﻯ ﻋﻠﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﻋﺩﺩﻫﺎ)‪ (٣٠‬ﻁﺎﻝﺒ ﹰﺎ ﻭﻁﺎﻝﺒﺔ ﻤﻥ ﻤﺩﺍﺭﺱ ﺍﻝﻨﻭﺭ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ ﺒﺎﻝﺯﻗﺎﺯﻴﻕ ﺤﻴﺙ ﺍﺴﺘﺨﺩﻤﺕ ﺒﻴﺎﻨﺎﺕ ﻫﺫﻩ ﺍﻝﻌﻴﻨـﺔ‬
‫ﻓﻲ ﺘﻘﻨﻴﻥ ﺃﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻭﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻝﻌﻴﻨﺔ ﻝﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒـﺎﺕ ﻝـﻸﺩﻭﺍﺕ ﻗﺎﻤـﺕ‬
‫ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ ﻝﻠﻤﻘﻴﺎﺱ‪.‬‬
‫ﺤﺴﺎﺏ ﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ‬ ‫ﺃ‪-‬‬
‫ﺍﺘﺒﻌﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺍﻝﻁﺭﻕ ﺍﻝﺘﺎﻝﻴﺔ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻝﻤﻘﻴﺎﺱ‪:‬‬
‫ﺼﺩﻕ ﺍﻝﻤﺤﺘﻭﻯ ‪Content Validity‬‬ ‫‪(١‬‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻕ ﺍﻝﻤﺤﺘﻭﻯ ﺒﻌﺭﺽ ﺍﻝﻤﻘﻴﺎﺱ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻷﻭﻝﻴﺔ ﻋﻠﻰ ‪ ١٢‬ﻤﺤﻜﻤـﺎ ﻤـﻥ‬
‫ﺃﺴﺎﺘﺫﺓ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺒﻜﻠﻴﺎﺕ ﺍﻝﺘﺭﺒﻴﺔ ) ﺒﻨﻬـﺎ – ﺍﻝﺯﻗـﺎﺯﻴﻕ‪ -‬ﺒﻭﺭﺴـﻌﻴﺩ‪ -‬ﺍﻝﻘـﺎﻫﺭﺓ –‬
‫ﺍﻻﺴﻤﺎﻋﻠﻴﺔ ( ﻭﺫﻝﻙ ﺒﻐﺭﺽ ﺇﺒﺩﺍﺀ ﺍﻝﺭﺃﻱ ﻓﻲ ﻤﺩﻯ ﺍﻨﺘﻤﺎﺀ ﺍﻝﻌﺒﺎﺭﺓ ﻝﻸﺒﻌﺎﺩ ﺍﻝﺘﻲ ﻴﻘﻴﺴﻬﺎ ﻭﻤـﺩﻯ ﻤﻼﺀﻤﺘﻬـﺎ‬
‫ﻝﻠﻬﺩﻑ ﺍﻝﺫﻱ ﻭﻀﻊ ﻝﻘﻴﺎﺴﻪ ﻭﻜﺎﻨﺕ ﻨﺴﺒﺔ ﺍﺘﻔﺎﻕ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ‪.% ٩٥- % ٨٠‬‬
‫ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ ‪Internal Consistency‬‬ ‫‪(٢‬‬
‫ﻭﺘﻌﺘﻤﺩ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻋﻠﻰ ﻤﺩﻯ ﺍﺭﺘﺒﺎﻁ ﺍﻝﻭﺤﺩﺍﺕ ﺃﻭ ﺍﻝﺒﻨﻭﺩ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ ﺩﺍﺨل ﺍﻝﻤﻘﻴـﺎﺱ‪ ،‬ﻭﻜـﺫﻝﻙ‬
‫ﺍﺭﺘﺒﺎﻁ ﻜل ﺒﻌﺩ ﺃﻭ ﺒﻨﺩ ﻤﻊ ﺍﻝﻤﻘﻴﺎﺱ ﻜﻜل ﻭﻗﺩ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒـﺤﺴﺎﺏ ﻤﻌـﺎﻤﻼﺕ ﺍﻻﺭﺘﺒـﺎﻁ ﺒـﻴﻥ ﺃﺒﻌـﺎﺩ‬
‫ﺍﻝﻤﻘﻴﺎﺱ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ ﻭﻭﺠﺩﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺃﻥ ﺠﻤﻴﻊ ﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺩﺍﻝﺔ ﺇﺤﺼﺎﺌﻴﺎ ﺒﻴﻥ ﺠﻤﻴﻊ‬
‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻪ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺘﻤﺎﺴﻙ ﺍﻝﻤﻘﻴﺎﺱ ﻭﺘﺭﺍﺒﻁﻪ ﻭﺃﻨـﻪ ﺼـﺎﺩﻕ ﻓـﻲ ﻗﻴـﺎﺱ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻭﻀﻊ ﻝﻘﻴﺎﺴﻬﺎ ﻭﺃﻨﻪ ﺼﺎﻝﺢ ﻝﻼﺴﺘﺨﺩﺍﻡ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺫﻝﻙ ﺒﻌﺩ ﺤﺫﻑ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﻐﻴﺭ‬
‫ﺩﺍﻝﺔ‪.‬‬
‫ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ‬ ‫ﺏ‪-‬‬
‫‪ (١‬ﺒﻁﺭﻴﻘﺔ ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ‬

‫‪٧٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺜﺒﺎﺕ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺀ )‪ SPSS (10‬ﻭﺫﻝﻙ ﺒﻁﺭﻴﻘـﺔ‬
‫ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﻜﺭﻭﻨﺒﺎﺥ ‪ Cronbach’s Alpha‬ﻝﻜل ﺒﻌﺩ ﻓﻲ ﺤﺎﻝﺔ ﺤﺫﻑ ﺍﻝﻤﻔﺭﺩﺓ ﻭﻤﻤﺎﺜﻠﺘﻬﺎ ﺒﻤﻌﺎﻤـل ﺃﻝﻔـﺎ‬
‫ﺍﻝﻌﺎﻡ ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺃﻗل ﻤﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻓﻬﻲ ﺘﻌﺩ ﺜﺎﺒﺘﺔ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺃﻜﺒﺭ ﻤﻥ ﻤﻌﺎﻤل ﺃﻝﻔﺎ ﺍﻝﻌﺎﻡ ﻓﻬﻲ ﻏﻴﺭ‬
‫ﺜﺎﺒﺘﺔ ﻭﺤﺫﻓﻬﺎ ﻴﺯﻴﺩ ﻤﻥ ﺜﺒﺎﺕ ﺍﻝﻤﻘﻴﺎﺱ ﻝﺩﻯ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻜﻠﻴﺔ )ﻥ = ‪.(٣٠‬‬
‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﻝﺼﻭﺭﺓ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﻠﻤﻘﻴﺎﺱ‬
‫ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺘﺭﺘﻴﺏ ﻋﺒﺎﺭﺍﺕ ﺍﻝﻤﻘﻴﺎﺱ ﺘﺭﺘﻴﺒﺎﺕ ﺩﺍﺌﺭﻴﺎ‪ ،‬ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﻤﻔﺘﺎﺡ ﺍﻝﺘﺼﺤﻴﺢ ﻝﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ‪:‬‬
‫ﻴﻨﺹ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﻋﻠﻰ ﺃﻨﻪ" ﻴﺨﺘﻠﻑ ﺘﻨﻅﻴﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴـﻑ ﻋـﻥ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻭﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﻗﺎﻤﺕ‬
‫ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻲ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻝﺘﺭﺘﻴﺏ ﻫﺭﻡ ﻤﺎﺴﻠﻭ ﻁﺒﻘ ﹰﺎ ﻹﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔـﺴﻴﺔ‬
‫ﻝﻪ‪.‬‬
‫ﺠﺩﻭل)‪( ١‬‬
‫ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻓﻲ ﻀﻭﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻰ ﻝﻠﻌﻴﻨﺔ‬
‫ـﺔ ﺍﻝﻤﺘﻭﺴـــﻁ‬
‫ﺍﻝﻨﻬﺎﻴــ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﺘﺭﺘﻴﺏ‬ ‫ﻋﺩﺩ ﺍﻝﺒﻨﻭﺩ‬ ‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﺍﻝﻔﺭﻀﻲ‬ ‫ﺍﻝﻌﻅﻤﻰ‬ ‫ﻡ‬
‫ﺍﻝﺤﺎﺠـــــــﺎﺕ‬
‫‪٦‬‬ ‫‪٦٨،١‬‬ ‫‪٢٧‬‬ ‫‪٩‬‬ ‫‪١٨،٣٩‬‬
‫ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬

‫‪٥‬‬ ‫‪٧١،٥٢‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١٥،٠٢‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬

‫ـﺏ‬
‫ـﺎﺕ ﺍﻝﺤــ‬
‫ﺤﺎﺠــ‬
‫‪١‬‬ ‫‪٨١،٩٠‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١٧،٢٠‬‬
‫ﻭﺍﻻﻨﺘﻤﺎﺀ‬

‫‪٢‬‬ ‫‪٨٠،٦٦‬‬ ‫‪١٥‬‬ ‫‪٥‬‬ ‫‪١٢،١٠‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬

‫‪٤‬‬ ‫‪٧٣،٠٤‬‬ ‫‪٢٤‬‬ ‫‪٨‬‬ ‫ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ‪١٧،٥٣‬‬

‫‪٧‬‬ ‫‪٦٦،٩٣‬‬ ‫‪١٥‬‬ ‫‪٥‬‬ ‫‪١٠،٠٤‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ‬

‫‪٣‬‬ ‫‪٧٥،٧١‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١٥،٩٠‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬

‫‪٧٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (١‬ﺃﻨﻪ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻓﻘﺎ ﻷﻭﻝﻭﻴﺘﻬﺎ ﻭﺤﺎﺠﺘﻬﺎ ﻓﻲ ﺍﻹﺸﺒﺎﻉ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﻤﻌﺭﻓﻴﺔ‬ ‫‪ (١‬ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‬
‫ﻓﺴﻴﻭﻝﻭﺠﻴﺔ‬ ‫‪ (٢‬ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬
‫‪ (٣‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬
‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬
‫‪ (٤‬ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‬
‫ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ‬ ‫‪ (٥‬ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬
‫‪ (٦‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬
‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬
‫‪ (٧‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻲ‬
‫ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‬
‫ﺸــﻜل )‪ (١‬ﻫــﺭﻡ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ‬
‫ﻜﻤﺎ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻲ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻝﺘﺭﺘﻴﺏ ﻫـﺭﻡ ﻤﺎﺴـﻠﻭ ﻁﺒﻘـ ﹰﺎ ﻹﺸـﺒﺎﻉ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻪ ﻭﺠﺩﻭل )‪ (٢‬ﻴﻭﻀﺢ ﺫﻝﻙ‪:‬‬
‫ﺠﺩﻭل)‪( ٢‬‬
‫ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻓﻲ ﻀﻭﺀ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻔﺭﻀﻲ ﻝﻠﻌﻴﻨﺔ‬
‫ـﺔ ﺍﻝﻤﺘﻭﺴـــﻁ‬
‫ﺍﻝﻨﻬﺎﻴـــ‬
‫ﺍﻝﺘﺭﺘﻴﺏ‬ ‫ﻋﺩﺩ ﺍﻝﺒﻨﻭﺩ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﺍﻝﻔﺭﻀﻲ‬ ‫ﺍﻝﻌﻅﻤﻰ‬
‫ﺍﻝﺤﺎﺠـــــــﺎﺕ‬
‫‪٥‬‬ ‫‪٦٨،٣‬‬ ‫‪٢٧‬‬ ‫‪٩‬‬ ‫‪١٨،٣٧‬‬
‫ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬

‫‪٢‬‬ ‫‪٨٥،٧‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١٨‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬

‫ـﺏ‬
‫ـﺎﺕ ﺍﻝﺤــ‬
‫ﺤﺎﺠــ‬
‫‪٤‬‬ ‫‪٨٠،٩٥‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١٧‬‬
‫ﻭﺍﻻﻨﺘﻤﺎﺀ‬

‫‪١‬‬ ‫‪١١٢،٨‬‬ ‫‪١٥‬‬ ‫‪٥‬‬ ‫‪١٦،٩٢‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬

‫‪٦‬‬ ‫‪٦١،٧٥‬‬ ‫‪٢٤‬‬ ‫‪٨‬‬ ‫ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ‪١٤،٨٢‬‬

‫‪٣‬‬ ‫‪٨٢،٢‬‬ ‫‪١٥‬‬ ‫‪٥‬‬ ‫‪١٢،٣٣‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ‬

‫‪٧‬‬ ‫‪٥٢،٨٥‬‬ ‫‪٢١‬‬ ‫‪٧‬‬ ‫‪١١،١٠‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬

‫‪٧٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٢‬ﺃﻨﻪ ﻴﻤﻜﻥ ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻓﻘﺎ ﻷﻭﻝﻭﻴﺘﻬﺎ ﻭﺤﺎﺠﺘﻬﺎ ﻓﻲ ﺍﻹﺸﺒﺎﻉ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬
‫‪ .١‬ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬
‫‪ .٢‬ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬
‫ﺍﻝﺠﻤﺎﻝﻴﺔ‬
‫‪ .٣‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ‬
‫ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‬ ‫‪ .٤‬ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‬

‫ﺤﺎﺠﺎﺕ ﻓﺴﻴﻭﻝﻭﺠﻴﺔ‬
‫‪ .٥‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬
‫‪ .٦‬ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‬
‫ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‬
‫‪ .٧‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬
‫ﺤﺎﺠﺎﺕ ﻤﻌﺭﻓﻴﺔ‬

‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬
‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬

‫ﺸﻜل)‪ ( ٢‬ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫـﻕ‬

‫ﺍﻝﻤﺒﺼﺭ‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺤﻘﻕ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﻜﻠﻴﺎ‪.‬‬
‫ﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻷﻭل‪:‬‬ ‫
‬
‫ﻜﺸﻔﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻋﻥ ﺍﺨﺘﻼﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻭﻓﻘﺎ ﻝﻬـﺭﻡ‬
‫ﻤﺎﺴﻠﻭ ﻭﺍﻝﺫﻱ ﻴﺘﺩﺭﺝ ﻓﻴﻪ ﺘﺭﺘﻴﺏ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻓﻲ ﺘﺴﻠﺴل ﻫﺭﻤﻲ ﻤﻥ ﺤﻴﺙ ﻗﻭﺘﻬﺎ‪ .‬ﻭﺭﻏـﻡ ﺃﻥ ﺠﻤﻴـﻊ‬
‫ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﻤﻬﻤﺔ ﺇﻻ ﺇﻥ ﺒﻌﻀﻬﺎ ﺃﻗﻭﻯ ﻤﻥ ﻏﻴﺭﻫﺎ‪ .‬ﻓﻠﻘﺩ ﺭﺘﺏ ﻤﺎﺴﻠﻭ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻋﻠـﻰ ﺸـﻜل‬
‫ﻫﺭﻡ ﺘﻤﺜل ﻗﺎﻋﺩﺘﻪ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻭﺘﺘﺩﺭﺝ ﺘﻠﻙ ﺍﻝﺤﺎﺠﺎﺕ ﺍﺭﺘﻔﺎﻋﺎ ﺤﺘﻰ ﺘﺼل ﺇﻝﻰ ﻗﻤﺔ‬
‫ﺍﻝﻬﺭﻡ ﺤﻴﺙ ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﻭﻻ ﻴﻤﻜﻥ ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﺤﺎﺠﺔ ﺃﻋﻠﻰ ﻗﺒل ﺇﺸﺒﺎﻉ ﺍﻝﺤﺎﺠﺔ ﺍﻷﻗـل ﻭﻫـﺫﻩ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﻤﺘﻤﺜﻠﺔ ﻓﻲ‪ :‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‪ ،‬ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‪ ،‬ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ‪ ،‬ﺤﺎﺠﺎﺕ ﺘﻘـﺩﻴﺭ‬
‫ﺍﻝﺫﺍﺕ‪ ،‬ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ‪ ،‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ‪ ،‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ( ﻭ ﻝﻘـﺩ ﻗـﺎﻡ "ﻤﺎﺴـﻠﻭ" ﺒﺘﻘـﺴﻴﻡ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺇﻝﻰ ﻨﻭﻋﻴﻥ‪ ،‬ﺤﺎﺠﺎﺕ ﺍﻝﻨﻘﺹ ﻭﺤﺎﺠﺎﺕ ﺍﻝﻨﻤﻭ‪ ،‬ﺃﻤﺎ ﺤﺎﺠﺎﺕ ﺍﻝﻨﻘﺹ ﻓﺘﻀﻡ ﺍﻝﺜﻼﺙ ﻓﺌـﺎﺕ ﺍﻝـﺩﻨﻴﺎ‬
‫ﻭﻫﻲ )ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ – ﺍﻷﻤﻥ – ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ(‪ ،‬ﻓﺤﺎﺠﺎﺕ ﺍﻝﻨﻘﺹ ﺇﺫﺍ ﻝﻡ ﻴﺘﻡ ﺇﺸﺒﺎﻋﻬﺎ ﻓﺈﻨﻬﺎ ﺘﺅﺩﻱ ﺇﻝﻰ‬
‫ﻋﺩﻡ ﻨﻤﻭ ﺍﻝﻔﺭﺩ ﺒﺸﻜل ﺴﻠﻴﻡ ﻨﻔﺴﻴﹰﺎ ﻭﺒﺩﻨﻴ ﹰﺎ‪ ،‬ﻭﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻓﺈﻥ ﺤﺎﺠﺎﺕ ﺍﻝﻨﻤﻭ ﺘﻀﻡ ﺍﻝﻔﺌﺘﻴﻥ ﺍﻝﻌﻠﻴـﻴﻥ‬
‫ﻭﻫﻤﺎ )ﺍﻝﺘـﻘﺩﻴﺭ– ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ( ﻭﺇﺸﺒﺎﻋﻬﺎ ﻴﺴﻬﻡ ﻭﻴﺴﺎﻋﺩ ﻓﻲ ﻨﻤﻭ ﺍﻝﻔﺭﺩ ﻭﺒﻠﻭﻏـﻪ ﻤـﺴﺘﻭﻯ ﺍﻝﻜﻤـﺎل‬
‫ﺍﻝﺒﺸﺭﻱ‪ .‬ﻭﻝﻡ ﺘﺠﺩ ﺍﻝﺒﺎﺤﺜﺔ ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻤﻬﺎ ﺩﺭﺍﺴﺎﺕ ﺘﺩﻋﻡ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺘﻬﺎ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ ﺃﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﻥ ﻀﻐﻭﻁ ﻭﻤﻥ ﻤﺸﻜﻼﺕ ﻭﺘـﻭﺘﺭﺍﺕ‪ ،‬ﻭﻜـل‬
‫ﻫﺫﺍ ﻴﺅﺜﺭ ﺴﻠﺒ ﹰﺎ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺤﺎﺠﺎﺘﻬﻡ ﺍﻝﻨﻔﺴﻴﺔ ﻁﺒﻘﺎ ﻝﺘﻨﻅﻴﻡ ﻤﺎﺴﻠﻭ‪ .‬ﻭﺃﻥ ﺇﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺃﻭ ﺇﺩﺍﺭﺓ ﺍﻝﻀﻐﻭﻁ‬

‫‪٧٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺃﻭ ﺃﺴﺎﻝﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻀﻐﻭﻁ ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﻝﻬﺎ ﺍﻝﺒﺎﺤﺜﺔ ﻝﻡ ﺘﻜﻥ ﺇﻻ ﻝﻠﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻌﺎﺩﻴﻴﻥ ﺃﻱ ﺇﻨﻪ ﻻ ﺘﻭﺠﺩ‬
‫ﺩﺭﺍﺴﺔ ﻋﺭﺒﻴﺔ ﺃﻭ ﺃﺠﻨﺒﻴﺔ ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻡ ﺍﻝﺒﺎﺤﺜﺔ ﺘﻨﺎﻭﻝﺕ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴـﺔ ﻤﺎﺴـﻠﻭ‬
‫ﻭﻋﻼﻗﺘﻬﺎ ﺒﺈﺩﺍﺭﺓ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﻫﺫﺍ ﻤﺎ ﺘﺴﻌﻰ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻴﻪ ﻓﻲ ﻫـﺫﻩ ﺍﻝﺩﺭﺍﺴـﺔ‪.‬‬
‫ﻭﻝﻘﺩ ﺘﺒﻨﺕ ﺍﻝﺒﺎﺤﺜﺔ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﻋﻨﺩ ﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﺠﺩ ﺃﻥ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﺍﺨﺘﻠﻑ‪ ،‬ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻤﺒﺼﺭ ﻭﻫﺫﺍ ﻴﺄﺘﻲ ﺒﺠﺎﻨـﺏ ﻤـﺎ‬
‫ﺫﻜﺭﻩ ﻤﺎﺴﻠﻭ ﻓﻲ ﻜﺘﺎﺒﻪ ﻋﺎﻡ )‪ (١٩٨٧‬ﺤﻴﺙ ﺫﻜﺭ ﻤﺎﺴﻠﻭ ﺃﻥ ﻫﻨﺎﻙ ﺍﺴﺘﺜﻨﺎﺀﺍﺕ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﻗﺩ ﻴﺭﺠﻊ ﻋـﺩﻡ‬
‫ﺘﺭﺘﻴﺏ ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﻝﺩﻴﻬﻡ ﺇﻝﻰ‪:‬‬
‫‪ .١‬ﻗﺩ ﻴﻭﺠﺩ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﻝﺩﻴﻬﻡ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﺃﻜﺜﺭ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺤﺏ ﻝﺩﻴﻬﻡ ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻨﻌﻜﺱ‬
‫ﻝﺩﻴﻬﻡ ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻤﺎﺴﻠﻭ ﻭﻴﺭﺠﻊ ﺫﻝﻙ ﺇﻝﻰ ﺍﻝﻨﻤﻭ ﺍﻝﻔﻜﺭﻱ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﻭﺍﻝﺫﻱ ﻴﺤـﺏ ﺃﻥ ﻴﻜـﻭﻥ‬
‫ﻤﺤﺒﻭﺒﺎ ﻭﺃﻥ ﻴﻜﻭﻥ ﺸﺨﺼﺎ ﻗﻭﻴﺎ ‪ ،‬ﺃﻤﺎ ﺍﻹﻨﺴﺎﻥ ﺍﻝﻁﻤﻭﺡ ﻓﻲ ﺍﻻﺤﺘﺭﺍﻡ ﻗﺩ ﻴﻜﻭﻥ ﺇﻨﺴﺎﻥ ﻭﺍﺜﻕ ﻤﻥ ﻨﻔـﺴﻪ ﺃﻭ‬
‫ﻋﺩﻭﺍﻨﻲ‪.‬‬
‫‪ .٢‬ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺒﺩﻋﻴﻥ ﻝﺩﻴﻬﻡ ﺩﺍﻓﻊ ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻹﺒﺩﺍﻉ ﻭﻫﺫﺍ ﻴﻜﻭﻥ ﻝﺩﻴﻬﻡ ﺫﺍﺕ ﺃﻫﻤﻴـﺔ ﻤـﻥ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﺍﻷﺨﺭﻯ ﻓﻲ ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻻ ﻴﻅﻬﺭ ﺍﻻﺒﺘﻜﺎﺭ ﺍﻝﻤﺒﺩﻉ ﻝﺩﻴﻬﻡ ﻓﻲ ﺸﻜل ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﺍﻝﺘﻲ‬
‫ﺘﻅﻬﺭ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﺒل ﻫﻭ ﺍﻝﻌﻜﺱ ﻓﺈﻨﻬﺎ ﺘﻅﻬﺭ ﻭﺘﻨﺸﺎ ﻝﻌﺩﻡ ﺍﻹﺸﺒﺎﻉ ﺍﻷﺴﺎﺴﻲ‪.‬‬
‫‪ .٣‬ﻝﺩﻯ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﻤﺴﺘﻭﻯ ﻤﻥ ﺍﻝﻁﻤﻭﺡ ﺍﻝﻤﻨﺨﻔﺽ ﺃﻭ ﻏﻴﺭ ﻤﻭﺠﻭﺩ‪ ،‬ﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺃﻫﺩﺍﻓﻬﻡ ﺍﻷﺴﺎﺴـﻴﺔ‬
‫ﻏﻴﺭ ﻤﻭﺠﻭﺩﺓ ﺃﻱ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺄﻥ ﻤﺴﺘﻭﻯ ﺤﻴﺎﺘﻬﻡ ﻤﻨﺨﻔﺽ ﺠﺩﺍ ) ﺍﻝﺒﻁﺎﻝﺔ ﺍﻝﻤﺯﻤﻨﺔ( ﻓﻬـﻡ ﻴـﺴﺘﻁﻴﻌﻭﻥ‬
‫ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺍﻝﺤﻴﺎﺓ ﺇﺫﺍ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺍﻝﻁﻌﺎﻡ ﺍﻝﻜﺎﻓﻲ‪.‬‬
‫‪ .٤‬ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﺴﻴﻜﻭﺒﺎﺘﻴﺔ ﻭﻫﻰ ﺘﻤﺜل ﻝﻠﻔﻘﺩ ﺍﻝﺩﺍﺌﻡ ﻝﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ‪ ،‬ﻭﻴﻤﻜﻥ ﻓﻬﻡ ﺍﻀﻁﺭﺍﺏ ﻫﺫﻩ ﺍﻝﺸﺨـﺼﻴﺔ‬
‫ﺒﺄﻨﻪ ﻤﻭﺠﻭﺩ ﻝﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻜﺎﻓﺤﻭﻥ ﻤﻥ ﺃﺠل ﺍﻝﺤﺏ ﻓﻲ ﺤﻴﺎﺘﻬﻡ‪ ،‬ﻭﻝﻜﻨﻬﻡ ﻗﺩ ﻴﻔﻘﺩﻭﻨﻪ ﻝﻸﺒﺩ‪ ،‬ﻭﻤﻥ ﺜﻡ‬
‫ﻴﻔﻘﺩﻭﻥ ﺍﻝﺭﻏﺒﺔ ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻋﻁﺎﺀ ﻭﺍﺴﺘﻘﺒﺎل ﺍﻝﻌﺎﻁﻔﺔ‪.‬‬
‫‪ .٥‬ﺍﻝﻨﻤﻁ ﺍﻷﺨﻴﺭ ﺍﻝﺫﻱ ﺘﺤﺩﺙ ﻋﻨﻪ ﻤﺎﺴﻠﻭ ﻓﻲ ﻜﺘﺎﺒﻪ ﻫﻭ ﻋﻜﺱ ﻫﺭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﻭﻴﺘﻤﺜل ﻓﻲ ﺃﻨﻪ ﻋﻨﺩ ﺇﺸـﺒﺎﻉ‬
‫ﺤﺎﺠﺎﺕ ﻤﻌﻴﻨﺔ ﻝﻭﻗﺕ ﻁﻭﻴل ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺔ ﺘﻔﻘﺩ ﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻓﺎﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻻ ﻴﺘﻌﺭﻀﻭﻥ ﺃﺒﺩﹰﺍ ﻝﻠﺠﻭﻉ ﺩﺍﺌﻤﺎ‬
‫ﻴﺭﻭﻥ ﺍﻝﻁﻌﺎﻡ ﺃﻤﺭ ﻏﻴﺭ ﻤﻬﻡ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻬﻡ ﻴﺭﻭﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﻋﻠﻰ ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻭﺒﺎﻝﺘـﺎﻝﻲ ﻓـﺈﻥ ﻫـﺭﻤﻬﻡ‬
‫ﺍﻝﻨﻔﺴﻲ ﻝﻠﺤﺎﺠﺎﺕ ﻴﺨﺘﻠﻑ )‪ ،( Maslow, 1987:26‬ﻭﻤﻥ ﻫﻨﺎ ﺘﺭﺠﻊ ﺍﻝﺒﺎﺤﺜﺔ ﺍﺨﺘﻼﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤـﻲ‬
‫ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﻠﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﺇﻝﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘـﻭﺍﺠﻬﻬﻡ ﻭﺍﻝﺘـﻲ‬
‫ﻴﺸﻌﺭﻭﻥ ﺒﻬﺎ ﻤﻥ ﺤﻴﺙ‪:‬‬
‫ﺃ‪ -‬ﻤﺎ ﻴﺸﻌﺭ ﺒﻪ ﺍﻝﻜﻔﻴﻑ ﻤﻥ ﻜﻴﻔﻴﺔ ﺍﻝﺘﻌﺎﻤل ﻭﻤﺎ ﺘﺘﻁﻠﺏ ﻓﻬﻡ ﻭ ﺍﺴﺘﻴﻌﺎﺏ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻁﺭﺃ ﻋﻠﻰ ﺍﻝﻔـﺭﺩ‬
‫ﻓﻲ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺠﺴﻤﻴﺔ ﻭ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺨﺎﺼﺔ ﻓﻲ ﻓﺘﺭﺓ ﺍﻝﻤﺭﺍﻫﻘﺔ ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬـﺎ ﺤﻴـﺙ ﺇﻥ‬
‫ﻨﺠﺎﺡ ﺍﻵﺒﺎﺀ ﻓﻲ ﺘﻌﺎﻤﻠﻬﻡ ﻤﻊ ﺃﺒﻨﺎﺌﻬﻡ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﻤـﺩﻯ ﺇﺩﺭﺍﻜﻬـﻡ ﻭ ﻓﻬﻤﻬـﻡ ﺒﺘـﺄﺜﻴﺭ ﻫـﺫﻩ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻋﻠﻰ ﺴﻠﻭﻙ ﺃﺒﻨﺎﺌﻬﻡ‪.‬‬

‫‪٧٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺏ‪ -‬ﺍﻝﺸﺩﺓ ﻭ ﺍﻝﻘﺴﻭﺓ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻜﻭﻴﻥ ﻨﻅﺭﺓ ﺴﻠﺒﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺘﺅﺩﻯ ﺍﻝﻰ ﺘﻜﻭﻴﻥ‬
‫ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻜﺘﺌﺎﺏ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻓﻌﻠﻰ ﺍﻵﺒﺎﺀ ﻭ ﺍﻷﻤﻬﺎﺕ ﺃﻥ ﻴﻌﺭﻓﻭﺍ ﺤﻘﻴﻘﺔ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠـﺔ ﻹﻨﺠـﺎﺡ ﺍﻝﻌﻤﻠﻴـﺔ‬
‫ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻝﺒﻴﺕ ﻭﺍﻝﻤﺩﺭﺴﺔ‪.‬‬
‫ﺝ‪ -‬ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﺇﻤﺎ ﻨﺘﻴﺠﺔ ﻝﻺﻋﺎﻗﺔ ﺃﻭ ﻤﺎ ﻴﻭﺍﺠﻬﻪ ﺃﺜﻨﺎﺀ ﺍﻝﺘﻐﻠﺏ ﻋﻠﻰ‬
‫ﻤﺸﻜﻼﺘﻪ‪.‬‬
‫ﺃﻤﺎ ﻋﻥ ﺍﺨﺘﻼﻑ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻝﻠﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ‬
‫ﻓﺘﺭﺠﻌﻪ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﻡ ﻭﺍﻝﺘﻲ ﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬
‫ﺃ‪ -‬ﺍﻝﺼﺭﺍﻉ ﺍﻝﺩﺍﺨﻠﻲ ‪:‬ﺤﻴﺙ ﻴﻌﺎﻨﻲ ﺍﻝﻤﺭﺍﻫﻕ ﻤﻥ ﺠﻭﺩ ﻋﺩﺓ ﺼﺭﺍﻋﺎﺕ ﺩﺍﺨﻠﻴﺔ‪ ،‬ﻭﻤﻨﻬﺎ‪ :‬ﺼﺭﺍﻉ ﺒﻴﻥ ﺍﻻﺴﺘﻘﻼل‬
‫ﻋﻥ ﺍﻷﺴﺭﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺼﺭﺍﻉ ﺒﻴﻥ ﻤﺨﻠﻔﺎﺕ ﺍﻝﻁﻔﻭﻝﺔ ﻭﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺭﺠﻭﻝﺔ ﻭﺍﻷﻨﻭﺜﺔ‪ ،‬ﻭﺼﺭﺍﻉ ﺒـﻴﻥ‬
‫ﻁﻤﻭﺤﺎﺕ ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﺯﺍﺌﺩﺓ ﻭﺒﻴﻥ ﺘﻘﺼﻴﺭﻩ ﺍﻝﻭﺍﻀﺢ ﻓﻲ ﺍﻝﺘﺯﺍﻤﺎﺘﻪ‪ ،‬ﻭﺼﺭﺍﻉ ﺒﻴﻥ ﻏﺭﺍﺌﺯﻩ ﺍﻝﺩﺍﺨﻠﻴـﺔ ﻭﺒـﻴﻥ‬
‫ﺍﻝﺘﻘﺎﻝﻴﺩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺍﻝﺼﺭﺍﻉ ﺍﻝﺩﻴﻨﻲ ﺒﻴﻥ ﻤﺎ ﺘﻌﻠﻤﻪ ﻤﻥ ﺸﻌﺎﺌﺭ ﻭﻤﺒﺎﺩﺉ ﻭﻤﺴﻠﻤﺎﺕ ﻭﻫﻭ ﺼـﻐﻴﺭ ﻭﺒـﻴﻥ‬
‫ﺘﻔﻜﻴﺭﻩ ﺍﻝﻨﺎﻗﺩ ﺍﻝﺠﺩﻴﺩ ﻭﻓﻠﺴﻔﺘﻪ ﺍﻝﺨﺎﺼﺔ ﻝﻠﺤﻴﺎﺓ‪ ،‬ﻭﺼﺭﺍﻋﻪ ﺍﻝﺜﻘﺎﻓﻲ ﺒﻴﻥ ﺠﻴﻠﻪ ﺍﻝﺫﻱ ﻴﻌﻴﺵ ﻓﻴﻪ ﺒﻤﺎ ﻝﻪ ﻤـﻥ‬
‫ﺁﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ ﻭﺍﻝﺠﻴل ﺍﻝﺴﺎﺒﻕ‪.‬‬
‫ﺏ‪ -‬ﺍﻻﻏﺘﺭﺍﺏ ﻭﺍﻝﺘﻤﺭﺩ‪ :‬ﻓﺎﻝﻤﺭﺍﻫﻕ ﻴﺸﻜﻭ ﻤﻥ ﺃﻥ ﻭﺍﻝﺩﻴﻪ ﻻ ﻴﻔﻬﻤﺎﻨﻪ‪ ،‬ﻭﻝﺫﻝﻙ ﻴﺤﺎﻭل ﺍﻻﻨﺴﻼﺥ ﻋﻥ ﻤﻭﺍﻗـﻑ‬
‫ﻭﺜﻭﺍﺒﺕ ﻭﺭﻏﺒﺎﺕ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻜﻭﺴﻴﻠﺔ ﻝﺘﺄﻜﻴﺩ ﻭﺇﺜﺒﺎﺕ ﺘﻔﺭﺩﻩ ﻭﺘﻤﺎﻴﺯﻩ‪ ،‬ﻭﻫﺫﺍ ﻴﺴﺘﻠﺯﻡ ﻤﻌﺎﺭﻀﺔ ﺴﻠﻁﺔ ﺍﻷﻫـل؛‬
‫ﻷﻨﻪ ﻴﻌﺩ ﺃﻱ ﺴﻠﻁﺔ ﻓﻭﻗﻴﺔ ﺃﻭ ﺃﻱ ﺘﻭﺠﻴﻪ ﺇﻨﻤﺎ ﻫﻭ ﺍﺴﺘﺨﻔﺎﻑ ﻻ ﻴﻁﺎﻕ ﺒﻘﺩﺭﺍﺘﻪ ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﺘﻲ ﺃﺼﺒﺤﺕ ﻤﻭﺍﺯﻴﺔ‬
‫ﺠﻭﻫﺭﻴ ﹰﺎ ﻝﻘﺩﺭﺍﺕ ﺍﻝﺭﺍﺸﺩ‪ ،‬ﻭﺍﺴﺘﻬﺎﻨﺔ ﺒﺎﻝﺭﻭﺡ ﺍﻝﻨﻘﺩﻴﺔ ﺍﻝﻤﺘﻴﻘﻅﺔ ﻝﺩﻴﻪ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺩﻓﻌﻪ ﺇﻝﻰ ﺘﻤﺤـﻴﺹ ﺍﻷﻤـﻭﺭ‬
‫ﻜﺎﻓﺔ‪ ،‬ﻭﻓﻘﺎ ﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﻤﻨﻁﻕ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻅﻬﺭ ﻝﺩﻴﻪ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﺘﻤـﺭﺩ ﻭﺍﻝﻤﻜـﺎﺒﺭﺓ ﻭﺍﻝﻌﻨـﺎﺩ ﻭﺍﻝﺘﻌـﺼﺏ‬
‫ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ‪.‬‬
‫ﺝ‪ -‬ﺍﻝﺨﺠل ﻭﺍﻻﻨﻁﻭﺍﺀ‪ :‬ﻓﺎﻝﺘﺩﻝﻴل ﺍﻝﺯﺍﺌﺩ ﻭﺍﻝﻘﺴﻭﺓ ﺍﻝﺯﺍﺌﺩﺓ ﻴﺅﺩﻴﺎﻥ ﺇﻝﻰ ﺸـﻌﻭﺭ ﺍﻝﻤﺭﺍﻫـﻕ ﺒﺎﻻﻋﺘﻤـﺎﺩ ﻋﻠـﻰ‬
‫ﺍﻵﺨﺭﻴﻥ ﻓﻲ ﺤل ﻤﺸﻜﻼﺘﻪ‪ ،‬ﻝﻜﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺭﺤﻠﺔ ﺘﺘﻁﻠﺏ ﻤﻨﻪ ﺃﻥ ﻴﺴﺘﻘل ﻋﻥ ﺍﻷﺴﺭﺓ ﻭﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻨﻔـﺴﻪ‪،‬‬
‫ﻓﺘﺯﺩﺍﺩ ﺤﺩﺓ ﺍﻝﺼﺭﺍﻉ ﻝﺩﻴﻪ‪ ،‬ﻭﻴﻠﺠﺄ ﺇﻝﻰ ﺍﻻﻨﺴﺤﺎﺏ ﻤﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﻨﻁﻭﺍﺀ ﻭﺍﻝﺨﺠل‪.‬‬
‫ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ‪:‬‬
‫ﻴﻨﺹ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ ﻋﻠﻰ ﺃﻨﻪ" ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ‬
‫ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻭﻝﻠﺘﺤﻘﻕ ﻤﻥ ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ‬
‫ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ ﻝﺩﺭﺠﺎﺕ ﻜل ﻤﻥ‬
‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻥ ) ‪ (٥١‬ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ) ‪ (٥١‬ﺜﻡ ﺍﺴﺘﺨﺩﻤﺕ ﺍﺨﺘﺒﺎﺭ) ﺕ ( ﻝﺤﺴﺎﺏ‬
‫ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻭﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﻭﻀﺢ ﺫﻝﻙ‪:‬‬

‫‪٧٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺠﺩﻭل)‪( ٣‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺎﺕ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒـﺼﺭﻴﻥ‬
‫ﻋﻠﻰ ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪.‬‬
‫ﻤﺒﺼﺭﻭﻥ ﻥ ) ‪(٥١‬‬ ‫ﻤﻜﻔﻭﻓﻭﻥ ﻥ ) ‪(٥١‬‬
‫ﺩﻻﻝﺘﻬﺎ‬ ‫ﻗﻴﻤﺔ ﺕ‬ ‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﻉ‬ ‫ﻡ‬ ‫ﻉ‬ ‫ﻡ‬
‫ﺍﻝﺤﺎﺠــــــﺎﺕ‬
‫ﺩﺍﻝﺔ‬ ‫‪١,٩‬‬ ‫‪٣,١٦٦‬‬ ‫‪١٨,٣٧‬‬ ‫‪٢,٧٨٢‬‬ ‫‪١٩,٣٩‬‬
‫ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٤٤٩‬‬ ‫‪٢,٢٨٧‬‬ ‫‪١٨,٠٠‬‬ ‫‪٢,١٢١‬‬ ‫‪١٥,٠٢‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬

‫ﺤﺎﺠــﺎﺕ ﺍﻝﺤــﺏ‬
‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٥٥٨‬‬ ‫‪٢,٦٦‬‬ ‫‪١٧‬‬ ‫‪٢,٢٩٨‬‬ ‫‪١٧,٢٠‬‬
‫ﻭﺍﻻﻨﺘﻤﺎﺀ‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٨٢٨‬‬ ‫‪١,٥٨٣‬‬ ‫‪١٦,٩٢‬‬ ‫‪١,٢٦٩‬‬ ‫‪١٢,١٠‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬

‫ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴـﻕ‬
‫ﺩﺍﻝﺔ‬ ‫‪٢,٦٩‬‬ ‫‪٢,٤٨٣‬‬ ‫‪١٤,٨٢‬‬ ‫‪١,٩٦٣‬‬ ‫‪١٧,٥٣‬‬
‫ﺍﻝﺫﺍﺕ‬

‫ﺩﺍﻝﺔ‬ ‫‪٢,٤٢‬‬ ‫‪٢,٣٣٥‬‬ ‫‪١٢,٣٣‬‬ ‫‪٢,٠٦٨‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ‪١٠,٠٤‬‬

‫ﺩﺍﻝﺔ‬ ‫‪٢,٤١‬‬ ‫‪٢,٣٧٥‬‬ ‫‪١٥,١٠‬‬ ‫‪٢,٢١١‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ ‪١١,٩٠‬‬

‫ﺍﻝﺩﺭﺠــﺔ ﺍﻝﻜﻠﻴــﺔ‬
‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪١,٢٠٩‬‬ ‫‪٨,٣٠٨ ١٠٨,١٤‬‬ ‫‪٨,٠٦٦‬‬ ‫‪١٠٧,١٨‬‬
‫ﻝﻠﺤﺎﺠﺎﺕ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٣‬ﻤﺎﻴﻠﻲ‪:‬‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ‬ ‫•‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ‪.‬‬
‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒـﺼﺭﻴﻥ ﻓـﻲ‬ ‫•‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺍﻷﺒﻌﺎﺩ) ﺤﺎﺠﺎﺕ ﺍﻷﻤـﻥ‪ -‬ﺤﺎﺠـﺎﺕ ﺍﻝﺤـﺏ ﻭﺍﻻﻨﺘﻤـﺎﺀ –‬
‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ – ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ ﻝﻠﺤﺎﺠﺎﺕ(‪.‬‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ‬ ‫•‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ‪.‬‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ ﻭﺍﻝﻤـﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒـﺼﺭﻴﻥ ﻓـﻲ‬ ‫•‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ‪.‬‬

‫‪٧٩‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ‬ ‫•‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺤﻘﻕ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ ﺠﺯﺌﻴ ﹰﺎ‪.‬‬
‫ﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻨﻲ‪:‬‬ ‫
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‫ﻝﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺤﺎﺠﺎﺕ ﺃﺴﺎﺴﻴﺔ ﺘﻔﺭﻀﻬﺎ ﻁﺒﻴﻌﺔ ﺘﻜﻭﻴﻨﻬﻡ ﺍﻝﺠﺴﻤﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﺴﻤﻴﺔ‬
‫ﻭﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﻓﻲ ﺍﻝﻤﻴﺩﺍﻥ ﺘﺄﻫﻴل ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼـﺔ ﻭﺍﻝﺘﻌـﺭﻑ‬
‫ﻋﻠﻰ ﻁﺒﻴﻌﺘﻬﺎ ﺒﻐﻴﺔ ﺍﻹﺴﻬﺎﻡ ﻓﻲ ﺇﺸﺒﺎﻋﻬﺎ‪ ،‬ﻭﺘﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻤﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴـﻴﺔ ﻓﻬـﻲ‬
‫ﺘﺸﻌﺭ ﺍﻹﻨﺴﺎﻥ ﺒﺎﺤﺘﻴﺎﺝ ﻷﺸﻴﺎﺀ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻻﺤﺘﻴﺎﺝ ﻴﺅﺜﺭ ﻋﻠﻰ ﺴﻠﻭﻜﻪ‪ ،‬ﻓﺎﻝﺤﺎﺠﺎﺕ ﻏﻴﺭ ﺍﻝﻤﺸﺒﻌﺔ ﺘﺴﺒﺏ‬
‫ﺘﻭﺘﺭﺍ ﻭﻀﻐﻭﻁ ﹰﺎ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﻓﻴﺴﻌﻰ ﻝﻠﺒﺤﺙ ﻋﻥ ﺇﺸﺒﺎﻉ ﻝﻬﺫﻩ ﺍﻝﺤﺎﺠﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺤﻔـﺎﻅ‬
‫ﻋﻠﻰ ﺍﻝﺠﺴﻡ ﺒﻭﺼﻔﻪ ﻜﻴﺎﻨ ﹰﺎ ﻋﻀﻭﻴ ﹰﺎ ﺤﻴﻭﻴﹰﺎ ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﻫـﺫﻩ ﺍﻝﺤﺎﺠـﺎﺕ ﺍﻝﺤﺎﺠـﺔ ﺇﻝـﻰ ﺍﻝﻁﻌـﺎﻡ ﻭﺍﻝﻤـﺎﺀ‬
‫ﻭﺍﻷﻜﺴﺠﻴﻥ ﻭﺍﻝﺩﻑﺀ ﺇﺫﺍ ﻝﻡ ﺘﺸﺒﻊ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺠﻴﺩﺓ ﻭﺴﻭﻴﺔ ﻝﻥ ﻨﺴﺘﻁﻴﻊ ﺇﺸﺒﺎﻉ ﺒﻘﻴـﺔ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺠﻴﺩﺓ ﻤﺴﺒﺒﺔ ﻀﻐﻭﻁﺎ ﻭﺘﻭﺘﺭﺍ ﻝﻠﻔﺭﺩ‪ ،‬ﻭﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺠﺩﺕ ﺍﻝﺒﺎﺤﺜـﺔ‬
‫ﻓﺭﻭﻗﺎ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓـﻲ‬
‫ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ‪ ،‬ﻭﺘﺭﺠﻊ ﺍﻝﺒﺎﺤﺜﺔ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺇﻝﻰ‬
‫ﺃﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻴﺤﺘﺎﺠﻭﻥ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻹﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻬﻡ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ‪ ،‬ﺃﻤﺎ ﻋﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓـﺭﻭﻕ‬
‫ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀـﻭﺀ‬
‫ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺍﻷﺒﻌﺎﺩ) ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‪ -‬ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ – ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ– ﺍﻝﺩﺭﺠـﺔ ﺍﻝﻜﻠﻴـﺔ‬
‫ﻝﻠﺤﺎﺠﺎﺕ( ﻭﺘﺭﺠﻊ ﺍﻝﺒﺎﺤﺜﺔ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺇﻝﻰ ﺃﻥ ﻫﺫﻩ ﺍﻷﺒﻌﺎﺩ ﻻﺒﺩ ﺃﻥ ﻴﺸﺒﻌﻬﺎ ﺍﻝﻤـﺭﺍﻫﻘﻴﻥ ﻋﺎﻤـﺔ ﺴـﻭﺍﺀ‬
‫ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﺃﻭ ﺍﻝﻤﺒﺼﺭﻴﻥ‪ .‬ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ )‪ ( Sheldon & Elliot , 1999‬ﻭﺫﻝﻙ ﻓـﻲ ﻋـﺩﻡ‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻼﻨﺘﻤﺎﺀ ﻭﺍﻝﺤـﺏ ﻭﺫﻝـﻙ ﻝﻠﻤﺒـﺼﺭﻴﻥ‬
‫ﻭﻝﻴﺱ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ‪،‬ﻜﻤﺎ ﺘﺘﻔﻕ ﺃﻴﻀﺎ ﻤﻊ ) ﺃﺤﻤﺩ ﺸﻌﺒﺎﻥ‪ (١٩٩٤ ،‬ﻓﻲ ﻋـﺩﻡ ﻭﺠـﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﺠﻨﺴﻴﻥ ﻝﺩﻯ ﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ) ﺍﻝـﺸﻌﻭﺭ ﺒـﺎﻷﻤﻥ‪ ،‬ﺍﻝﺤـﺏ‬
‫ﻭﺍﻻﻨﺘﻤﺎﺀ(‪ ،‬ﻭﺩﺭﺍﺴﺔ )ﺃﺴﻤﺎﺀ ﺍﻝﺴﺭﺴﻲ‪ ،‬ﺃﻤﺎﻨﻲ ﻋﺒﺩ ﺍﻝﻤﻘﺼﻭﺩ‪ (٢٠٠٠ ،‬ﺍﻝﺘﻲ ﺃﻜﺩﺕ ﻓﻴﻬـﺎ ﻋﻠـﻰ ﺘﺭﺘﻴـﺏ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻻﺴﺘﻘﻼل‪ ،‬ﺍﻝﻜﻔﺎﺀﺓ ﺍﻻﻨﺘﻤﺎﺀ ﻓﻲ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻤﻥ)ﺭﻴﺎﺽ ﺍﻷﻁﻔـﺎل‪-‬‬
‫ﺍﺒﺘﺩﺍﺌﻲ– ﺇﻋﺩﺍﺩﻱ– ﺜﺎﻨﻭﻱ( ﻤﺒﺼﺭﻴﻥ‪ .‬ﻜﻤﺎ ﺃﻜﺩﺕ ﺩﺭﺍﺴﺔ ) ﻭﺍﺌل ﺍﻝﻐﺭﺒﺎﻭﻯ‪ (٢٠٠٠ ،‬ﻋـﻥ ﻋـﺩﻡ ﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺘﻤﺎﺀ ﻭﺍﻝﺤﺏ ﺒﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻭﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﻝﻜﻥ ﻤﻥ ﺍﻷﻁﻔﺎل‬
‫ﻭﺘﺨﺘﻠﻑ ﻨﺘﻴﺠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ ﻤﻊ ﺩﺭﺍﺴﺔ ) ﺯﻴﻨﺏ ﺸﻘﻴﺭ‪ ( ٢٠٠٧ ،‬ﺍﻝﺘﻲ ﺃﺴﻔﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻥ ﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺒﺼﺭﻴﻥ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻤﻤـﺎ ﻴﺘﻭﺠـﺏ ﺍﻝﺘـﺩﺨل ﺍﻝـﺴﻴﻜﻭﻝﻭﺠﻰ‬
‫ﻝﺘﺤﻘﻴﻕ ﺍﻷﻤﻥ ﻝﻠﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ‪ ،‬ﻭ ﺃﻜﺩ ﺴﻴﺩ ﺼﺒﺤﻲ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ‬
‫ﺍﻝﻤﺭﺍﻫﻕ ﺍﻝﻜﻔﻴﻑ ﻭﺫﻝﻙ ﻝﺘﺄﻜﻴﺩ ﺫﺍﺘﻪ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻁﻠﻌﺎﺘﻪ ﻭﻫﻰ ) ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻷﻤﻥ‪ -‬ﺍﻝﺤﺎﺠﺔ ﻝﻠﺘﻘﺩﻴﺭ –‬

‫‪٨٠‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺍﻝﺤﺎﺠﺔ ﻝﻼﻨﺘﻤﺎﺀ( ) ﺩﻋﺎﺀ ﺯﻜﻰ‪ ،(٢٠٠٧:‬ﻜﻤﺎ ﻻﺤـﻅ ﻤﺎﺭﺸـﻴل ) ‪ (Marshall ،2000‬ﺃﻥ ﺍﻝﺩﺭﺍﺴـﺎﺕ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺍﻷﺸﺨﺎﺹ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺒﺼﺭﻴﻥ ﺃﺴﻔﺭﺕ ﻋﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﻋﺎﻤﺔ ﺫﺍﺕ‬
‫ﺃﻫﻤﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺒﺼﺭﻴﻥ ﻤﻥ ﻫﺫﻩ ﺍﻝﻨﺎﺤﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻔﻕ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻴﺔ‪ .‬ﺃﻤﺎ ﻋـﻥ ﻭﺠـﻭﺩ‬
‫ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓـﻲ‬
‫ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﻝﺼﺎﻝﺢ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻓﺘﺭﺠﻌﻪ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝـﻰ ﺃﻥ ﺍﻝﻔـﺭﺩ‬
‫ﻴﺤﺎﻭل ﺒﺎﺴﺘﻤﺭﺍﺭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺫﺍﺘﻪ ﻭﺘﺤﺩﻴﺩ ﻤﻌﺎﻝﻤﻬﺎ ﻭﻴﻜﻭﻥ ﺫﻝﻙ ﺒﺸﻜل ﻤﻠـﺢ ﻓـﻲ ﻤﺭﺤﻠـﺔ ﺍﻝﻤﺭﺍﻫﻘـﺔ‬
‫ﻭﻴﺴﺘﻤﺭ ﺒﻘﻴﺔ ﺍﻝﺤﻴﺎﺓ ﺘﺒﻌ ﹰﺎ ﻝﻤﺎ ﻴﺤل ﻋﻠﻴﻪ ﻭﻋﻠﻰ ﺒﻴﺌﺘﻪ ﻤﻥ ﺘﻐﻴﻴﺭ‪ ،‬ﺤﻴﺙ ﺇﻥ ﻓﻜﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻥ ﻨﻔـﺴﻪ ﺘﺘﻤﻴـﺯ‬
‫ﺒﺎﻝﺘﻔﺭﺩ‪ ،‬ﻭﻝﻜﻨﻬﺎ ﻋﺭﻀﺔ ﻝﻠﺘﻌﺩﻴل ﺒﺘﺄﺜﻴﺭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺒﻴﺌﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﺤﻴﻁ ﺒـﻪ‪ ،‬ﻭﺒﻭﺠﻬـﺔ ﻨﻅـﺭ‬
‫ﺍﻵﺨﺭﻴﻥ ﻋﻨﻪ ﻓﺎﻝﻔﺭﺩ ﻗﺩ ﻴﺭﻯ ﻨﻔﺴﻪ ﺒﺼﻭﺭﺓ ﺇﻴﺠﺎﺒﻴﺔ ﺃﺤﻴﺎﻨﺎﹰ‪ ،‬ﻭﺒﺼﻭﺭﺓ ﺴﻠﺒﻴﺔ ﺃﺤﻴﺎﻨ ﹰﺎ ﺃﺨﺭﻯ‪ ،‬ﺇﻻ ﺃﻨﻪ ﺒﺼﻔﺔ‬
‫ﻋﺎﻤﺔ ﻝﻪ ﺘﺼﻭﺭ ﺸﺒﻪ ﺜﺎﺒﺕ ﻋﻥ ﺫﺍﺘﻪ‪ ،‬ﻓﺎﻝﻁﻔل ﻤﻨﺫ ﻭﻗﺕ ﻤﺒﻜﺭ ﻴﺒﺩﺃ ﻓﻲ ﺘﻜﻭﻴﻥ ﻫﻭﻴﺘﻪ ﻤﺘﺸﺒﻬ ﹰﺎ ﺒﺎﻷﺸـﺨﺎﺹ‬
‫ﺍﻝﻤﻬﻤﻴﻥ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﻤﻥ ﺤﻭﻝﻪ ﻓﻔﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻭﺍﺤﺩ ﻴﺘﺸﺒﻪ ﺒﺄﻤﻪ ﻭﺃﺒﻴﻪ ﺃﻭ ﺃﺤﺩ ﺇﺨﻭﺘﻪ ﺃﻭ ﻤﻌﻠﻤﻪ‪ ،‬ﺇﻻ ﺇﻥ ﻫﺫﺍ‬
‫ﺍﻝﺨﻠﻁ ﻴﻔﺭﺯ ﺸﺨﺼﻴﺔ ﻤﺘﺸﻌﺒﺔ ﺫﺍﺕ ﺃﺩﻭﺍﺭ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻔﻜﻜﺔ ﺍﻷﻭﺼﺎل‪ ،‬ﺃﻤﺎ ﺍﻝﻤﺭﺍﻫـﻕ ﻓﺒـﺴﺒﺏ ﻤﺤﺩﻭﺩﻴـﺔ‬
‫ﺨﺒﺭﺍﺘﻪ ﻓﺈﻨﻪ ﻴﻜﻭﻥ ﻤﺫﺒﺫﺒ ﹰﺎ ﻭﻏﻴﺭ ﻤﺘﻴﻘﻥ ﻤﻥ ﺃﻤﺭﻩ ﻭﻫﻭ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺫﺍﺘﻪ ﻭﺘﻜﻭﻴﻥ ﻫﻭﻴﺘﻪ‪ .‬ﻓﻠﺫﻝﻙ ﺘﺭﺍﻩ‬
‫ﻼ ﻭﻤﻌﺘﻤﺩﹰﺍ ﻋﻠﻰ ﻏﻴﺭﻩ؛ ﺠﺭﻴﺌ ﹰﺎ ﻭﺠﺒﺎﻨﺎﹰ؛ ﻤﺘﺤﺩﻴ ﹰﺎ‬
‫ﻴﻠﻌﺏ ﺃﺩﻭﺍﺭﹰﺍ ﻤﺘﻀﺎﺩﺓ‪ ،‬ﻓﻤﺜﻼ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻭﺍﺤﺩ ﻴﻜﻭﻥ ﻤﺴﺘﻘ ﹰ‬
‫ﻭﺨﻀﻭﻋﺎﹰ؛ ﺠﺩﻴ ﹰﺎ ﻭﻏﻴﺭ ﻤﻜﺘﺭﺙ‪ .‬ﻭﻋﻠﻴﻪ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﺘﺨﻠﻴﺹ ﻨﻔﺴﻪ ﻤﻥ ﻝﻌﺏ ﻫﺫﺍ ﺍﻝﺩﻭﺭ ﺍﻝﻤﺯﺩﻭﺝ ﻭﻤـﻥ ﺃﻥ‬
‫ﻴﻜﻭﻥ ﻨﺴﺨﺔ ﻤﻥ ﻏﻴﺭﻩ‪ ،‬ﺃﻭ ﺍﻝﺘﺫﺒﺫﺏ ﺒﻴﻥ ﺍﻷﺩﻭﺍﺭ ﻝﻜﻲ ﻴﺒﺩﺃ ﻓﻲ ﺘﻜﻭﻴﻥ ﻫﻭﻴﺘﻪ ﺍﻝﺨﺎﺼﺔ ﺒﻪ ﻤﺘﺠـﺎﻭﺯﹰﺍ ﻫـﺫﻩ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﻨﺘﻘﺎﻝﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﺎ ﻴﺴﻌﻰ ﺇﻝﻴﺔ ﺍﻝﻤﺭﺍﻫﻕ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻫﻲ ﺘﺤﻘﻴـﻕ ﺫﺍﺘـﻪ ﺒﻭﺍﻗﻌﻴـﺔ‬
‫ﺘﺘﻭﺍﺀﻡ ﻤﻊ ﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻭﺩﺭﺠﺔ ﺘﻜﻴﻔﻪ ﻤﻊ ﺒﻴﺌﺘﻪ ﺒﺩ ﹰﻻ ﻋﻥ ﺍﻝﺴﻌﻲ ﻝﺘﺤﻘﻴﻕ ﺫﺍﺕ ﻤﺜﺎﻝﻴﺔ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ )‬
‫‪ ،(Mark, 2004‬ﻭﻫﺫﺍ ﻻ ﻴﺘﻔﻕ ﻤﻊ ﻋﺩﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺤﻴﺙ ﺃﺸﺎﺭﺕ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴـﺎﺕ ﺃﻨـﻪ ﻻ ﺘﻭﺠـﺩ‬
‫ﻓﺭﻭﻕ ﺠﻭﻫﺭﻴﺔ ﺒﻴﻥ ﺍﻝﻌﺎﺩﻴﻴﻥ ﻭﻏﻴﺭ ﺍﻝﻌﺎﺩﻴﻴﻥ ﻓﻲ ﺠﻭﻫﺭ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﺤﺎﻝﺔ ﺘﺴﺎﻭﻱ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻭﺍﻤل‪.‬‬
‫ﻭﺍﻝﻔﺭﻭﻕ ﺍﻝﺘﻲ ﺘﻭﺠﺩ ﺇﻨﻤﺎ ﻫﻲ ﻨﺘﻴﺠﺔ ﻝﻌﻭﺍﻤل ﺒﻴﺌﻴﺔ ﺃﻜﺜﺭ ﻤﻤﺎ ﺘﺘﻌﻠـﻕ ﺒﺎﻝﻌﺎﻫـﺔ ﺃﻭ ﺍﻝﻌـﺎﺌﻕ‪ ،‬ﻜـﺫﻝﻙ ﻓـﺈﻥ‬
‫ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﺅﺜﺭ ﻓﻲ ﻤﻔﻬﻭﻡ ﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ﻝﺩﻯ ﺃﻓﺭﺍﺩ ﻫﺫﻩ ﺍﻝﻔﺌﺎﺕ ﻤﻤﺎ ﻴـﺅﺜﺭ ﺒﺎﻝﺘـﺎﻝﻲ ﻓـﻲ‬
‫ﺴﻠﻭﻜﻬﻡ ﻭﺘﻭﺍﻓﻘﻬﻡ ﻭﺼﺤﺘﻬﻡ ﺍﻝﻨﻔﺴﻴﺔ)ﺤﺎﻤﺩ ﺯﻫﺭﺍﻥ‪ (٤٣٠ :١٩٩٠ ،‬ﺃﻤﺎ ﻋﻥ ﻭﺠﻭﺩ ﻓـﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝـﺔ‬
‫ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓـﻲ ﻀـﻭﺀ ﻨﻅﺭﻴـﺔ‬
‫ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ‪ .‬ﻓﺘﺭﺠﻌﻪ ﺍﻝﺒﺎﺤﺜﺔ ﺇﻝﻰ ﺃﻨﻪ ﻋﻨﺩ ﻤﻘﺎﺭﻨـﺔ ﻤـﺴﺘﻭﻯ‬
‫ﺍﻝﺘﺤﺼﻴل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻝﻠﻁﻼﺏ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﺒﺘﺤﺼﻴل ﺃﻗﺭﺍﻨﻬﻡ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻓﺈﻨﻪ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﺘﻡ ﺘﻔـﺴﻴﺭ ﺍﻝﻨﺘـﺎﺌﺞ‬
‫ﺒﺤﺫﺭ ﺸﺩﻴﺩ ﻨﻅﺭﹰﺍ ﻷﻨﻪ ﻴﺠﺏ ﺃﻥ ﻴﺘﻡ ﺍﺨﺘﺒﺎﺭ ﻜﻠﺘﺎ ﺍﻝﻔﺌﺘﻴﻥ ﻓﻲ ﻅل ﻅﺭﻭﻑ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺎﻤل ﻤـﻊ‬
‫ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺠﺩ ﺃﻥ ﺘﺤﺼﻴﻠﻬﻡ ﻴﻘل ﻋﻨﺩ ﺘﻘﺩﻴﻡ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺒﻠﻐﺔ ﺒﺭﺍﻴل‪ .‬ﻭﻤﻥ ﺨﻼل ﺍﻝﺩﺭﺍﺴـﺔ ﺍﻹﻜﻠﻴﻨﻜﻴـﺔ‬
‫ﻭﺠﺩﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺃﻨﻬﻡ ﻻ ﻴﺤﺒﻭﻥ ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻻﻁﻼﻉ ﺒﺸﻜل ﺒﺭﺍﻴل ﻭﻴﻔﻀﻠﻭﻥ ﺍﻝﺴﻤﻊ ﺃﻭ ﺍﻝﺸﺭﺡ ﻜﻤﺎ ﺃﻥ ﺍﻝﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺩﻭﻝﻴﺔ ﺃﻜﺩﺕ ﺃﻥ ﻀﻌﺎﻑ ﺍﻝﺒﺼﺭ ﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ ﺨﺩﻤﺎﺕ ﻭﺒﺭﺍﻤﺞ ﺘﺭﺒﻭﻴﺔ ﺘﺨﺘﻠـﻑ‬

‫‪٨١‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﻋﻥ ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﻝﻠﻤﻜﻔﻭﻓﻴﻥ‪ ،‬ﻭﺍﻗﺘﺭﺡ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﺩﻡ ﻗﺒﻭل ﻫﺅﻻﺀ ﺍﻝﺘﻼﻤﻴﺫ ﺃﻭ ﺘﻌﻠـﻴﻤﻬﻡ ﻓـﻲ‬
‫ﻤﺩﺍﺭﺱ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻷﻥ ﺫﻝﻙ ﻴﻤﺜل ﻀﺭﺭﹰﺍ ﻨﻔﺴﻴ ﹰﺎ ﻭﺘﺭﺒﻭﻴ ﹰﺎ ﻭﺍﺠﺘﻤﺎﻋﻴﺎﹰ ﺒﺎﻝﻎ ﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻔﺌـﺔ ﻭﺭﻏـﻡ‬
‫ﺫﻝﻙ ﻓﻬﻨﺎﻙ ﻤﺸﻜﻼﺕ ﺘﻭﺍﺠﻪ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﻠﻤﻌﺎﻗﻴﻥ ﺒﺼﺭﻴﹰﺎ ﻭﻫﻲ‪ :‬ﻋﺩﻡ ﺘﻭﻓﺭ ﻤﺩﺍﺭﺱ ﺨﺎﺼﺔ ﻭﻜﺎﻓﻴـﺔ‬
‫ﻝﻬﻡ‪ ،‬ﺍﻵﺜﺎﺭ ﺍﻝﻨﻔﺴﻴﺔ ﻹﻝﺤﺎﻕ ﺍﻝﻁﻔل ﺍﻝﻤﻌﺎﻕ ﺒﺼﺭﻴﺎ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﻌﺎﺩﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺸﻌﻭﺭ ﺍﻝﺭﻫﺒﺔ ﻭﺍﻝﺨﻭﻑ‬
‫ﺍﻝﺫﻱ ﻴﻨﺘﺎﺏ ﺍﻝﺘﻼﻤﻴﺫ ﻋﻨﺩ ﺭﺅﻴﺔ ﺍﻝﻤﻌﺎﻕ ﻭﺍﻨﻌﻜﺎﺴﻪ ﻋﻠﻰ ﺴﻠﻭﻜﻪ ﺍﻝﺫﻱ ﻴﻜﻭﻥ ﺍﻨﺴﺤﺎﺒﺎ ﺃﻭ ﻋـﺩﻭﺍﻨﻴﺎ ﻜﻌﻤﻠﻴـﺔ‬
‫ﺘﻌﻭﻴﻀﻴﺔ ﻭﺘﺘﻁﻠﺏ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﺘﻜﻴﻑ ﺍﻝﻤﻭﺍﺩ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﺘﻼﺌﻡ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﺒﺤﻴﺙ ﻨﻬﺩﻑ ﻤﻥ‬
‫ﺫﻝﻙ ﺇﻝﻰ ﺘﺯﻭﻴﺩ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﺒﺄﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺤﻘﺎﺌﻕ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺫﻱ ﻴﻌﻴﺸﻭﻥ ﻓﻴﻪ‪ ،‬ﻭﺇﻝـﻰ‬
‫ﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺍﻝﺜﻘﺔ ﺒﺄﻨﻔﺴﻬﻡ ﻭﺒﻘﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺘﻠﻙ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻭﻝﺘﺤﻘﻴﻕ ﺘﻠﻙ ﺍﻷﻫـﺩﺍﻑ‬
‫ﻴﻠﺠﺄ ﺍﻝﻤﻌﻠﻤﻭﻥ ﺇﻝﻰ ﺍﻝﻁﺭﺍﺌﻕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﺘﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺤﺎﺴﺔ ﺍﻝﻠﻤﺱ ﻭﺍﻝﺴﻤﻊ ﻻﻜﺘـﺴﺎﺏ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﺒﻴﺎﻥ ﺨﻁﻭﺍﺕ ﺘﻁﻭﻴﺭﻫﺎ‪ ،‬ﻜﺫﻝﻙ ﺘﻨﻤﻴﺔ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻘـﻴﻡ‪ ،‬ﻭﺘﻨﻤﻴـﺔ ﺍﻹﺩﺭﺍﻙ‬
‫ﺍﻝﺤﺴﻲ‪ ،‬ﻭﻴﺄﺘﻲ ﺒﻌﺩ ﺫﻝﻙ ﺍﻝﺘﺤﺼﻴل ﻭﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻌﺭﻓﻲ ) ﻋﺒﺩ ﺍﻝﺭﺴﻭل ﻤﺤﻤﺩ‪ .(٢٦ : ٢٠٠٨ ،‬ﻓﺈﺫﺍ ﺘﻡ ﺤل‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺴﻭﻑ ﻴﻜﻭﻥ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﻤﺒﺼﺭﻴﻥ ﻤﺘﻼﺸﻴﺔ ﻭﺨﺎﺼﺔ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻌﺭﻓـﻲ‬
‫ﺃﻤﺎ ﻋﻥ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ ﻭﺍﻝﻤـﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﺒـﺼﺭﻴﻥ ﻓـﻲ‬
‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ" ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ‪ ،‬ﻓﺘﺭﺠﻌﻪ ﺍﻝﺒﺎﺤﺜﺔ‬
‫ﺇﻝﻰ ﺃﻥ ﻤﺭﺤﻠﺔ ﺍﻝﻤﺭﺍﻫﻘﺔ ﺘﻌﺩ ﻤﺭﺤﻠﺔ ﺼﻌﺒﺔ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﺭﺍﻫﻕ ﻴﻌﺩ ﺃﺼﻌﺏ ﻻﺤﺘﻴﺎﺠـﻪ ﺇﻝـﻰ ﺍﻝـﺼﺒﺭ‬
‫ﻭﺍﻝﻬﺩﻭﺀ ﻭﺍﻝﺠﻭﺩ ﺒﺎﻝﻌﻭﺍﻁﻑ‪ ،‬ﺨﺎﺼﺔ ﻝﺘﻘﻠﺏ ﻤﺯﺍﺠﻪ ﻜﻤﺎ ﻴﺅﻜﺩ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻝﻔﻥ ﺒﻭﺼﻔﻪ ﺍﻝﻘـﻭﻯ‬
‫ﺍﻝﻤﻬﺫﺒﺔ ﻝﻐﺭﺍﺌﺯ ﺍﻹﻨﺴﺎﻥ ﻭﺍﻝﻤﺘﺴﺎﻤﻴﺔ ﺒﻬﺎ ﺇﻝﻰ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺭﻓﻴﻌﺔ‪ ،‬ﻓﻬﻭ ﻴﻬﺫﺏ ﺍﻝﻨﻔﺱ‪ ،‬ﻭﻴﻀﻤﻥ ﻨﻤﻭﹰﺍ ﻓﻲ‬
‫ﺍﻝﺫﻭﻕ ﻭﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﺠﻤﺎل ﺇﻝﻰ ﺠﺎﻨﺏ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻔﻨﻴﺔ‪ ،‬ﻭﻴﻌﺎﻝﺞ ﺍﻝﻔﻥ ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﻋﻠﻰ ﺃﺴـﺎﺱ‬
‫ﺃﻨﻪ ﻤﺎﺩﺓ ﻤﻤﺘﻌﺔ ﻭﻝﻪ ﺩﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻓﺎﻝﺩﺍﺭﺱ ﻝﻠﻔﻥ ﻴﺘﻐﻴﺭ ﺴﻠﻭﻜﻪ ﻭﺘﺘﻐﻴﺭ ﻋﺎﺩﺍﺘﻪ ﻭﻴﻜـﻭﻥ ﻗـﺎﺩﺭﺍ‬
‫ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻝﻤﻌﺎﻨﻲ ﻭﺍﻝﻘﻴﻡ ﺍﻝﺠﻤﺎﻝﻴﺔ ﻓﻲ ﺍﻷﺸﻴﺎﺀ‪ .‬ﻭﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ ﺘﻌﺩ ﺠﻭﻫﺭ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻭﺠﺩﺍﻨﻴﺔ ﺍﻝﺘﻲ ﺘﻐﻨﻲ‬
‫ﺍﻝﺸﺨﺹ ﺭﻭﺤﻴﺎ ﻭﺘﻜﻤل ﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﺍﻝﻔﻜﺭﻴﺔ ﻭﺍﻝﻌﻤﻠﻴﺔ‪ ،‬ﻓﺘﻜﺎﻤل ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﻔﻨﻴﺔ ﻤﻥ ﺨﻼل ﺘﻨﻤﻴﺔ ﺍﻝﻤﻔـﺎﻫﻴﻡ‬
‫ﺍﻝﺴﻠﻴﻤﺔ ﻝﻠﺘﺫﻭﻕ ﻭﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺼﺤﻴﺤﺔ ﻝﻼﺴﺘﻤﺘﺎﻉ ﺒﻜل ﺤﻭﺍﺴﻪ‪ ،‬ﺇﺫﻥ ﻓﺎﻝﻬﺩﻑ ﻤﻥ ﺍﻝﻔﻥ ﻜﻤﺎ ﻴﺅﻜـﺩ ﻓﻼﺴـﻔﺔ‬
‫ﺍﻹﻏﺭﻴﻕ ﻭﻤﻨﻬﻡ ﺃﺭﺴﻁﻭ ﻋﻠﻰ ﺍﻝﻘﻴﻡ ﻝﻠﻔﻥ ﻓﻲ ﺒﻨﺎﺀ ﻤﺠﺘﻤﻊ ﻤﺘﻘﺩﻡ‪ ،‬ﻭﻓﻲ ﺘﺭﺒﻴﺔ ﺍﻝﺠﻴل ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻏﺎﺌﻴﺔ‬
‫ﺍﻝﻌﻤل ﺍﻝﻔﻨﻲ ﺍﻝﺨﻼﻕ‪ ،‬ﻭﻝﻬﺫﺍ ﻴﺅﻜﺩ ﺴﻘﺭﺍﻁ ﻋﻠﻰ ﺃﻥ ﺍﻝﻔﻥ ﻴﺠﺏ ﺃﻥ ﻴﻜﻭﻥ ﻝﺨﺩﻤﺔ ﺍﻷﺨﻼﻕ ﻭﺍﻝﺠﻤﺎل ﻭﻴﺠﺏ ﺃﻥ‬
‫ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻝﺨﻴﺭ ﻻ ﺇﻝﻰ ﺍﻝﻠﺫﺓ ﺍﻝﺤﺴﻴﺔ‪ .‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ ﻓـﻲ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﺠﻤﺎﻝﻴﺔ ﻭﺫﻝﻙ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺒﺼﺭﻴﻥ ﻤﻊ ﺍﻝﻌﻠﻡ ﺃﻥ ﻜﻑ ﺍﻝﺒﺼﺭ ﻻ ﻴﻤﻨﻊ ﺍﻝﻌﻘل ﺃﻭ ﺍﻝﺫﻫﻥ ﻤﻥ ﺍﻹﻨﺘـﺎﺝ‪ ،‬ﻭﻝﻘـﺩ‬
‫ﺃﺩﺭﻜﺕ ﺒﻌﺽ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺘﻘﺩﻤﺔ ﺃﻫﻤﻴﺔ ﺍﻝﻠﻤﺱ ﻝﻠﻜﻔﻴﻑ ﺒﺤﻴـﺙ ﺇﻨـﻪ ﻴـﺴﺘﺨﺩﻤﻪ ﻝﺘﻨﻤﻴـﺔ ﺍﻝﻤﻌﻠﻭﻤـﺎﺕ‬
‫ﻭﺍﻝﺨﺒﺭﺍﺕ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻝﺠﻤﺎﻝﻴﺔ ﻭﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﻨﻤﻴﺔ ﻭﺘﺩﺭﻴﺏ ﺤﻭﺍﺴﻪ ﻜﻤﺎ ﺃﻥ ﻫﻨﺎﻙ‬
‫ﻓﺭﻭﻕ ﻓﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﻌﺎﻗﻴﻥ ﺒﺼﺭﻴﺎ ﻨﻔﺴﻬﻡ ﻓﻲ ﺍﻹﺩﺭﺍﻜﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ ﻓﺎﻝﻤﻌﺎﻕ ﺒﺼﺭﻱ ﺠﺯﺌﻴـﺎ ﺃﻓـﻀل ﻤـﻥ‬
‫ﺍﻝﻤﻌﺎﻕ ﺒﺼﺭﻴﺎ ﻜﻠﻴﺎ ﻝﻺﺩﺭﺍﻙ ﺴﺎﺒﻘﺔ ﺍﻝﺫﻜﺭ ) ﻤﺤﻤﺩ ﺨﻀﻴﺭ‪ ،‬ﺇﻴﻬﺎﺏ ﺍﻝﺒﺒﻼﻭﻯ‪ .(٢٠٠٥ :‬ﻓﻲ ﺤـﻴﻥ ﻻﺘﺘﻔـﻕ‬

‫‪٨٢‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺩﺭﺍﺴﺔ) ﺴﻨﺎﺀ ﺼﻤﻴﻼﻥ‪ (٥-٢ :٢٠٠٨ ،‬ﻋﻠﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ ﻤﻥ ﺤﻴﺙ ﺩﺭﺠـﺔ‬
‫ﺍﻝﺤﺩﺓ ﻓﻲ ﺤﻭﺍﺴﻬﻡ ﻭﺃﻥ ﻜﻑ ﺍﻝﺒﺼﺭ ﻻ ﻴﺘﺒﻌﻪ ﻨﻤﻭﹰﺍ ﺃﻭ ﺯﻴﺎﺩﺓ ﺘﻠﻘﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺤﻭﺍﺱ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻤـﺎ ﻴﻼﺤـﻅ‬
‫ﻋﺎﺩﺓ ﻋﻨﺩ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻤﻥ ﺤﺴﺎﺴﻴﺔ ﻓﺎﺌﻘﺔ ﻓﻲ ﺒﻌﺽ ﺤﻭﺍﺴﻬﻡ ﺇﻨﻤﺎ ﻴﺭﺠﻊ ﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﺇﻝﻰ ﻤـﺎ ﺃﺘـﻴﺢ‬
‫ﻝﻬﺫﻩ ﺍﻝﺤﻭﺍﺱ ﻤﻥ ﻓﺭﺹ ﺍﻝﺘﺩﺭﻴﺏ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﺎﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﺘﺭﻜﻴﺯ ﻴﺘﻴﺤﺎﻥ ﺍﺴﺘﻌﻤﺎﻻ ﺃﻓﻀل ﻭﻤﻬﺎﺭﺓ ﺃﻓﻀل ﻓﻲ‬
‫ﺍﺴﺘﻐﻼل ﺍﻝﺤﻭﺍﺱ ﻜﺎﻝﻠﻤﺱ ﺃﻭ ﺍﻝﺸﻡ ﺃﻭ ﺍﻝﺴﻤﻊ‪ .‬ﻓﻴﻤﻜﻥ ﻝﻠﻜﻔﻴﻑ ﺃﻥ ﻴﺘﺫﻭﻕ ﺍﻝﺠﻤﺎل ﻤﻥ ﺨﻼل ﺒﻌﺽ ﺍﻝﻌﻨﺎﺼﺭ‬
‫ﺍﻹﺩﺭﺍﻜﻴﺔ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻤﺜل ﻋﻨﺎﺼﺭ ﺍﻝﺘـﺸﻜﻴل ﺍﻝﻤﺘﻤﺜﻠـﺔ ﻓـﻲ‪ :‬ﺍﻝﻨﻘﻁـﺔ‪ ،‬ﺍﻝﺨـﻁ ﺍﻝﺒـﺎﺭﺯ‪ ،‬ﺍﻝﻤـﺴﺎﺤﺔ‪،‬‬
‫ﺍﻝﻜﺘﻠﺔ‪... ،‬ﺇﻝﺦ‪ .‬ﻭﺫﻝﻙ ﻝﻤﺴﺎﻋﺩﺘﻬﻡ ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﺒﻨﺠﺎﺡ ﻤﻊ ﻤﺠﺘﻤﻌﻬﻥ‪ ،‬ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‪.‬‬

‫ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ‪:‬‬

‫ﻴﻨﺹ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ﻋﻠﻰ ﺃﻨﻪ " ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ) ﻜـﻑ‬
‫ﺠﺯﺌﻲ ( ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ) ﻜﻑ ﻜﻠﻰ ( ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ"ﻭﻝﻠﺘﺤﻘﻕ ﻤﻥ‬
‫ﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ﻗﺎﻤﺕ ﺍﻝﺒﺎﺤﺜﺔ ﺒﺤﺴﺎﺏ ﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﻭﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﻤﺎﻥ‬
‫ﻭﺘﻨﻲ ﻝﺩﺭﺠﺎﺕ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻜﻑ ﺠﺯﺌﻲ ﻥ )‪ (٣٣‬ﻭﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻜﻑ ﻜﻠﻰ ﻥ )‪(١٨‬ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻭﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﻭﻀﺢ ﺫﻝﻙ‪:‬‬
‫ﺠﺩﻭل)‪(٤‬‬
‫ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﻤﺎﻥ ﻭﺘﻨﻲ ﻝﺩﻻﻝﺔ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻜﻑ ﺠﺯﺌﻲ ﻭﻜﻑ ﻜﻠﻰ ﻋﻠـﻰ ﻤﻘﻴـﺎﺱ ﺍﻝﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‬
‫ﻜﻑ ﺠﺯﺌﻲ ﻥ ) ‪ (٣٣‬ﻜﻑ ﻜﻠﻰ ﻥ ) ‪(١٨‬‬
‫ﺩﻻﻝﺘﻬﺎ‬ ‫ﻤﺠﻤــﻭﻉ ﻤﺘﻭﺴــﻁ ﻤﺠﻤــﻭﻉ ﻤﺘﻭﺴـــﻁ ﻗﻴﻤﺔ ‪u‬‬ ‫ﺃﺒﻌﺎﺩ ﺍﻝﻤﻘﻴﺎﺱ‬
‫ﺍﻝﺭﺘﺏ‬ ‫ﺍﻝﺭﺘﺏ‬ ‫ﺍﻝﺭﺘﺏ‬ ‫ﺍﻝﺭﺘﺏ‬

‫ﺩﺍﻝﺔ‬ ‫‪١,٩٥‬‬ ‫‪٢١,١٧‬‬ ‫‪٣٨١ ٢٨,٦٤‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ‪٩٤٥‬‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪١,١١٥‬‬ ‫‪٢٢,٨٩‬‬ ‫‪٤١٢ ٢٧,٧٠‬‬ ‫‪٩١٤‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻷﻤﻥ‬

‫ﺤﺎﺠﺎﺕ ﺍﻝﺤﺏ‬
‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪١,٦٧‬‬ ‫‪٢١,٣٣‬‬ ‫‪٣٨٤ ٢٨,٥٥‬‬ ‫‪٩٤٢‬‬
‫ﻭﺍﻻﻨﺘﻤﺎﺀ‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٧٤١‬‬ ‫‪٢٣,٩٧ ٤٣١,٥٠ ٢٧,١١ ٨٩٤,٥٠‬‬ ‫ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٤٩٩‬‬ ‫‪٢٤,٦١‬‬ ‫‪٤٤٣ ٢٦,٧٦‬‬ ‫ﺍﻝﺤﺎﺠﺔ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺫﺍﺕ ‪٨٨٣‬‬

‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٣١٩‬‬ ‫‪٢٦,٨٩‬‬ ‫‪٤٨٤ ٢٥,٥٢‬‬ ‫‪٨٤٢‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ‬

‫‪٨٣‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺩﺍﻝﺔ‬ ‫‪٢,٠٣٢‬‬ ‫‪٢٠,٢٨‬‬ ‫‪٣٦٥ ٢٩,١٢‬‬ ‫‪٩٦١‬‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ‬

‫ﺍﻝﺩﺭﺠﺔ ﺍﻝﻜﻠﻴﺔ‬
‫ﻏﻴﺭ ﺩﺍﻝﺔ‬ ‫‪٠,٦٩٨‬‬ ‫‪٢٤,٠٦‬‬ ‫‪٤٣٣ ٢٧,٠٦‬‬ ‫‪٨٩٣‬‬
‫ﻝﻠﺤﺎﺠﺎﺕ‬
‫ﻴﺘﻀﺢ ﻤﻥ ﺠﺩﻭل )‪ (٤‬ﻤﺎﻴﻠﻲ‪:‬‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ) ﻜﻑ ﺠﺯﺌﻲ( ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ‬ ‫•‬
‫)ﻜﻑ ﻜﻠﻰ ( ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻓﻲ ﺒﻌـﺩ ﺍﻝﺤﺎﺠـﺎﺕ ﺍﻝﻔـﺴﻴﻭﻝﻭﺠﻴﺔ ﻝـﺼﺎﻝﺢ‬
‫ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻜﻑ ﺠﺯﺌﻲ‪.‬‬
‫ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ) ﻜﻑ ﺠﺯﺌﻲ( ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ‬ ‫•‬
‫)ﻜﻑ ﻜﻠﻰ ( ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻓﻲ ﺒﻌﺩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺠﻤﺎﻝﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻝﻤـﺭﺍﻫﻘﻴﻥ‬
‫ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻜﻑ ﺠﺯﺌﻲ‪.‬‬
‫ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻜﻔـﻭﻓﻴﻥ ) ﻜـﻑ ﺠﺯﺌـﻲ( ﻭﺍﻝﻤـﺭﺍﻫﻘﻴﻥ‬ ‫•‬
‫ﺍﻝﻤﻜﻔﻭﻓﻴﻥ )ﻜﻑ ﻜﻠﻰ ( ﻓﻲ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ ﻓﻲ ) ﺤﺎﺠﺎﺕ ﺍﻷﻤـﻥ – ﺤﺎﺠـﺎﺕ‬
‫ﺍﻝﺤﺏ ﻭﺍﻻﻨﺘﻤﺎﺀ – ﺤﺎﺠﺎﺕ ﺍﻝﺘﻘﺩﻴﺭ‪ -‬ﺤﺎﺠﺎﺕ ﺘﺤﻘﻴﻕ ﺍﻝـﺫﺍﺕ – ﺍﻝﺤﺎﺠـﺎﺕ ﺍﻝﻤﻌﺭﻓﻴـﺔ‪ -‬ﺍﻝﺩﺭﺠـﺔ ﺍﻝﻜﻠﻴـﺔ‬
‫ﻝﻠﻤﻘﻴﺎﺱ (‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻨﺘﻴﺠﺔ ﺘﺤﻘﻕ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ ﺠﺯﺌﻴ ﹰﺎ‪.‬‬
‫
ﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻔﺭﺽ ﺍﻝﺜﺎﻝﺙ‪:‬‬
‫ﺘﺄﺨﺫ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﺸﻜﻠﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﻫﻤﺎ ﺍﻝﻌﻤﻰ )ﻓﻘﺩﺍﻥ ﺍﻝﺒﺼﺭ ﺍﻝﻜﻠﻲ( ﻭﻀﻌﻑ ﺍﻝﺒﺼﺭ ) ﻓﻘﺩﺍﻥ ﺍﻝﺒﺼﺭ‬
‫ﺍﻝﺠﺯﺌﻲ( ﻭﻝﻺﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ ﺘﻌﺭﻴﻔﺎﺕ ﻁﺒﻴﺔ‪ ،‬ﻗﺎﻨﻭﻨﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺤﺩﺓ ﺍﻹﺒﺼﺎﺭ ﻭﻤﺠﺎﻝﻪ ﻭﺘﻌﺭﻴﻔﺎﺕ ﺘﺭﺒﻭﻴﺔ‬
‫ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺩﻯ ﺘﺄﺜﻴﺭ ﺍﻝﻔﻘﺩﺍﻥ ﺃﻭ ﺍﻝﻀﻌﻑ ﺍﻝﺒﺼﺭﻱ ﻋﻠﻰ ﺍﻝﺘﻌﻠﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺩﺭﺠﺔ ﺍﻹﺒـﺼﺎﺭ ﻝﻠﻜﻔﻴـﻑ‬
‫ﺘﺅﺜﺭ ﻋﻠﻰ ﺇﺸﺒﺎﻉ ﺤﺎﺠﺎﺘﻪ ﻭﻤﺩﻯ ﺘﺭﺘﻴﺏ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻝﺩﻴﻪ‪ ،‬ﺤﻴﺙ ﺘﻘﻭﻡ ﺍﻝﺤﺎﺠﺎﺕ ﺒﺩﻭﺭ ﺃﺴﺎﺴﻲ ﻓـﻲ‬
‫ﺘﺤﺭﻴﻙ ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻭ ﻴﺭﻯ ﺍﻝﺒﻌﺽ ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻫﻲ ﺍﻝﻘﻭﻯ ﺍﻷﺴﺎﺴﻴﺔ ﻭ ﻤﻔﺘﺎﺡ ﺍﻝـﺴﻴﻁﺭﺓ‬
‫ﻋﻠﻰ ﺍﻝﺴﻠﻭﻙ ﻭﺘﻭﺠﻴﻬﻪ ﻭﻫﻰ ﺘﻜﻤﻥ ﻓﻲ ﻓﻬﻡ ﺍﻝﺤﺎﺠﺎﺕ ﻭﺍﻝﺩﻭﺍﻓﻊ ﻋﻠﻰ ﺃﻥ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﺘـﻲ ﻻ ﺘﻌﺒـﺭ ﻋـﻥ‬
‫ﻨﻔﺴﻬﺎ ﺇﻻ ﻓﻲ ﺘﻌﺒﻴﺭﺍﺕ ﺫﺍﺘﻴﺔ ﺃﻭ ﺘﻌﺒﻴﺭﺍﺕ ﺸﺒﻪ ﻤﻭﻀﻭﻋﻴﺔ ﻜـﺎﻝﺨﻁﻁ ﻭﺍﻝﺘـﺩﺍﻋﻴﺎﺕ ﻭﺍﻝﺤﺎﺠـﺎﺕ ﺍﻝﻜﺎﻤﻨـﺔ‬
‫ﺍﻝﻤﻜﺒﻭﺘﺔ )ﻫﺎﻝﺔ ﺸﺎﻫﻴﻥ‪ .(٢٦١: ٢٠٠٨ ،‬ﻓﺎﻝﻜﻔﻴﻑ ﺍﻝﺠﺯﺌﻲ ﻫﻭ ﺍﻝﻤﻌﺎﻕ ﺒﺼﺭﻴﺎ ﺒﺸﻜل ﺠﺯﺌﻲ ﻭﻫﻭ ﺸﺨﺹ‬
‫ﻝﺩﻴﻪ ﺇﻋﺎﻗﺔ ﺒﺼﺭﻴﺔ ﺠﺯﺌﻴﺔ ﻭﻝﻴﺴﺕ ﻜﻠﻴﺔ ﺃﻱ ﺃﻥ ﻝﺩﻴﻪ ﺒﻘﻴﺔ ﺒﺎﻗﻴﺔ ﻤﻥ ﺤﺎﺴﺔ ﺍﻹﺒﺼﺎﺭ ﻴﻤﻜﻥ ﺍﺴـﺘﺨﺩﺍﻤﻬﺎ ﺃﻭ‬
‫ﺘﺄﻫﻴﻠﻬﺎ ﺒﻭﺴﺎﺌل ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻝﻤﻌﺭﻭﻓﺔ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺓ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻁﺒﻭﻋﺔ ﻋﻠﻰ‬
‫ﺍﻝﺭﻏﻡ ﻤﻤﺎ ﻗﺩ ﺘﺘﻁﻠﺒﻪ ﻫﺫﻩ ﺍﻝﻤﺎﺩﺓ ﺃﺤﻴﺎﻨﺎ ﻤﻥ ﺒﻌﺽ ﺃﺸﻜﺎل ﺍﻝﺘﻌﺩﻴل )ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل‪ ،‬ﺘﻜﺒﻴﺭ ﺤﺠﻡ ﺍﻝﻤﺎﺩﺓ‬
‫ﺫﺍﺘﻬﺎ ﺃﻭ ﺍﺴﺘﺨﺩﺍﻡ ﻋﺩﺴﺎﺕ ﻤﻜﺒﺭﺓ(‪،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻜﻔﻴﻑ ﺍﻝﺠﺯﺌﻲ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺭﺅﻴﺔ ﺒﺩﺭﺠﺎﺕ ﺃﻱ ﺇﻥ ﺩﺭﺠـﺔ‬
‫ﺇﺸﺒﺎﻋﻪ ﻝﺤﺎﺠﺎﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ ﺴﻭﻑ ﺘﻜﻭﻥ ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺩﺭﺠﺔ ﺇﺸﺒﺎﻉ ﺍﻝﻜﻔﻴﻑ ﺍﻝﻜﻠﻰ ﻝﺤﺎﺠﺎﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺘﻨـﺸ ﹰﺎ‬

‫‪٨٤‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺍﻝﺤﺎﺠﺎﺕ ﻝﺩﻯ ﺍﻝﻔﺭﺩ ﺇﻤﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ ﺍﻝﺘﻲ ﺘﺭﺠﻊ ﻝﺒﻌﺽ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺃﻭ ﻨﺘﻴﺠﺔ‬
‫ﺒﻌﺽ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﻝﺘﻲ ﺘﻅﻬﺭ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻤﺤﻴﻁ ﺒﺎﻝﻔﺭﺩ ﻭﺍﻝﺘﻲ ﻨﻼﺤﻅ ﻜﺜﻴﺭﹰﺍ ﻤﻨﻬﺎ ﻓﻲ ﺍﻝﻤﺭﺍﺤـل‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﻭﺨﺎﺼﺔ ﻤﺭﺤﻠﺔ ﺍﻝﻤﺭﺍﻫﻘﺔ‪ .‬ﻓﻬﻲ ﺘﻌﺩ ﻤﺭﺤﻠـﺔ ﻨﻤـﻭ ﺠـﺴﻤﻲ ﻭﻋﻘﻠـﻲ ﻭﻨﻔـﺴﻲ‬
‫ﻭﺍﺠﺘﻤﺎﻋﻲ ﺘﻼﺤﻕ ﺍﻝﻤﺭﺍﻫﻕ ﻓﻴﻘﻊ ﻓﻲ ﻤﺸﻜﻼﺕ ﻤﺘﻌﺩﺩﺓ ﺒﺴﺒﺏ ﻗﻠﺔ ﺨﺒﺭﺘﻪ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺤﻴﺎﺓ‪ ،‬ﻜﻤـﺎ ﺃﻥ‬
‫ﻝﻬﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺤﺎﺠﺎﺘﻬﺎ ﺍﻷﺴﺎﺴﻴﺔ‪ ،‬ﻭﺃﻫﻤﻬﺎ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻭﺍﻝﺘﻲ ﺘﻤﺜل ﻗﺎﻋﺩﺓ ﺍﻝﻬﺭﻡ ﻓـﻲ ﻨﻅـﺎﻡ‬
‫ﻤﺎﺴﻠﻭ ﻷﻨﻬﺎ ﺤﺎﺠﺎﺕ ﺃﺴﺎﺴﻴﺔ ﻝﻠﻤﺭﺍﻫﻕ ﻤﺜل ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺘﻨﻔﺱ ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺸﺭﺍﺏ‪ ،‬ﺍﻝﺤﺎﺠـﺔ ﺇﻝـﻰ‬
‫ﺍﻝﻁﻌﺎﻡ ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺭﺍﺤﺔ ﻭﻴﻌﺩ ﺇﺸﺒﺎﻉ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻷﻭﻝﻴﺔ ﺒﺤﺩ ﻤﻌﻴﻥ ﻴﻤﻜﻥ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻷﺨﺭﻯ ﺍﻝﺘـﻲ‬
‫ﻓﻲ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﺃﻥ ﺘﻅﻬﺭ ﻓﻲ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ‪ ،‬ﻭﻴﺫﻜﺭ "ﻤﺎﺴﻠﻭ" ﺃﻥ ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﻤﺜل ﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﻝﺩﻯ‬
‫ﺍﻝﻔﺭﺩ ﻻ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﻤﻌﺭﻓﺔ ﺤﻘﻴﻘﺔ ﺍﻝﺼﻭﺭ ﺍﻝﺘﻲ ﺘﻜﻭﻥ ﻋﻠﻴﻬﺎ ﺩﻭﺍﻓﻌﻪ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﺒﻤـﺎ‬
‫ﻓﻲ ﺫﻝﻙ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺄﺴﺎﻝﻴﺏ ﺍﻝﺴﻠﻭﻙ ﻭ ﺍﻝﻤﻭﺍﺠﻬﺔ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻤﻥ ﻫﻨﺎ ﻨﺠﺩ ﺃﻥ ﺍﻝﻜﻔﻴـﻑ‬
‫ﺍﻝﺠﺯﺌﻲ ﻴﺸﺒﻊ ﻫﺫﻩ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻜﻔﻴﻑ ﺍﻝﻜﻠﻰ ﺍﻝﺫﻱ ﻝﻡ ﻴﺭﻯ ﺍﻝﺒﺼﺭ ﻭﻻ ﻴﺩﺭﻙ ﺍﻝﺤﻴـﺎﺓ‬
‫ﺇﻻ ﻤﻥ ﺨﻼل ﺍﻝﻠﻤﺱ‪.‬‬

‫‪٨٥‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫ﺍﻝﻤﺭﺍﺠﻊ‬

‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻌﺭﺒﻴﺔ‬
‫ﺃﺤﻤﺩ ﺃﺤﻤﺩ ﻋﻭﺍﺩ ﻭﺃﺸﺭﻑ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻐﻨﻲ )‪ :(٢٠٠٨‬ﺩﻝﻴل ﺍﻷﺴﺭﺓ ﻭﺍﻝﻤﻌﻠﻤﺔ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ‬ ‫‪-١‬‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﻸﻁﻔﺎل ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻝﺒﺼﺭﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ :‬ﻤﺅﺴﺴﺔ ﺤﻭﺭﺱ ﺍﻝﺩﻭﻝﻴﺔ‪.‬‬
‫ﺃﺤﻤﺩ ﺸﻌﺒﺎﻥ ﻤﺤﻤﺩ ﻋﻁﻴﺔ )‪ :(١٩٩٤‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻤﺼﺎﺩﺭ ﺇﺸﺒﺎﻋﻬﺎ ﻝﺩﻯ ﻁـﻼﺏ ﺍﻝﻤﺭﺤﻠـﺔ‬ ‫‪-٢‬‬
‫ﺍﻝﺜﺎﻨﻭﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻉ )‪ (٢٠‬ﻴﻭﻨﻴﻪ‪ .‬ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ‪ ،‬ﺹ ﺹ ‪.٢٢٥ – ١٨١‬‬
‫ﺃﺴﻤﺎﺀ ﺍﻝﺴﺭﺴﻰ‪ ،‬ﺃﻤﺎﻨﻲ ﻋﺒﺩ ﺍﻝﻤﻘﺼﻭﺩ )‪ :(٢٠٠٠‬ﻤﻘﻴﺎﺱ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤـﺼﺭﻴﺔ‪:‬‬ ‫‪-٣‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪.‬‬
‫ﺃﺸﺭﻑ ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ )‪ :(٢٠٠٠‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻝﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ‬ ‫‪-٤‬‬
‫ﻝﺩﻯ ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻷﻴﺘﺎﻡ ﻭﺍﻝﻌﺎﺩﻴﻴﻥ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﻁﻔﻭﻝﺔ ﺍﻝﻤﺘﺄﺨﺭﺓ‪ ،‬ﻤﺠﻠـﺔ ﻜﻠﻴـﺔ ﺍﻝﺘﺭﺒﻴـﺔ‪ ،‬ﺠﺎﻤﻌـﺔ‬
‫ﺍﻝﺯﻗﺎﺯﻴﻕ ﻉ )‪ (٣٤‬ﻴﻨﺎﻴﺭ ﺹ ﺹ ‪.٣٢١ – ٢٥٩‬‬
‫ﺍﻝﺴﻴﺩ ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻓﺭﺤﺎﺕ )‪ :(٢٠٠٢‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻋﻴﻨﺔ ﻤـﻥ ﺍﻝﻤـﺭﺍﻫﻘﻴﻥ ﺍﻝﻤﻌـﻭﻗﻴﻥ‬ ‫‪-٥‬‬
‫ﺤﺴﻴ ﹰﺎ )ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﺼﻡ(‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌـﺔ ﺍﻝﻤﻨﻭﻓﻴـﺔ‪ ،‬ﻉ )‪(٢‬‬
‫ﺍﻝﺴﻨﺔ ‪ ،١٧‬ﺹ ﺹ ‪.١١٥ – ٦١‬‬
‫ﺃﻤﺎﻨﻲ ﺼﻼﺡ ﺤﺴﺎﻥ ) ‪ :( ٢٠٠٥‬ﺩﺭﺍﺴﺔ ﻝﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺍﻻﻁﻔﺎل ﺍﻝﻤﻌﺎﻗﻴﻥ ﻋﻘﻠﻴـﺎ‬ ‫‪-٦‬‬
‫) ﺍﻝﻘﺎﺒﻠﻴﻥ ﻝﻠﺘﻌﻠﻡ (‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻨﻴﺎ‪.‬‬
‫ﺒﺩﺭ ﺍﻝﺩﻴﻥ ﻋﺒﺩﻩ ﻭﻤﺤﻤﺩ ﺤﻼﻭﺓ )‪ :(١٩٩٩‬ﺭﻋﺎﻴﺔ ﺍﻝﻤﻌﻭﻗﻴﻥ ﺴﻤﻌﻴ ﹰﺎ ﻭﺤﺭﻜﻴﺎﹰ‪ ،‬ﺝ )‪ ،(١‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪:‬‬ ‫‪-٧‬‬
‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪.‬‬
‫ﺤﺎﻤﺩ ﻋﺒﺩ ﺍﻝﺴﻼﻡ ﺯﻫﺭﺍﻥ )‪ :(١٩٩٠‬ﻋﻠﻡ ﻨﻔﺱ ﺍﻝﻨﻤﻭ) ﺍﻝﻁﻔﻭﻝﺔ ﻭﺍﻝﻤﺭﺍﻫﻘﺔ (‪ ،‬ﻁ‪ ،٥‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻋﺎﻝﻡ‬ ‫‪-٨‬‬
‫ﺍﻝﻜﺘﺏ‪.‬‬
‫ﺤﻤﺩﻯ ﻋﻠﻰ ﺍﻝﻔﺭﻤﺎﻭﻯ )‪ :(٢٠٠٨‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻰ ﺤﻴﺎﺓ ﺍﻝﻨﺎﺱ ﺍﻝﻴﻭﻤﻴﺔ ) ﻗﺭﺍﺀﺓ ﺠﺩﻴﺩﺓ ﻓﻰ‬ ‫‪-٩‬‬
‫ﻫﺭﻡ ﻤﺎﺴﻠﻭ(‪ ،‬ﻁ‪ ،١‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻰ‪.‬‬
‫‪ -١٠‬ﺨﺎﻝﺩ ﻋﺒﺩ ﺍﻝﺭﺍﺯﻕ ﺍﻝﺴﻴﺩ ) ‪ :( ٢٠٠٢‬ﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﺍﻻﻁﻔﺎل ﺫﻭﻯ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ‪ ،‬ﻤﻜﺘﺒﺔ ﻜﻠﻴﺔ‬
‫ﺍﻝﺘﺭﺒﻴﺔ‪ :‬ﺠﺎﻤﻌﺔ ﺍﻹﺴﻜﻨﺩﺭﻴﺔ‪.‬‬
‫‪ -١١‬ﺩﻋﺎﺀ ﻤﺤﻤﻭﺩ ﺯﻜﻲ ﻋﻠﻲ )‪ :(٢٠٠٧‬ﺍﻝﺘﻁﻠﻊ ﺍﻝﻤﻬﻨﻲ ﻭﻋﻼﻗﺘﻪ ﺒﺈﺩﺍﺭﺓ ﺍﻝﺤﻴﺎﺓ ﻝﺩﻯ ﺍﻝﻜﻔﻴﻑ ﺍﻝﻤﺭﺍﻫﻕ‪،‬‬
‫ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻗﺴﻡ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪.‬‬
‫‪ -١٢‬ﺩﻭﻨﺎﻝﺩ ﻤﻭﺭﺘﻨﺱ ﻭﺍﻝﻥ )‪ :(٢٠٠٥‬ﺍﻝﺸﺨﺼﻴﺔ ﻨﻤﻭﻫـﺎ ﻭﻁـﺭﻕ ﺘﻭﺠﻴﻬﻬـﺎ ﻓـﻰ ﺍﻝﻤﺩﺭﺴـﺔ‪ ،‬ﻁ‪،١‬‬
‫ﻓﻠﺴﻁﻴﻥ‪ :‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺠﺎﻤﻌﻰ‪.‬‬

‫‪٨٦‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫‪ -١٣‬ﺯﻜﺭﻴﺎ ﺍﻝﺸﺭﺒﻴﻨﻰ )‪ :(٢٠٠٤‬ﻁﻔل ﺨﺎﺹ ﺒﻴﻥ ﺍﻹﻋﺎﻗﺎﺕ ﻭﺍﻝﻤﺘﻼﺯﻤﺎﺕ ) ﺘﻌﺭﻴﻑ ﻭﺘﺸﺨﻴﺹ(‪ ،‬ﻁ‪،١‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻰ‪.‬‬
‫‪ -١٤‬ﺯﻴﻨﺏ ﻤﺤﻤﻭﺩ ﺸﻘﻴﺭ ) ‪ :( ٢٠٠٧‬ﺍﻻﻤﻥ ﺍﻝﻨﻔﺴﻰ ﻝﺩﻯ ﺍﻝﻜﻔﻴﻑ‪ ،‬ﺍﻝﻤﺅﺘﻤﺭ ﺍﻝﻌﻠﻤـﻰ ﺍﻻﻭل " ﺍﻝﺘﺭﺒﻴـﺔ‬
‫ﺍﻝﺨﺎﺼﺔ ﺒﻴﻥ ﺍﻝﻭﺍﻗﻊ ﻭ ﺍﻝﻤﺄﻤﻭل ﻤﺼﺭ " ‪ ١٦ – ١٥‬ﻴﻭﻝﻴﻭ‪ ،‬ﻗﺴﻡ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌـﺔ‬
‫ﺒﻨﻬﺎ‪ ،‬ﺹ ﺹ ‪.٨٦ – ٧٧‬‬
‫‪ -١٥‬ﺴﻌﺩﻴﺔ ﻤﺤﻤﺩ ﺒﻬﺎﺩﺭ ) ‪ :(١٩٩٦‬ﺒﺭﺍﻤﺞ ﺘﺭﺒﻴﺔ ﺍﻁﻔﺎل ﻤﺎﻗﺒل ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﻁ‪ ،٢‬ﺍﻝﻘـﺎﻫﺭﺓ‪ :‬ﻤﻁﺒﻌـﺔ‬
‫ﺍﻝﻤﺩﻨﻰ‪.‬‬
‫‪ -١٦‬ﺴﻨﺎﺀ ﺒﻨﺕ ﻤﺤﻤﺩ ﺼﻤﻴﻼﻥ ) ‪ :( ٢٠٠٨‬ﺒﺭﻨﺎﻤﺞ ﻤﻘﺘﺭﺡ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻘﺩﺭﺓ ﺍﻝﻔﻨﻴﺔ ﺍﻝﺘﺸﻜﻴﻠﻴﺔ ﻝﻠﻜﻔﻴﻔـﺎﺕ‬
‫ﻹﻨﺘﺎﺝ ﻤﺸﻐﻭﻻﺕ ﻓﻨﻴﺔ ﺨﻴﻁﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻹﺩﺭﺍﻙ ﺍﻝﺤﺴﻰ ﺍﻝﻤﻠﻤﺴﻰ ﻝﻠﺒﺎﺭﺯ ﻭ ﺍﻝﻐﺎﺌﺭ‪ ،‬ﺭﺴـﺎﻝﺔ ﺩﻜﺘـﻭﺭﺍﺓ‪،‬‬
‫ﻗﺴﻡ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻝﻼﻗﺘﺼﺎﺩ ﺍﻝﻤﻨﺯﻝﻰ ﻭ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﻔﻨﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻤﻠﻙ ﻋﺒﻴـﺩ‪ ،‬ﻓـﺭﻉ ﻜﻠﻴـﺔ‬
‫ﺍﻝﺒﻨﺎﺕ‪ ،‬ﺍﻝﻌﺯﻴﺯ‪ ،‬ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬
‫‪ -١٧‬ﺴﻬﺎﻡ ﻋﺒﺩ ﺍﻝﺭﺅﻭﻑ ﻤﻜﻲ )‪:(١٩٩٦‬ﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻝﺒﻌﺽ ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝـﺩﻯ ﺍﻝـﺸﺒﺎﺏ‬
‫ﺍﻝﻤﺩﻤﻨﻴﻥ ﻓﻲ ﻤﻘﺎﺭﻨﺘﻬﻡ ﺒﻐﻴﺭ ﺍﻝﻤﺩﻤﻨﻴﻥ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻗﺴﻡ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴـﺔ‪ ،‬ﺠﺎﻤﻌـﺔ‬
‫ﺍﻝﺯﻗﺎﺯﻴﻕ‪.‬‬
‫‪ -١٨‬ﺴﻴﺩ ﻤﺤﻤﻭﺩ ﺍﻝﻁﻭﺍﺏ ) ‪ :( ٢٠٠٨‬ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭ ﺍﻻﺭﺸـﺎﺩ ﺍﻝﻨﻔـﺴﻰ‪ ،‬ﺍﻻﺴـﻜﻨﺩﺭﻴﺔ‪ :‬ﻤﺭﻜـﺯ‬
‫ﺍﻹﺴﻜﻨﺩﺭﻴﺔ ﻝﻠﻜﺘﺎﺏ‪.‬‬
‫‪ -١٩‬ﻋﺎﺩل ﻋﺒﺩ ﺍﷲ ﻤﺤﻤﺩ )‪ :(٢٠٠٤‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺴﻴﺔ‪ ،‬ﺴﻠﺴﻠﺔ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ‪ ،٧‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫ﺩﺍﺭ ﺍﻝﺭﺸﺎﺩ‪.‬‬
‫‪ -٢٠‬ﻋﺒﺩ ﺍﻝﺭﺴﻭل ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺭﺴﻭل ) ‪ :( ٢٠٠٨‬ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺨﺎﺼﺔ ﻝﻐﻴﺭ ﺍﻝﻌـﺎﺩﻴﻴﻥ‪ ،‬ﺍﻝﺠﻴـﺯﺓ‪ :‬ﺍﻝـﺩﺍﺭ‬
‫ﺍﻝﻌﺎﻝﻤﻴﺔ ﻝﻠﻨﺸﺭ ﻭ ﺍﻝﺘﻭﺯﻴﻊ‪.‬‬
‫‪ -٢١‬ﻋﺒﺩ ﺍﻝﻤﻨﻌﻡ ﺍﻝﺤﻨﻔﻲ )‪ :(٢٠٠٣‬ﺍﻝﻤﻭﺴﻭﻋﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﺍﻝﻁـﺏ ﺍﻝﻨﻔـﺴﻲ ﻓـﻲ ﺤﻴﺎﺘﻨـﺎ‬
‫ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﻁ‪ ،٢‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﻤﺩﺒﻭﻝﻲ‪.‬‬
‫‪ -٢٢‬ﻋﻠﻲ ﻋﺒﺩ ﺍﻝﻨﺒﻲ ﻤﺤﻤﺩ ﺤﻨﻔﻲ )‪ :(٢٠٠٧‬ﺍﻝﻌﻤل ﻤﻊ ﺃﺴﺭ ﺫﻭﻱ ﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺩﻝﻴل ﺍﻝﻤﻌﻠﻤـﻴﻥ‬
‫ﻭﺍﻝﻭﺍﻝﺩﻴﻥ‪ ،‬ﺩﺴﻭﻕ‪ :‬ﺩﺍﺭ ﺍﻝﻌﻠﻡ ﻭﺍﻹﻴﻤﺎﻥ‪.‬‬
‫‪ -٢٣‬ﻓﺭﺝ ﻋﺒﺩ ﺍﻝﻘﺎﺩﺭ ﻁﻪ )‪ :(٢٠٠٥‬ﻤﻭﺴﻭﻋﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﻭﺍﻝﺘﺤﻠﻴـل ﺍﻝﻨﻔـﺴﻲ‪ ،‬ﻁ ‪ ،٣‬ﺍﺴـﻴﻭﻁ‪ :‬ﺩﺍﺭ‬
‫ﺍﻝﻭﻓﺎﻕ‪.‬‬
‫ﻤﺤﻤﺩ ﺍﻝﺴﻴﺩ ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ)‪ :(١٩٩٨‬ﻨﻅﺭﻴﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻗﺒﺎﺀ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ‪.‬‬ ‫‪-٢٤‬‬
‫‪ -٢٥‬ﻤﺤﻤﺩ ﻋﻠﻴﺎﻥ ﻭﻋﻤﺎﺩ ﺍﻝﻜﺤﻠﻭﺕ )‪ :(٢٠٠٥‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻸﻁﻔﺎل ﺫﻭﻱ ﺍﻹﻋﺎﻗﺔ ﺍﻝـﺴﻤﻌﻴﺔ ﻓـﻲ‬
‫ﻤﺤﺎﻓﻅﺎﺕ ﻏﺯﺓ ﻓﻲ ﻀﻭﺀ ﺒﻌﺽ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻤﺅﺘﻤﺭ ﺍﻝﻁﻔل ﺍﻝﻔﻠﺴﻁﻴﻨﻲ ﺒﻴﻥ ﺘﺤﺩﻴﺎﺕ ﺍﻝﻭﺍﻗـﻊ ﻭﻁﻤﻭﺤـﺎﺕ‬
‫ﺍﻝﻤﺴﺘﻘﺒل ‪ ٢٣ – ٢٢‬ﻨﻭﻓﻤﺒﺭ‪ .‬ﺍﻝﻤﻨﻌﻘﺩ ﺒﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺹ ‪.٧٤٠ – ٧٠١‬‬

‫‪٨٧‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬

 ‫ﺭﺸﺎ ﻤﺤﻤﺩ ﻋﻠﻰ ﻤﺒﺭﻭﻙ‬ ‫ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻓﻲ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ )ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻤﺒﺼﺭ(‬

‫‪ -٢٦‬ﻤﺩﺤﺕ ﺃﺒﻭ ﺍﻝﻨﺼﺭ )‪ :(٢٠٠٥‬ﺍﻹﻋﺎﻗﺔ ﺍﻝﺤﺴﻴﺔ ﺍﻝﻤﻔﻬـﻭﻡ ﻭﺍﻷﻨـﻭﺍﻉ ﻭﺒـﺭﺍﻤﺞ ﺍﻝﺭﻋﺎﻴـﺔ – ﻁ‪،١‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻤﺠﻤﻭﻋﺔ ﺍﻝﻨﻴل ﺍﻝﻌﺭﺒﻴﺔ‪.‬‬
‫‪ -٢٧‬ﻤﻨﻰ ﺤﺴﻴﻥ ﻤﺤﻤﺩ ﺍﻝﺩﻫﺎﻥ )‪ :(٢٠٠٣‬ﺍﻝـﺴﻠﻭﻙ ﺍﻹﺩﺍﺭﻱ ﻝﻠﻤﺭﺍﻫـﻕ ﺍﻝﻜﻔﻴـﻑ ﻭﻋﻼﻗﺘـﻪ ﺒـﺒﻌﺽ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﺠﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔـﺴﻴﺔ‪ ،‬ﻤﺠﻠـﺩ ‪ ،١٣‬ﻉ )‪ (٤‬ﺃﻜﺘـﻭﺒﺭ ﺹ ‪– ٥٢٥‬‬
‫‪.٥٥٣‬‬
‫‪ -٢٨‬ﻫﺎﺭﻭﻥ ﺘﻭﻓﻴﻕ ﺍﻝﺭﺸﻴﺩﻯ )‪ :(١٩٩٤‬ﺍﻝﺒﻨﻴﺔ ﺍﻝﻌﺎﻤﻠﻴﺔ ﻝﻠﺤﺎﺠﺎﺕ ﻭﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﻋﻴﻨـﺔ ﻤـﻥ‬
‫ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ‪ ،‬ﻉ )‪ ،(٢٠‬ﺹ ‪.٤٤٢-٣٤٧‬‬
‫‪ -٢٩‬ﻫﺎﻝﺔ ﻋﻁﻴﺔ ﻤﺤﻤﻭﺩ ﺸﺎﻫﻴﻥ )‪ :(٢٠٠٨‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﻋﻼﻗﺎﺘﻬﺎ ﺒﺄﺴﺎﻝﻴﺏ ﻤﻭﺍﺠﻬـﺔ ﺍﻝـﻀﻐﻭﻁ‬
‫ﻝﺩﻯ ﺘﻼﻤﻴﺫ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ )ﺍﻝﻤﻜﻔﻭﻓﻴﻥ ﻭﺍﻝﺼﻡ ﻭﺍﻝﻌﺎﺩﻴﻴﻥ( ‪ ،‬ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻗﺴﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﻌﻬﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻝﻠﻁﻔﻭﻝﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪.‬‬
‫‪ -٣٠‬ﻫﺒﻪ ﻋﻁﻴﺔ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﺍﻝﺘﺒﺎﻉ )‪ :(٢٠٠٨‬ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﻝﻠﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﺩﻯ ﺇﺨـﻭﺓ ﺍﻻﻁﻔـﺎل‬
‫ﺍﻝﻤﻌﺎﻗﻴﻥ ﻓﻰ ﻀﻭﺀ ﻨﻅﺭﻴﺔ ﻤﺎﺴﻠﻭ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻗﺴﻡ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ‪.‬‬
‫‪ -٣١‬ﻭﺍﺌل ﻋﺒﺩ ﺍﻝﻐﻔﺎﺭ ﺍﻝﺴﻴﺩ ﺍﻝﻐﺭﺒﺎﻭﻱ )‪ :(٢٠٠٢‬ﺍﻝﺤﺎﺠﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻁﻔل ﻤﺎ ﻗﺒل ﺍﻝﻤﺩﺭﺴـﺔ‪ .‬ﺩﺭﺍﺴـﺔ‬
‫ﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻁﻔل ﺍﻝﻜﻔﻴﻑ ﻭﺍﻝﻁﻔل ﺍﻝﻌﺎﺩﻱ‪ ،‬ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻤﻌﻬﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴـﺎ ﻝﻠﻁﻔﻭﻝـﺔ‪ ،‬ﻗـﺴﻡ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻴﻥ ﺸﻤﺱ‪.‬‬
‫‪ -٣٢‬ﻴﻭﺴﻑ ﺍﻝﻘﺭﻴﻭﺘﻲ‪ ،‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﺍﻝﺴﺭﻁﺎﻭﻱ ﻭ ﺠﻤﻴل ﺍﻝﺼﻤﺎﺩﻱ )‪ :(٢٠٠١‬ﺍﻝﻤـﺩﺨل ﺇﻝـﻰ ﺍﻝﺘﺭﺒﻴـﺔ‬
‫ﺍﻝﺨﺎﺼﺔ‪ ،‬ﺍﻝﻁﺒﻌﺔ ﺍﻝﺜﺎﻨﻴﺔ‪ ،‬ﺍﻹﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‪ :‬ﺩﺍﺭ ﺍﻝﻘﻠﻡ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪.‬‬

‫ﺍﻝﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‬

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‫‪34- Marshall , H. (2000): "Coping Strategies in Adolescents". Journal of‬‬

‫‪Applied Developmental Psychology. 21(4). P 53-62‬‬
‫‪35- Maslow, A . H (1987): Motivation and Personality. 3rd U.S.A. Harper‬‬
‫‪Cousins Publishers.‬‬
‫‪36- Ryan, R (1995): Psychological needs and Facilitation of Integrative‬‬
‫‪Processes, Journal of Personality , Vol63. No.(3) .pp 397 – 427.‬‬
‫‪37- Sheldon , T & Elliot , B.(1999): Exploring the relationship between‬‬
‫‪money attitudes and Maslow's hierarchy of Needs, International Journal of‬‬
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‫‪٨٨‬‬ ‫ﻤﺠﻠﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ – ﺠﺎﻤﻌﺔ ﺒﻭﺭﺴﻌﻴﺩ‬ ‫ﺍﻝﻌﺩﺩ ﺍﻝﻌﺎﺸﺭ – ﻴﻭﻨﻴﻭ‪٢٠١١‬ﻡ‬