الخدمة الاجتماعية الاكلينيكية

1. ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻠﺨﺺ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬
‫ﺍﻋﺪﺍﺩ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﺍﻟﻘﺮﱐ‬ ‫ﻣﺴﻔﺮ‬ ‫ﳏﻤﺪ‬
‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﲜﺎﻣﻌﺔ‬ ‫ﺍﳌﺸﺎﺭﻙ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺍﺳﺘﺎﺫ‬
‫ﻧﺘﻴﺠـﺔ‬ ‫ﺍﻻﻧـﺴﺎﻧﻴﺔ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﳌﻬﻦ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺑﺎﳌﻨﻬﺞ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﻷﺧﲑﺓ‬ ‫ﺍﻵﻭﻧﺔ‬ ‫ﰲ‬ ‫ﺗﻨﺎﻣﻰ‬
‫ﺃ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﻟﻜﻔﺎﺀﺓ‬‫ﺍﺣـﺪﺍﺙ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺗﻔﺴﲑ‬ ‫ﻭﲢﻠﻴﻞ‬ ‫ﲨﻊ‬ ‫ﰲ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺳﺎﻟﻴﺐ‬
‫ﺍﳌﺮﻏﻮﺏ‬ ‫ﺍﻟﺘﻐﻴﲑ‬.،‫ﺬﺭﺓ‬‫ﺍ‬ ‫ﻭﺍﻟﻨﻈﺮﻳﺔ‬ ،‫ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﻭﲨﺎﻋﺔ‬ ،‫ﺍﳊﺎﻟﺔ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻓﺄﺳﺎﻟﻴﺐ‬‫ﻫـﻲ‬ ‫ﺍﶈﺘـﻮﻯ‬ ‫ﻭﲢﻠﻴـﻞ‬
‫ﺃﺳﺎﻟﻴﺐ‬‫ﻛﻴﻔﻴﺔ‬‫ﺍﻻﻧﺴﺎﻧ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺧﻠﻒ‬ ‫ﺗﻘﻒ‬ ‫ﺍﻟﱵ‬ ‫ﻟﻠﻤﻌﺎﱐ‬ ‫ﺍﳌﺘﻌﻤﻖ‬ ‫ﺍﻟﻔﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳊﺼﻮﻝ‬ ‫ﳏﺎﻭﻟﺔ‬ ‫ﺇﱃ‬ ‫ﺗﺴﻌﻰ‬‫ﻴﺔ‬
.‫ﻭﺳـﻠﻮﻛﻴﺎ‬ ‫ﻓﻜﺮﻳـﺎ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﻋﻼﻗﺔ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﻟﻠﻈﺎﻫﺮﺓ‬ ‫ﺍﳌﻤﻴﺰﺓ‬ ‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻳﺸﲑ‬
‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬ ‫ﲢﻘﻴﻖ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺃﺑﻌﺎﺩ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﻣﻊ‬ ‫ﺗﺘﻼﺋﻢ‬ ‫ﲝﺜﻴﺔ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺍﳚﺎﺩ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫ﺎ‬ ‫ﻭﻧﻔﺴﻴﺎ‬
‫ﺍﻻﻧﺴﺎﱐ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﰲ‬.‫ﺍﻟﺸﺒﻪ‬ ‫ﺃﻭﺟﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺄﻛﻴﺪ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﲢﺎﻭﻝ‬ ‫ﻛﻤﺎ‬‫ﺑـﲔ‬ ‫ﻭﺍﻻﺧـﺘﻼﻑ‬
‫ﺍﳌﻤﺎﺭﺳـﺔ‬ ‫ﰲ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﻳﺴﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﻟﺘﻜﻨﻴﻜﺎﺕ‬ ‫ﻭﺑﲔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺃﺳﺎﻟﻴﺐ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺪﻣﺔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬.‫ﺍﻟﱵ‬ ‫ﻟﻠﻤﻌﺎﻳﲑ‬ ‫ﺑﺪﻳﻼ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺃﻥ‬ ‫ﳝﻜﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﻧﺘﺎﺋﺞ‬‫ﻳﺴﺘﺨﺪﻣﻬﺎ‬‫ﺍﳌﻨـﻬﺞ‬
‫ﻭﺫﺍ‬ ‫ﻭﺛﺒﺎﺗﺎ‬ ‫ﺻﺪﻗﺎ‬ ‫ﺃﻛﺜﺮ‬ ‫ﺗﻜﻮﻥ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻤﻲ‬‫ﻛﻔﺎﺀﺓ‬ ‫ﺕ‬‫ﻭﻓﺎﻋﻠﻴﺔ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬:‫ﺍﳌﻨـﻬﺞ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ،‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ، ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ،‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﻜﻴﻔﻲ‬.
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2. ١
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬
‫ﺍﻋﺪﺍﺩ‬
‫ﺍﻟﺪﻛﺘﻮﺭ‬/‫ﺍﻟﻘﺮﱐ‬ ‫ﻣﺴﻔﺮ‬ ‫ﳏﻤﺪ‬
‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﲜﺎﻣﻌﺔ‬ ‫ﺍﳌﺸﺎﺭﻙ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺍﺳﺘﺎﺫ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺍﻟﺒﺤـﻮﺙ‬ ‫ﳎـﺎﻝ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺑﺘﻄﺒﻴﻖ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺍﳌﺎﺿﻴﲔ‬ ‫ﺍﻟﻌﻘﺪﻳﻦ‬ ‫ﰲ‬ ‫ﺗﻨﺎﻣﻰ‬ ‫ﻟﻘﺪ‬
‫ﺑﺎﻻ‬ ،‫ﺍﳌﺴﺘﻤﺮ‬ ‫ﻭﺍﻟﺘﻐﲑ‬ ‫ﺑﺎﻟﻔﺮﺩﻳﺔ‬ ‫ﺗﺘﺴﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻟﻄﺒﻴﻌﺔ‬ ‫ﻧﺘﻴﺠﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ﻟﻠﻌﻼﻗـﺔ‬ ‫ﺿـﺎﻓﺔ‬
‫ﺗﺮﺑ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺘﻤﻴﺰﺓ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﻣﻮﺿﻮﻉ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻂ‬.‫ﺍﻟﺒﺤﺚ‬ ‫ﲟﻨﺎﻫﺞ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﻳﺮﺟﻊ‬ ‫ﻭﻗﺪ‬‫ﺇﱃ‬ ‫ﺍﻟﻜﻴﻔـﻲ‬
‫ﻭﺻﺎﺩﻗﺔ‬ ‫ﻋﻤﻴﻘﺔ‬ ‫ﺑﺼﻮﺭﺓ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﻓﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬‫ﻗﺪﺭ‬‫ﳌ‬‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﺗﺘﻴﺢ‬ ‫ﻭﺳﺎﺋﻞ‬ ‫ﻣﻦ‬ ‫ﺗﺘﻀﻤﻨﻪ‬ ‫ﺎ‬
‫ﺍﻟﻼﺯﻣﺔ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﻭﺗﻜﺴﺒﻪ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻓﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺪﺭﺓ‬‫ﻟﻺﺣﺎﻃﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺑﺄﺑﻌﺎﺩ‬.
‫ﺍﳊﺎﻟﺔ‬ ‫ﻭﺩﺭﺍﺳﺔ‬ ،‫ﻭﺍﳌﻼﺣﻈﺔ‬ ،‫ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﻭﲨﺎﻋﺔ‬ ،‫ﺍﳌﻘﺎﺑﻠﺔ‬ ‫ﻣﺜﻞ‬ ‫ﻓﻮﺳﺎﺋﻞ‬‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﲤﻜﻦ‬‫ﺍﻟﺒﻴﺎﻧـﺎﺕ‬ ‫ﲨـﻊ‬ ‫ﻣﻦ‬
‫ﺃ‬ ‫ﺻﻴﺎﻏﺔ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﻭﺗﻔﺴﲑﺍ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‬‫ﻃ‬‫ﺍﻻﻧﺴﺎﱐ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺗﻔﺴﺮ‬ ‫ﺃﻥ‬ ‫ﳝﻜﻦ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﺮ‬.
‫ﻭ‬‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﳌﻨﻬﺞ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﰲ‬‫ﻳ‬ ‫ﻭﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺑﺸﻘﻴﻪ‬‫ﻣﻌـﺎﺭﻑ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺘﻮﺻﻞ‬ ‫ﺇﱃ‬ ‫ﺴﻌﻰ‬
‫ﺍﻻﻧﺴ‬ ‫ﻟﻠﻈﻮﺍﻫﺮ‬ ‫ﺍﳌﻔﺴﺮﺓ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﻈﺮﻳﺎﺕ‬ ‫ﺑﻨﺎﺀ‬ ‫ﰲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﳝﻜﻦ‬ ‫ﳏﻘﻘﺔ‬‫ﺎﻧﻴﺔ‬‫ﻧﻈﺮﻳـﺎﺕ‬ ‫ﺑﻨﺎﺀ‬ ‫ﰲ‬ ‫ﺃﻭ‬
‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻭﻣﺪﺍﺧﻞ‬.‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﺇﱃ‬ ‫ﻳﺴﻌﻴﺎﻥ‬ ‫ﺍﳌﻨﻬﺠﲔ‬ ‫ﻓﻜﻼ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬.
‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻭﻋﻠﻰ‬‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﰲ‬‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻋﺘﻤﺎﺩﻫﺎ‬ ‫ﰲ‬
‫ﰲ‬ ‫ﺗﻌﻤﻴﻤﻬﺎ‬ ‫ﳝﻜﻦ‬ ‫ﺗﻔﺴﲑﺍﺕ‬ ‫ﺇﱃ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﺍﻟﻜﻤﻴﺔ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻼﺕ‬ ‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬‫ﺍﻟﻈ‬ ‫ﻓﻬﻢ‬‫ﻮ‬‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻫﺮ‬
‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻷﻭﺣﺪ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺍﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﻣﻨﻬﺞ‬ ‫ﻣﻦ‬ ‫ﺗﺘﺨﺬ‬ ‫ﺍﻟﻜﻤﻴﺔ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻫﺬﻩ‬‫ﺍﻻﻧـﺴﺎﻧﻴﺔ‬
‫ﺎ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﻋﻼﻗﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻟﺘﻠﻚ‬ ‫ﺍﻟﻔﺮﻳﺪﺓ‬ ‫ﺍﳋﺼﻮﺻﻴﺔ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﰲ‬ ‫ﺍﻷﺧﺬ‬ ‫ﺩﻭﻥ‬.
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3. ٢
‫ﺗﺄﺧﺬ‬ ‫ﻓﺮﻳﺪﺓ‬ ‫ﻭﺧﺼﺎﺋﺺ‬ ‫ﺑﺴﻤﺎﺕ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻳﺄﰐ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬‫ﺧـﺼﺎﺋﺺ‬ ‫ﺍﻻﻋﺘﺒـﺎﺭ‬ ‫ﺑﻌـﲔ‬
‫ﺍﻟﻈﻮﺍﻫﺮ‬‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﻣﺘﻌﺪﺩ‬ ‫ﻭﺍﻟﻮﺍﻗﻊ‬ ‫ﺍﳌﺴﺘﻤﺮ‬ ‫ﺑﺎﻟﺘﻐﲑ‬ ‫ﺍﳌﺘﺴﻤﺔ‬Multiple Reality‫ﻭﺍﻟﺴﺒﺒﻴﺔ‬
‫ﺍﻟﺪﺍﺋﺮﻳﺔ‬Circular Causality‫ﻣﻊ‬ ‫ﺍﻻﻧﺪﻣﺎﺝ‬ ‫ﻣﻦ‬ ‫ﲤﻜﻨﻪ‬ ‫ﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﺁﻓﺎﻗﺎ‬ ‫ﻟﻴﻌﻄﻲ‬
‫ﺍﻟﻈﺎﻫﺮﺓ‬‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻟﻔﻬﻢ‬ ‫ﻭﺻﻮﻻ‬ ‫ﻣﻌﻬﺎ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻞ‬‫ﺍﳌ‬‫ﺎ‬ ‫ﺮﺗﺒﻂ‬.
‫ﺍﻟﺮﻏﻢ‬ ‫ﻭﻋﻠﻰ‬‫ﳌ‬ ‫ﺍﳌﻤﻴﺰﺓ‬ ‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﻫﺬﻩ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻣﻦ‬‫ﺍﳌﻌ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ، ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻨﺎﻫﺞ‬‫ﺎ‬‫ﳍﺬﻩ‬ ‫ﺭﺿﲔ‬
‫ﻣﻨ‬ ‫ﺷﺮﻭﻁ‬ ‫ﲢﻘﻖ‬ ‫ﻻ‬ ‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬ ‫ﺇﱃ‬ ‫ﺗﻔﺘﻘﺮ‬ ‫ﺎ‬‫ﻳﺮﻭ‬ ‫ﺍﳌﻨﺎﻫﺞ‬‫ﺎ‬‫ﺍﳌﻌﺘﻤﺪﺓ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬ ‫ﺍﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﻫﺞ‬
‫ﺍﻟﺼﺪ‬ ‫ﻣﻌﺎﻳﲑ‬ ‫ﻋﻠﻰ‬،‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻭﺃﺳﺎﻟﻴﺐ‬ ‫ﻭﺍﻟﺜﺒﺎﺕ‬ ‫ﻕ‬‫ﻫﺬﺍ‬ ‫ﰲ‬ ‫ﻭﻳﺆﻛﺪﻭﻥ‬‫ﻳﻘـﻒ‬ ‫ﺃﻥ‬ ‫ﺿﺮﻭﺭﺓ‬ ‫ﺍﻟﺴﻴﺎﻕ‬
‫ﺍﳊﻴﺎﺩ‬ ‫ﻣﻮﻗﻒ‬ ‫ﺍﻟﺒﺎﺣﺚ‬‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﻨﺎﻭﻟﻪ‬ ‫ﰲ‬‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬.
‫ﺑﺎﻟﺒﺤﺚ‬ ‫ﺍﳌﻬﺘﻤﲔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﺜﲑ‬ ‫ﻭﻳﺸﲑ‬‫ﰲ‬‫ﻭﺗﻔﺴﲑ‬ ‫ﻓﻬﻢ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﻗﺼﻮﺭ‬ ‫ﺇﺷﻜﺎﻟﻴﺔ‬
‫ﺑﺎﻷﻳﺪﻳﻮﻟﻮﺟﻴ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ‬ ‫ﻛﺎﻟﻘﻀﺎﻳﺎ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻔﻜﺮ‬ ‫ﻣﻔﺎﻫﻴﻢ‬ ‫ﺑﻌﺾ‬‫ﺔ‬،‫ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﻭﺍﳌﻌﺎﱐ‬‫ﻣﺜﻞ‬(Padgett,
١٩٩٨)‫ﻭ‬Berrios & Lucca, ٢٠٠٦)(‫ﺍﻟﺒﺤﺚ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻗﺘﺼﺎﺭ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬‫ﺍ‬‫ﻟﻜﻤـﻲ‬
‫ﻟ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻭﺗﻄﻮﻳﻊ‬‫ﻣﻌ‬ ‫ﺘﺘﻤﺎﺷﻰ‬‫ﻬﺎ‬‫ﻭ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻭﺗﻔﺴﲑ‬ ‫ﻗﻴﺎﺱ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﳝﻜﻦ‬ ‫ﻻ‬‫ﻻ‬
‫ﻛﻮﻧﻪ‬ ‫ﻳﺘﻌﺪﻯ‬‫ﺇﺳﻘﺎﻃﺎ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻋﻦ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﰲ‬ ‫ﲣﺘﻠﻒ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫ﳌﻨﺎﻫﺞ‬.
‫ﺍﻟﺼﻐﺮﻯ‬ ‫ﺍﻟﻮﺣﺪﺍﺕ‬ ‫ﻣﻊ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺪﻣﺔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﻭﺍﳌﻤﺎﺭﺳﺔ‬)‫ﻓﺮﺩ‬–‫ﺃﺳﺮﺓ‬–‫ﲨﺎﻋﺔ‬(‫ﺗﺴﺘﺨﺪﻡ‬
‫ﻛﺎﳌﻼﺣﻈﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺎ‬‫ﳐﺮﺟﺎ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﻛﻔﺎﺀﺓ‬ ‫ﻟﺪﻋﻢ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﻭﲨﺎﻋﺎﺕ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﻭﲢﻠﻴﻞ‬ ‫ﻭﺍﳌﻘﺎﺑﻠﺔ‬.‫ﻳـﺴﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟـﱵ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﺫﺍﺕ‬ ‫ﺗﺴﺘﺨﺪﻡ‬ ‫ﺑﺬﻟﻚ‬ ‫ﻭﻫﻲ‬
‫ﺍﻟﺘﻨـﻮﻉ‬ ‫ﻗـﻀﺎﻳﺎ‬ ‫ﺍﻻﻋﺘﺒـﺎﺭ‬ ‫ﰲ‬ ‫ﺍﻷﺧﺬ‬ ‫ﻣﻊ‬ ‫ﻭﺗﻔﺴﲑﻫﺎ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬
)Diversity(‫ﻭﺍﳋﺼﻮﺻﻴﺔ‬ ،)Uniqueness(‫ﻭﺍﻟﺘﻌﻘﻴﺪ‬ ،)Complexity(‫ﻭﺍﻟﺜﻘﺎﻓـﺔ‬ ،
)Culture.(
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4. ٣
‫ﺟﻮﻟﺪﻣﺎﻥ‬ ‫ﻭﻳﺸﲑ‬Goldman)١٩٨٩(‫ﺍﻻﻧـﺴﺎﻧﻴﺔ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻣﻬﻦ‬ ‫ﰲ‬ ‫ﺍﳌﻤﺎﺭﺳﲔ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﺍﻟﺘﻘﻠ‬ ‫ﻋﻠﻴﻬﻢ‬ ‫ﳚﺐ‬‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﰲ‬ ‫ﻭﺍﻗﻌﻴﺔ‬ ‫ﺃﻛﺜﺮ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﳓﻮ‬ ‫ﻭﺍﻻﲡﺎﻩ‬ ‫ﺍﻟﺘﺠﺮﻳﱯ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﻣﻦ‬ ‫ﻴﻞ‬
‫ﺍﳊﻘﻠﻲ‬ ‫ﻭﺍﻟﺒﺤﺚ‬ ،‫ﺍﳊﺎﻟﺔ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻣﺜﻞ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬)Naturalistic investigation(‫ﻭ‬ ،
‫ﺍﶈﺘﻮﻯ‬ ‫ﲢﻠﻴﻞ‬)Content analysis.(‫ﻋﻠﻰ‬ ‫ﺍﳌﻬﲏ‬ ‫ﺍﳌﻤﺎﺭﺱ‬ ‫ﺗﺴﺎﻋﺪ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻫﺬﻩ‬ ‫ﺃﻥ‬ ‫ﻭﻳﺆﻛﺪ‬
‫ﺍ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬‫ﻳﻌﺎﱐ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺸﻜﻼﺕ‬ ‫ﻷﺑﻌﺎﺩ‬ ‫ﺍﳌﺘﻌﻤﻖ‬ ‫ﺍﻟﻔﻬﻢ‬ ‫ﰲ‬ ‫ﺗﺴﺎﻫﻢ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺣﻴﺚ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﺑﻜﻔﺎﺀﺓ‬ ‫ﳌﺴﺎﻋﺪﺓ‬
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻃﺎﻟﱯ‬ ‫ﻣﻨﻬﺎ‬.
‫ﳒﺪ‬ ‫ﺍﳌﻘﺎﺑﻞ‬ ‫ﻭﰲ‬Schein)١٩٨٧(‫ﻭ‬Weiss)١٩٩٤(‫ﻣﻨﻬﺠﻴﺔ‬ ‫ﻓﺮﻭﻕ‬ ‫ﻭﺟﻮﺩ‬ ‫ﻳﺆﻛﺪﺍﻥ‬
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻭﻣﻨﻬﺞ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺑﲔ‬ ‫ﻭﺗﻄﺒﻴﻘﻴﺔ‬.‫ﺍﳌﻬﻨ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬ ‫ﺗﺘﺤﺪﺩ‬ ‫ﻓﺒﻴﻨﻤﺎ‬‫ﺗﻘـﺪﱘ‬ ‫ﰲ‬ ‫ﻴﺔ‬
‫ـﺴﺎﻋﺪﺓ‬‫ـ‬‫ﺍﳌ‬ ‫ـﺔ‬‫ـ‬‫ﻋﻤﻠﻴ‬)Helping(‫ـﺴﺎﻧﻴﺔ‬‫ـ‬‫ﺍﻻﻧ‬ ‫ـﺔ‬‫ـ‬‫ﺍﳌﻌﺮﻓ‬ ‫ـﺮﺍﺀ‬‫ـ‬‫ﺍﺛ‬ ‫ﺇﱃ‬ ‫ـﻲ‬‫ـ‬‫ﺍﻟﻜﻴﻔ‬ ‫ـﺚ‬‫ـ‬‫ﺍﻟﺒﺤ‬ ‫ـﺪﻑ‬‫ـ‬‫ﻳﻬ‬
)Knowledge.(‫ﺗﺴﻌﻰ‬ ‫ﻭﺑﻴﻨﻤﺎ‬‫ﺇﱃ‬ ‫ﻧﺘﺎﺋﺠﻬـﺎ‬ ‫ﰲ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬‫ﺇﺣـﺪﺍﺙ‬‫ﺍﳌﺮﻏـﻮﺏ‬ ‫ﺍﻟﺘﻐـﻴﲑ‬
)Desirable change(‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﺣﺪﺓ‬ ‫ﻟﺪﻯ‬‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﺘﻜﻴﻒ‬ ‫ﺍﻋﺎﺩﺓ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬،
‫ﺍﻟﻨﻬﺎ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﳒﺪ‬‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻟﻠﺒﺤﺚ‬ ‫ﺋﻴﺔ‬‫ﺣﻮﻝ‬ ‫ﺗﺘﺮﻛﺰ‬‫ﻟﻠﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻮﺻﻮﻝ‬)Scholarship.(
‫ﻫﺬﻩ‬ ‫ﻭﺗﺴﻌﻰ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬‫ﺇﱃ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬‫ﻣﻌﺮﻓﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺑﲔ‬ ‫ﻭﺍﻻﺧﺘﻼﻑ‬ ‫ﺍﻻﺗﻔﺎﻕ‬ ‫ﺃﻭﺟﻪ‬
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻭﻣﻨﺎﻫﺞ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬،‫ﺍﻟﻌﺎﻣﺔ‬ ‫ﻭﺍﳋﺼﺎﺋﺺ‬ ،‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﻮﺀ‬ ‫ﺗﺴﻠﻴﻂ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬‫ﻭﻋﻮﺍﻣﻞ‬
‫ﺍﳋﺪﻣﺔ‬ ‫ﳎﺎﻝ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺍﺑﺘﻌﺎﺩ‬‫ﺃﺳﺎﻟﻴ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ﻭﻭﺳـﺎﺋﻞ‬ ،‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺐ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺩﺭﺍﺳﺎﺕ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺗﻔﻌﻴﻞ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﲢﻘﻴﻖ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺪﻑ‬:
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5. ٤
١.‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬
٢.‫ﺍﻟﻌﻴﺎ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬‫ﺩﻳﺔ‬
٣.‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﻭﺍﻻﺧﺘﻼﻑ‬ ‫ﺍﻻﺗﻔﺎﻕ‬ ‫ﻣﻈﺎﻫﺮ‬
٤.‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﳑﺎﺭﺳﻲ‬ ‫ﺍﺑﺘﻌﺎﺩ‬ ‫ﻋﻮﺍﻣﻞ‬ ‫ﻫﻲ‬ ‫ﻣﺎ‬
‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬
٥.‫ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬ ‫ﺍﳋﺪﻣـﺔ‬ ‫ﺩﺭﺍﺳﺎﺕ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺗﻔﻌﻴﻞ‬ ‫ﻭﺳﺎﺋﻞ‬ ‫ﻣﺎ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬
‫ﺍﻟ‬ ‫ﺃﳘﻴﺔ‬‫ﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻘﻠﻴﻠـﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺍﺣﺪﺓ‬ ‫ﺎ‬‫ﻛﻮ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺗﻨﺒﻊ‬–‫ﻋﻠـﻢ‬ ‫ﺣـﺴﺐ‬
‫ﺍﻟﺒﺎﺣﺚ‬–‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺗﻨﺎﻭﻟﺖ‬ ‫ﺍﻟﱵ‬.‫ﺍﻟﺮﻏﻢ‬ ‫ﻭﻋﻠﻰ‬
‫ﻟﻠﻤ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺗﻠﻚ‬ ‫ﺍﳚﺎﺩ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻣﻦ‬‫ﻤ‬‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﻓﻴﻪ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﻌﻤﻞ‬ ‫ﺎﺭﺳﲔ‬‫ﻣـﻦ‬ ‫ﺍﲡﺎﻫـﺎ‬
‫ﺍﳌﻤﺎﺭﺳﲔ‬‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺪﻣﺔ‬‫ﳓﻮ‬‫ﺍﺳﺘﺨﺪﺍﻡ‬‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬‫ﻭﺍﻷﲝـﺎﺙ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﰲ‬.
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺿﺮﻭﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﻮﺀ‬ ‫ﺗﺴﻠﻂ‬ ‫ﺎ‬‫ﻛﻮ‬ ‫ﰲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺗﺄﰐ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻴ‬ ‫ﻟﻠﺨﺪﻣﺔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﰲ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺃﺳﺎﻟﻴﺒﻪ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ‬‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺔ‬.
‫ﻋﻠـﻰ‬ ‫ﺍﻟﻌﻴﺎﺩﻳـﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﳑﺎﺭﺳﻲ‬ ‫ﻣﺴﺎﻋﺪﺓ‬ ‫ﰲ‬ ‫ﺗﺴﺎﻫﻢ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻭﻣﻦ‬
‫ﻧﻈـﺮﺍ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﻴـﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﺍﺟﺮﺍﺀ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﻣﻦ‬ ‫ﺑﺪﻻ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻭﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﳌﺴﺘﻤﺮ‬ ‫ﻭﺍﻟﺘﻐﲑ‬ ‫ﺑﺎﻟﺘﻔﺮﺩ‬ ‫ﺍﳌﺘﺴﻤﺔ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻟﻄﺒﻴﻌﺔ‬.
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6. ٥
‫ﺃﳘ‬ ‫ﻣﻦ‬ ‫ﺃﻳﻀﺎ‬‫ﺍﳚـﺎﺩ‬ ‫ﺇﱃ‬ ‫ﺗـﺴﻌﻰ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﺑﺎﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﳌﻜﺘﺒﺔ‬ ‫ﺇﺛﺮﺍﺀ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻴﺔ‬
‫ﺍﳌـﺴﺎﻋﺪﺓ‬ ‫ﻣﻬـﻦ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﳓﻮ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻭﻣﻨﺎﻫﺞ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬
‫ﻟﻺﺟﺎﺑﺔ‬‫ﲢﻠﻴﻞ‬ ‫ﺍﺳﻠﻮﺏ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﳉﺄ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬ ‫ﻋﻠﻰ‬‫ﺍﶈﺘ‬‫ﻮﻯ‬‫ﺍﺳـﺘﻨﺒﺎﻁ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺋﻢ‬
‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻮﺿﻮﻉ‬ ‫ﰲ‬ ‫ﺍﳌﺘﺨﺼﺼﺔ‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﻣﻦ‬ ‫ﻭﺗﻔﺴﲑﻫﺎ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬.‫ﻭﻋﻠﻰ‬
‫ﺗﻄﺒﻴﻘﻪ‬ ‫ﰲ‬ ‫ﻣﺴﺘﻮﻳﲔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬ ، ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﲟﻨﺎﻫﺞ‬ ‫ﺍﻻﺳﻠﻮﺏ‬ ‫ﻫﺬﺍ‬ ‫ﺍﺭﺗﺒﺎﻁ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬:‫ﻭﻫﻮ‬ ‫ﺍﻷﻭﻝ‬
‫ﺍﻟ‬ ‫ﺍﻟﻈﺎﻫﺮ‬ ‫ﺍﳌﻀﻤﻮﻥ‬ ‫ﻭﺻﻒ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻘﺘﺼﺮ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻮﺻﻔﻲ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﻋﻠﻰ‬‫ﻭﻓﻘـﺎ‬ ‫ﺍﻹﻋﻼﻣﻴـﺔ‬ ‫ﻟﻠﻤﺎﺩﺓ‬ ‫ﺼﺮﻳﺢ‬
‫ﻭﻭﺣﺪﺍﺗﻪ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻟﻔﺌﺎﺕ‬.‫ﺇﻟﻴﻬﺎ‬ ‫ﺍﻟﺘﻮﺻﻞ‬ ‫ﰎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺇﱃ‬ ‫ﳝﺘﺪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻭﻫﻮ‬ ‫ﻭﺍﻟﺜﺎﱐ‬–‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬
‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﻋﻤﻠﻴﺔ‬-‫ﺍﳋﻔﻴﺔ‬ ‫ﺍﻟﻨﻮﺍﻳﺎ‬ ‫ﻛﺸﻒ‬ ‫ﰲ‬ ‫ﺍﻷﺧﺮﻯ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻭﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺑﺎﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺭﺑﻄﻬﺎ‬ ‫ﺑﻌﺪ‬
‫ﺑﺎﻻﺳ‬ ‫ﻭﺍﻟﺘﻨﺒﺆ‬ ‫ﻟﻠﻤﻀﻤﻮﻥ‬‫ﺍﳌﺴﺘﻬﺪﻓﺔ‬ ‫ﺘﺠﺎﺑﺎﺕ‬.
‫ﻭ‬‫ﺣـﻮﻝ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻣﺼﺎﺩﺭ‬ ‫ﻣﻦ‬ ‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﺗﻮﻓﺮ‬ ‫ﻣﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﺘﻤﺪ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻫﻲ‬ ‫ﺍﳊﺎﻟﻴﺔ‬ ‫ﻓﺎﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﺍ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻭﻣﻨﻬﺞ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬‫ﺗـﺴﺎﺅﻻﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﻟﻼﺟﺎﺑﺔ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﻭﺻﻔﻬﺎ‬ ‫ﺪﻑ‬
‫ﻭﺃﻫﺪﺍﻓﻬﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬.
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬)Qualitative Research Methodology(
‫ﺍﳌﻨﻬﺞ‬ ‫ﻳﻌﺘﱪ‬‫ﻓﻬـﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳊﺼﻮﻝ‬ ‫ﺳﺒﻴﻞ‬ ‫ﰲ‬ ‫ﺇﻟﻴﻬﺎ‬ ‫ﺍﻟﻠﺠﻮﺀ‬ ‫ﻳﺘﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﺃﺣﺪ‬ ‫ﺍﻟﻜﻴﻔﻲ‬
‫ﻣﺘﻌﻤﻖ‬‫ﻭﻭﺻﻒ‬‫ﻟﻠﻈﺎﻫﺮ‬ ‫ﴰﻮﱄ‬‫ﺓ‬‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬.‫ﺍﻟﻄﺒﻴﻌﺔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺑﺄﻧﻪ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻔﻬﻮﻡ‬ ‫ﲢﺪﻳﺪ‬ ‫ﻭﳝﻜﻦ‬
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7. ٦
‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﰲ‬ ‫ﻫﻲ‬ ‫ﻛﻤﺎ‬ ‫ﻟﻠﻈﻮﺍﻫﺮ‬ ‫ﺍﳉﻮﻫﺮﻳﺔ‬)،‫ﺭﺟﺐ‬٢٠٠٣.(‫ﺍﻟﺒﻌﺪ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺴﺘﻨﺪ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻓﺎﻟﺒﺤﺚ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬
‫ﻟﻠﺨﱪﺓ‬ ‫ﺍﻟﺬﺍﰐ‬‫ﻭﺍﳌﻜﺎﻥ‬ ‫ﺍﻟﺰﻣﺎﻥ‬ ‫ﳌﻌﻄﻴﺎﺕ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﺘﻐﻴﲑ‬ ‫ﺩﺍﺋﻤﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬.‫ﻫـﺬﺍ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻓﺎﻟﺒﺎﺣﺚ‬
‫ﺎ‬ ‫ﻭﻳﺘﺄﺛﺮ‬ ‫ﻳﺆﺛﺮ‬ ‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻣﻦ‬ ‫ﺟﺰﺀ‬ ‫ﻓﻬﻮ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺫﺍﺗﻴﺔ‬ ‫ﲢﻴﻴﺪ‬ ‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﻻ‬ ‫ﺍﳌﻨﻬﺞ‬.
‫ﺍﻷﻓـﺮﺍﺩ‬ ‫ﺳـﻠﻮﻙ‬ ‫ﻓﻬﻢ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬ ‫ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﺃﺣﺪ‬ ‫ﻭﻫﻮ‬ ‫ﻓﻴﱪ‬ ‫ﻣﺎﻛﺲ‬ ‫ﻳﺸﲑ‬ ‫ﺍﻟﺼﺪﺩ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬
‫ﻳﺘﻄﻠﺐ‬ ‫ﻭﺍﳉﻤﺎﻋﺎﺕ‬‫ﲰـﺎﻩ‬ ‫ﻣـﺎ‬ ‫ﻭﻫﻮ‬ ‫ﺎ‬‫ﻳﺘﺒﻨﻮ‬ ‫ﺍﻟﱵ‬ ‫ﻢ‬‫ﻭﺍﲡﺎﻫﺎ‬ ‫ﻭﻗﻴﻤﻬﻢ‬ ‫ﺍﳌﺒﺤﻮﺛﲔ‬ ‫ﺭﺅﻳﺔ‬ ‫ﻓﻬﻢ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬
‫ﺍﻟﺘﻌﺎﻃﻔﻲ‬ ‫ﺑﺎﻟﻔﻬﻢ‬)Nachmias & Nachmias,١٩٩٢.(‫ﻳﺘﻀﻤﻦ‬ ‫ﻳﺸﲑ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻟﻔﻬﻢ‬ ‫ﻭﻫﺬﺍ‬
‫ﺍﻷﺭﻗـﺎﻡ‬ ‫ﺧـﻼﻝ‬ ‫ﻣـﻦ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﳝﻜﻨﻨﺎ‬ ‫ﻻ‬ ‫ﻗﺪ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻟﻔﻬﻢ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬
‫ﻭﺍﻹﺣﺼﺎﺋﻴﺎﺕ‬‫ﻭﺍﻟﻮﻗﻮ‬ ‫ﻓﻬﻤﻬﺎ‬ ‫ﻣﻦ‬‫ﻃﺒﻴﻌﺘﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻑ‬‫ﻭﺍﻹﳌﺎﻡ‬‫ﺍﻟﺒﺤﺚ‬ ‫ﳝﻜﻨﻨﺎ‬ ‫ﺍﳌﻘﺎﺑﻞ‬ ‫ﰲ‬ ‫ﺑﻴﻨﻤﺎ‬ ،‫ﺃﺑﻌﺎﺩﻫﺎ‬ ‫ﺑﻜﺎﻓﺔ‬
‫ﳍـﺎ‬ ‫ﺍﳌﺘﻌﻤـﻖ‬ ‫ﺍﻟﻔﻬـﻢ‬ ‫ﺇﱃ‬ ‫ﻭﺻـﻮﻻ‬ ‫ﻣﻌﻬـﺎ‬ ‫ﻭﺍﻟﺘﻌـﺎﻳﺶ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻣﻊ‬ ‫ﺍﻻﻧﺪﻣﺎﺝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻴﻔﻲ‬
)Riessman, ١٩٩٤.(
‫ﻓـﺈﻥ‬ ،‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﻭﺗﻄﺒﻴﻖ‬ ‫ﺍﻟﻔﺮﻭﺽ‬ ‫ﻭﺍﺧﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻨﺒﺆ‬ ‫ﺇﱃ‬ ‫ﻳﺴﻌﻰ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻛﺎﻥ‬ ‫ﻭﺇﺫﺍ‬
‫ﺍﳌ‬‫ﻣﻦ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻨﻈﺮﻳﺎﺕ‬ ‫ﺑﻨﺎﺀ‬ ‫ﺇﱃ‬ ‫ﺫﻟﻚ‬ ‫ﻳﺘﻌﺪﻯ‬ ‫ﺑﻞ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻭﺻﻒ‬ ‫ﳎﺮﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺩﻭﺭﻩ‬ ‫ﻳﻘﺘﺼﺮ‬ ‫ﻻ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻨﻬﺞ‬
‫ﺩﺭﺍﺳﺘﻪ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻳﻌﻴﺸﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﳋﱪﺍﺕ‬ ‫ﺍﳌﺸﺎﻫﺪﺍﺕ‬ ‫ﺧﻼﻝ‬.
‫ﺍﻻﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴـﺎ‬ ‫ﻋﻠـﻮﻡ‬ ‫ﺍﺳـﻬﺎﻣﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻜﻴﻔـﻲ‬ ‫ﺍﳌﻨـﻬﺞ‬ ‫ﻟﻨﺸﺄﺓ‬ ‫ﺍﻟﺘﺎﺭﳜﻴﺔ‬ ‫ﺍﻷﺻﻮﻝ‬ ‫ﻭﺗﺮﺟﻊ‬
)Anthropology(‫ﻭﺍﻻﺛﻨﻮﺟﺮﺍﻓﻴﺎ‬ ،)Ethnography(‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﺍﻻﺛﻮﻟﻮﺟﻴﺎ‬ ،)Human
Ethology(‫ﺬﺭﺓ‬‫ﺍ‬ ‫ﻭﺍﻟﻨﻈﺮﻳﺔ‬ ،)GroundedTheory(‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﱵ‬‫ﺍﺧﺘﻼﻑ‬
‫ﺎ‬‫ﺃ‬ ‫ﺇﻻ‬ ،‫ﻣﻨﻬﺎ‬ ‫ﻛﻞ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺑﺆﺭ‬‫ﳎﻤﻠﻬﺎ‬ ‫ﰲ‬‫ﺗﻌﲎ‬‫ﺯﻣﻨﻴـﺔ‬ ‫ﻓﺘﺮﺓ‬ ‫ﻋﱪ‬ ‫ﳍﺎ‬ ‫ﻭﺗﺴﺠﻴﻠﻪ‬ ‫ﻟﻠﻈﺎﻫﺮﺓ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﲟﻼﺣﻈﺔ‬
‫ﻃﻮﻳﻠﺔ‬)‫ﺣﺠﺮ‬،٢٠٠٣.(‫ﻓ‬‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻳﺪﺭﺱ‬ ‫ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻲ‬ ‫ﺎﻟﻌﻠﻢ‬‫ﻭﺍﻹﺩﺭﺍﻙ‬ ‫ﻟﻠﻤﻌﺮﻓﺔ‬ ‫ﻗﺎﺑﻠﺔ‬ ‫ﻛﻴﻨﻮﻧﺔ‬ ‫ﺑﻮﺻﻔﻪ‬.
‫ﻭﺳﻴﺎﺳﻴﺎ‬ ‫ﻭﺣﻀﺎﺭﻳﺎ‬ ‫ﻭﺛﻘﺎﻓﻴﺎ‬ ‫ﻭﺍﺟﺘﻤﺎﻋﻴﺎ‬ ‫ﺑﻴﻮﻟﻮﺟﻴﺎ‬ ‫ﲢﺪﻳﺪﻩ‬ ‫ﳝﻜﻦ‬ ‫ﺍﻟﺒﺸﺮﻱ‬ ‫ﺍﻟﻜﺎﺋﻦ‬ ‫ﺃﻥ‬ ‫ﻣﻌﻨﺎﻩ‬ ‫ﻭﻫﺬﺍ‬.‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬
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8. ٧
‫ﻣﻨﻬﺠﻴـﺔ‬ ‫ﻭﻣﺬﺍﻫﺐ‬ ‫ﻧﺰﻋﺎﺕ‬ ‫ﺃﺳﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻛﻴﻨﻮﻧﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻭﺗﻔﺴﺮ‬ ‫ﻭﲢﻠﻞ‬ ‫ﺗﺪﺭﺱ‬ ‫ﻓﺎﻻﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‬
‫ﲣ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺑﺎﻻﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‬ ‫ﺍﻟﻘﻮﻝ‬ ‫ﻣﺜﻞ‬‫ﺑﺎﻟﺒﻨﺎ‬ ‫ﺘﺺ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺀ‬،‫ﺍﻟـﱵ‬ ‫ﺍﻟﺜﻘﺎﻓﻴـﺔ‬ ‫ﻭﺍﻻﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‬
‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺑﺜﻘﺎﻓﺔ‬ ‫ﲣﺼﺼﺖ‬،‫ﺣﻘـﻼ‬ ‫ﺍﻟﺴﻴﺎﺳﻲ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻧﺸﺎﻁ‬ ‫ﻣﻦ‬ ‫ﺟﻌﻠﺖ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺴﻴﺎﺳﻴﺔ‬ ‫ﻭﺍﻻﻧﺜﺮﻭﺑﻮﻟﻮﺟﻴﺎ‬
‫ﳍﺎ‬‫ﺗﺘﻨﺎﻭﻟﻪ‬‫ﺘﻤﻌﺎﺕ‬‫ﺍ‬ ‫ﻗﻲ‬ ‫ﺍﻟﺴﻴﺎﺳﻲ‬ ‫ﺍﻟﻨﺴﻖ‬ ‫ﻋﻦ‬ ‫ﲝﺜﺎ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺑﺎﻟﺪﺭﺱ‬.
‫ﺍﻻﺛﻨﻮﺟﺮﺍﻓﻴﺎ‬ ‫ﻭﻋﻠﻢ‬Ethnographic‫ﺍ‬ ‫ﻳﻮﱄ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﻫﻮ‬ ،‫ﻋﻠـﻲ‬ ‫ﺑﺎﳊـﻀﺎﺭﺓ‬ ‫ﻫﺘﻤﺎﻣﻪ‬
‫ﻣﺘﺄﺻﻠﺔ‬ ‫ﻭﻋﺎﺩﺍﺕ‬ ‫ﻭﻣﻮﺭﻭﺛﺎﺕ‬ ‫ﺳﺎﺋﺪﺓ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺃﻧﺸﻄﺘﻬﺎ‬ ‫ﺃﺑﻌﺎﺩﻫﺎ‬ ‫ﳐﺘﻠﻒ‬،‫ﻫـﻮ‬ ‫ﲟﺎ‬ ‫ﻳﺘﺼﻞ‬ ‫ﻣﺎ‬ ‫ﻛﻞ‬ ‫ﺃﻱ‬
‫ﺩﺭﺍﺳﺘﻪ‬ ‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﻳﻌﻦ‬ ‫ﺣﻘﻞ‬ ‫ﺃﻭ‬ ‫ﻛﻴﺎﻥ‬ ‫ﺃﻱ‬ ‫ﺩﺍﺧﻞ‬ ‫ﺳﺎﺋﺪ‬.‫ﻭ‬‫ﺗﺴﻌﻰ‬‫ﺍﻻﺛﻨﻮﺟﺮﺍﻓﻴﺎ‬‫ﺍﻟﻴﻮﻣﻴـﺔ‬ ‫ﺍﳊﻴﺎﺓ‬ ‫ﺗﺸﺮﻳﺢ‬ ‫ﺇﱃ‬
‫ﻣﺴﺘﺨﺪ‬ ، ‫ﺎ‬ ‫ﻳﺘﻌﻠﻖ‬ ‫ﻣﺎ‬ ‫ﻭﻛﻞ‬ ‫ﻭﺃﳕﺎﻃﻬﺎ‬ ‫ﻣﻌﺎﻧﻴﻬﺎ‬ ‫ﻓﺘﺘﺒﲔ‬ ‫ﺍﶈﻠﻲ‬ ‫ﻟﻠﻤﺠﺘﻤﻊ‬‫ﻓﺘﺮﺓ‬ ‫ﺧﻼﻝ‬ ‫ﻣﺘﻨﻮﻋﺔ‬ ‫ﲝﺜﻴﺔ‬ ‫ﻭﺳﺎﺋﻞ‬ ‫ﻣﺔ‬
‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﻟﻠﺠﻤﺎﻋﺔ‬ ‫ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺍﳊﻴﺎﺓ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺧﻼﳍﺎ‬ ‫ﻳﻨﺪﻣﺞ‬ ‫ﻣﻨﺎﺳﺒﺔ‬ ‫ﺯﻣﻨﻴﺔ‬)،‫ﺣﺠـﺮ‬٢٠٠٣.(‫ﻭﻳـﺸﲑ‬
Haviland)١٩٩٤(‫ﺍﳌﻼﺣﻈﺔ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺸﺘﻘﺔ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﻟﻠﺜﻘﺎﻓﺔ‬ ‫ﺍﳌﻨﻈﻢ‬ ‫ﺍﻟﻮﺻﻒ‬ ‫ﻫﻲ‬ ‫ﺍﻻﺛﻨﻮﺟﺮﺍﻓﻴﺎ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﻟﻠﺜﻘﺎﻓﺎ‬ ‫ﺑﺎﻟﻮﺻﻒ‬ ‫ﻳﻬﺘﻢ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻻﲡﺎﻩ‬ ‫ﻫﻮ‬ ‫ﺃﻱ‬ ،‫ﺍﻷﻭﻟﻴﺔ‬‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺕ‬.‫ﻛﻴﻔﻴـﺔ‬ ‫ﰲ‬ ‫ﺍﻻﺛﻨﻮﺟﺮﺍﻓﻴﲔ‬ ‫ﺍﺧﺘﻠﻒ‬ ‫ﻭﻗﺪ‬
‫ﺗﻨ‬ ‫ﻣﻦ‬ ‫ﻓﻤﻨﻬﻢ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫ﺩﺭﺍﺳﺔ‬‫ﺎ‬‫ﺍﻟﻮﺿـﻌﻲ‬ ‫ﺍﳌـﺎﺩﻱ‬ ‫ﺍﳉﺎﻧـﺐ‬ ‫ﻣـﻦ‬ ‫ﻭﳍﺎ‬)White,١٩٥٩(،
)Singer, ١٩٨٩(‫ﻛـﺎﻟﺒﻨﻴﻮﻳﲔ‬ ‫ﻟﻠﺜﻘﺎﻓـﺔ‬ ‫ﺍﻻﻳﺪﻳﻮﻟﻮﺟﻲ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﻋﻠﻰ‬ ‫ﺭﻛﺰ‬ ‫ﻣﻦ‬ ‫ﻭﻣﻨﻬﻢ‬)Levi-
Strauss, ١٩٦٣.(
‫ﺍﻟﻜﻨﺪﺭﻱ‬ ‫ﻭﻳﺸﲑ‬)٢٠٠٦(‫ﺍﻟﺘﻤﻴﻴ‬ ‫ﺿﺮﻭﺭﺓ‬ ‫ﺇﱃ‬‫ﺍﻻﺛﻨـﻮﺟﺮﺍﰲ‬ ‫ﻭﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﻮﺻﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺑﲔ‬ ‫ﺰ‬.
‫ﻭﻣﻌـﱪ‬ ‫ﺩﻗﻴﻖ‬ ‫ﻭﺻﻒ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺑﺎﻟﻮﺍﻗﻊ‬ ‫ﻫﻲ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﻓﺎﻷﻭﻝ‬
‫ﻛﻤﻴﺎ‬ ‫ﻋﻨﻪ‬،‫ﻭﻛﻴﻔﻴﺎ‬‫ﺑﺎﳌـﺸﺎﺭﻛﺔ‬ ‫ﺍﳌﻼﺣﻈـﺔ‬ ‫ﺃﺩﺍﺓ‬ ‫ﰲ‬ ‫ﲤﺜﻠـﺖ‬ ‫ﲝﺜﻴﺔ‬ ‫ﺑﺄﺩﺍﺓ‬ ‫ﻭﺍﻗﻌﻪ‬ ‫ﰲ‬ ‫ﺍﺭﺗﺒﻂ‬ ‫ﻓﺈﻧﻪ‬ ‫ﺍﻵﺧﺮ‬ ‫ﺃﻣﺎ‬.
‫ﻋﻼﻡ‬ ‫ﺃﺑﻮ‬ ‫ﻭﻳﻀﻴﻒ‬)١٩٩٩(‫ﺍﻟ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﻫﺬﻩ‬ ‫ﺃﻥ‬‫ﺗﻄ‬ ‫ﺍﻣﺘﺪﺕ‬ ‫ﺒﺤﺜﻴﺔ‬‫ﺒ‬‫ﺍﻟﻌﻠـﻮﻡ‬ ‫ﳎـﺎﻻﺕ‬ ‫ﻣـﻦ‬ ‫ﻛﺜﲑ‬ ‫ﺇﱃ‬ ‫ﺎ‬‫ﻴﻘﺎ‬
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9. ٨
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬‫ﻭﺍﻹﻧﺴﺎﻧﻴﺔ‬‫ﻭﺫﻟﻚ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﲝﺚ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﻟﻠﻄﺮﻕ‬ ‫ﺍﻻﺭﺗﻴﺎﺡ‬ ‫ﻟﻌﺪﻡ‬ ‫ﻧﺘﻴﺠﺔ‬
‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻟﺘﻠﻚ‬ ‫ﺃﴰﻞ‬ ‫ﻭﲢﻠﻴﻞ‬ ‫ﺃﻋﻤﻖ‬ ‫ﻓﻬﻢ‬ ‫ﻣﻦ‬ ‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺘﺮﺗﺐ‬ ‫ﳌﺎ‬.
‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﻭﺍﻻﺛﻮﻟﻮﺟﻴﺎ‬‫ﻟﻠﺴﻠﻮﻙ‬ ‫ﺍﻟﻌﻀﻮﻱ‬ ‫ﺑﺎﳉﺎﻧﺐ‬ ‫ﺘﻢ‬‫ﺇﻃـﺎﺭﻩ‬ ‫ﰲ‬ ‫ﺩﺭﺍﺳـﺘﻪ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻹﻧﺴﺎﱐ‬
‫ﺇﱃ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﺳﻌﻴﺎ‬ ‫ﺍﻟﺜﺎﺑﺖ‬ ‫ﻟﻠﺴﻠﻮﻙ‬ ‫ﺍﳌﺘﻌﺎﻗﺒﺔ‬ ‫ﺍﻷﳕﺎﻁ‬ ‫ﺗﺴﺠﻴﻞ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﳏﺪﺩﺓ‬ ‫ﺯﻣﻨﻴﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻋﱪ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ‬
‫ﺍﻹﻧﺴﺎﱐ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﺣﻮﻝ‬ ‫ﻋﺎﻣﺔ‬ ‫ﻗﺎﻋﺪﺓ‬)،‫ﺣﺠﺮ‬٢٠٠٣.(‫ﻃﺮﻳـﻖ‬ ‫ﻋـﻦ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﻫﺬﺍ‬ ‫ﺗﻄﻮﺭ‬ ‫ﻭﻗﺪ‬
)Lorenz, ١٩٦٦(‫ﻭ‬)Tinbergen, ١٩٥١(‫ﻋ‬‫ﺎ‬‫ﺍﻻﺛﻮﻟﻮﺟﻴ‬ ‫ﳌﻲ‬‫ﺍﳊﻴﻮﺍﻧﻴﺔ‬ ‫ﺎ‬.‫ﻭ‬‫ﻋﻠـﻢ‬ ‫ﺍﻫـﺘﻢ‬
‫ﺩﺭﺍﺳـﺔ‬ ‫ﰲ‬ ‫ﻟـﺪﺍﺭﻭﻳﻦ‬ ‫ﺍﻻﺭﺗﻘﺎﺋﻲ‬ ‫ﺍﻟﺘﻄﻮﺭ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻻﺳﺘﻔﺎﺩﺓ‬ ‫ﺍﻻﻧﺴﺎﱐ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﺑﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺒﻴﺌﻲ‬ ‫ﺍﻟﻨﻔﺲ‬
‫ﻭﺗﻄﻮﺭﻫﺎ‬ ‫ﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻷﳕﺎﻁ‬ ‫ﻃﺒﻴﻌﺔ‬.‫ﻋﻠﻤـﺎﺀ‬ ‫ﻳﻬﺘﻢ‬ ،‫ﺫﺍﺗﻪ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺛﻮﻟﻮﺟﻴﲔ‬ ‫ﻳﺮﻛﺰ‬ ‫ﻭﺑﻴﻨﻤﺎ‬
‫ﻭ‬ ‫ﺑﺎﻟﺴﻠﻮﻙ‬ ‫ﺍﻟﺒﻴﺌﻲ‬ ‫ﺍﻟﻨﻔﺲ‬‫ﻓ‬ ‫ﻳﺘﻢ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺣﻮﻟﻪ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﻴﺌﻲ‬ ‫ﺍﻟﻮﺳﻂ‬‫ﻴﻪ‬.
‫ﻭﺍﻟﺘـﺴﺎﺅﻻﺕ‬ ‫ﺍﳌـﺴﺒﻘﺔ‬ ‫ﺍﻻﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﺩﺍﺋﺮﺓ‬ ‫ﻣﻦ‬ ‫ﻟﻠﺨﺮﻭﺝ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺭﻭﺍﺩ‬ ‫ﻣﻦ‬ ‫ﳏﺎﻭﻟﺔ‬ ‫ﻭﰲ‬
‫ﻭﺍﻟﱵ‬ ‫ﺎ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬‫ﻣﻦ‬ ‫ﺗﻌﺘﱪ‬‫ﺃﺳﺎﺳﻴﺎﺕ‬‫ﺟﺬﻭﺭﻫﺎ‬ ‫ﲤﺘﺪ‬ ‫ﺍﻟﱵ‬ ‫ﺬﺭﺓ‬‫ﺍ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺑﺮﺯ‬ ،‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﻔﻨﻮﻣﻨﻮﻟﻮﺟﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻔﻠﺴﻔﻴﺔ‬)Phenomenology(‫ﺻـﺎﺩﻗﺔ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﻭﺗﺴﻌﻰ‬‫ﺗـﺘﻢ‬
‫ﺻﻴﺎﻏﺘﻬﺎ‬‫ﺑﺄﺳﻠﻮﺏ‬‫ﺑﺎﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﳌﻘﺼﻮﺩﺓ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺗﻠﻚ‬ ‫ﻣﻦ‬ ‫ﺍﺳﺘﻘﺮﺍﺋﻲ‬)،‫ﺣﺠﺮ‬٢٠٠٣.(‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﻗﺎﻡ‬ ‫ﻭﻗﺪ‬
Glasser‫ﻭ‬Strauss‫ﻋﺎﻡ‬ ‫ﰲ‬١٩٦٧‫ﻟﻠﺒﺤـﺚ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﺁﻓﺎﻗﺎ‬ ‫ﻓﻔﺘﺤﺖ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺑﺘﻄﻮﻳﺮ‬ ‫ﻡ‬
‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﻓﺮﻭﻉ‬ ‫ﻛﺎﻓﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻌﻠﻤﻲ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺿﻤﻨﻬﺎ‬ ‫ﻭﻣﻦ‬.‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺟﻮﻫﺮ‬
‫ﺍ‬‫ﻭﺟـﻮﺩ‬ ‫ﻳﻌﲏ‬ ‫ﳑﺎ‬ ،‫ﺫﻟﻚ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﺻﻴﺎﻏﺔ‬ ‫ﰒ‬ ‫ﻣﺎ‬ ‫ﻇﺎﻫﺮﺓ‬ ‫ﻟﺪﺭﺍﺳﺔ‬ ‫ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﳌﻨﻈﻢ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﳉﻤﻊ‬
‫ﻭﲢﻠ‬ ‫ﲨﻊ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺑﲔ‬ ‫ﺗﺒﺎﺩﻟﻴﺔ‬ ‫ﻋﻼﻗﺔ‬‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﻭﻋﻤﻠﻴﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻴﻞ‬.
‫ﻫﺬﺍ‬ ‫ﻭﰲ‬‫ﺍﻻﲡﺎﻩ‬‫ﺗﺸﲑ‬Padgett)١٩٩٨(‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺍﺳﻬﺎﻣﺎﺕ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺇﱃ‬Glasser‫ﻭ‬
Strauss‫ﻭﺍﻟﺜﻤﺎﻧﻴﻨ‬ ‫ﺍﻟﺴﺒﻌﻴﻨﺎﺕ‬ ‫ﺧﻼﻝ‬‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﰲ‬ ‫ﺍﳌﺎﺿﻲ‬ ‫ﺍﻟﻘﺮﻥ‬ ‫ﻣﻦ‬ ‫ﺎﺕ‬
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10. ٩
‫ﺬﺭﺓ‬‫ﺍ‬ ‫ﻟﻠﻨﻈﺮﻳﺔ‬ ‫ﺗﻄﻮﻳﺮﻫﻢ‬،‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺍﺳﻬﺎﻣﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻻﺿﺎﻓﺔ‬Lincoln‫ﻭ‬Guba‫ﻓﺘﺮﺓ‬ ‫ﺧﻼﻝ‬
‫ﻭﺍﻟﺘﺴﻌﻴﻨﺎﺕ‬ ‫ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ‬‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺗﺄﺻﻴﻞ‬ ‫ﰲ‬.‫ﺍﻟﺒﻨﺎﺋﻲ‬ ‫ﺍﳌﻨﻈﻮﺭ‬ ‫ﻧﺸﺄﺓ‬ ‫ﺇﱃ‬ ‫ﺗﺸﲑ‬ ‫ﻛﻤﺎ‬
)Constructionist perspective(‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻳﺘﻨﺎﻭﻝ‬ ‫ﺍﻟﺬﻱ‬‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬
‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﺍﳌﺘﻌﺪﺩ‬)Multiple reality(‫ﺍﳌﺮﺗﺒﻂ‬‫ﺃﻋﻤﺎﻝ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺎ‬Denzin)١٩٧٨(‫ﰲ‬
‫ﻭ‬ ،‫ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﻋﻠﻢ‬Guba & Lincoln)١٩٨٥(‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬.
‫ﺧﺎﺹ‬ ‫ﲟﻀﻤﻮﻥ‬ ‫ﻣﺮﺗﺒﻂ‬ ‫ﺍﻻﻧﺴﺎﱐ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﺃﻥ‬ ‫ﺗﺮﻯ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺃﻥ‬ ‫ﻳﺘﻀﺢ‬ ‫ﺗﻘﺪﻡ‬ ‫ﻭﳑﺎ‬
‫ﻭﺯﻣﺎﱐ‬ ‫ﻭﺍﺟﺘﻤﺎﻋﻲ‬ ‫ﺗﺎﺭﳜﻲ‬‫ﺑﺎﻻﺳﺘﺪﻻﻝ‬ ‫ﺍﳌﺮﺗﺒﻂ‬ ‫ﺍﻟﺘﻔﺴﲑ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻟﺬﻟﻚ‬ ،‫ﻭﺛﻘﺎﰲ‬–‫ﺍﻟﻜﻤﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﰲ‬ ‫ﻛﻤﺎ‬
–‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﻟﺬﻟﻚ‬ ‫ﻭﺍﻗﻌﻴﺎ‬ ‫ﻭﲢﻠﻴﻼ‬ ‫ﻣﺘﻌﻤﻘﺎ‬ ‫ﻓﻬﻤﺎ‬ ‫ﻳﻘﺪﻡ‬ ‫ﻻ‬.‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺗﻔﺴﲑ‬ ‫ﺇﱃ‬ ‫ﻳﺴﻌﻰ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻓﺎﻟﺒﺤﺚ‬
‫ﻳﺪﺭﺱ‬ ‫ﳌﺎ‬ ‫ﺍﳌﻌﻘﺪ‬ ‫ﺍﻟﻨﻤﻂ‬ ‫ﻟﺘﺼﻮﻳﺮ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺑﺬﻟﻚ‬ ‫ﺍﶈﻴﻄﺔ‬ ‫ﺍﳌﺘﻌﺪﺩﺓ‬ ‫ﲜﻮﺍﻧﺒﻪ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺍﺳﺘﻘﺮﺍﺀ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬
‫ﺑﻌﻤ‬‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻭﺗﻔﺼﻴﻞ‬ ‫ﻖ‬:‫ﻭﺗﺮﻛﻴﺐ‬ ‫ﲢﻠﻴﻞ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺑﻨﺎﺀ‬‫ﺍﻷﺟﺰﺍﺀ‬‫ﺍﳌﻌﲎ‬ ‫ﻭﺗﻔﺴﲑ‬ ،‫ﳍﺎ‬ ‫ﺍﳌﻜﻮﻧﺔ‬
‫ﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﻭﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﺍﻷﺣﺪﺍﺙ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﲢﻠﻴﻞ‬ ،‫ﻟﻸﺣﺪﺍﺙ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬)،‫ﺍﻟﻜﻨﺪﺭﻱ‬٢٠٠٦.(
‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺧﺼﺎﺋﺺ‬
‫ﻋﺪﺓ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺎ‬ ‫ﻳﺘﻤﻴﺰ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﻈﺎﻫﺮ‬ ‫ﺑﻌﺾ‬ ‫ﻫﻨﺎﻙ‬‫ﺟﻮﺍﻧﺐ‬:‫ﻃﺒﻴﻌﺔ‬
،‫ﻭﺍﻻﺳﺘﻘﺼﺎﺀ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬ ‫ﺍﻟﻘﻴﻢ‬ ‫ﻭﺩﻭﺭ‬ ،‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﳉﻤﻊ‬ ‫ﺍﳌﺴﺘﺨﺪﻡ‬ ‫ﻭﺍﻷﺳﻠﻮﺏ‬ ،‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﻟﻠﻈﻮﺍﻫﺮ‬ ‫ﺍﻟﻨﻈﺮ‬
‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﺩﻭﺭ‬.‫ﻳﻠﻲ‬ ‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﻣﻦ‬ ‫ﺑﻌﻀﺎ‬ ‫ﺍﺳﺘﻌﺮﺽ‬ ‫ﻭﳝﻜﻦ‬:
١.‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬ ‫ﺍﻟﺘﻔﻜﲑ‬)Inductive Thinking:(‫ﻣﻨﻄﻠﻖ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﺗﻨﻄﻠﻖ‬
‫ﺍﻟﻈﺎ‬ ‫ﺃﻥ‬ ‫ﻳﻔﺘﺮﺽ‬ ‫ﻣﻨﻬﺠﻲ‬‫ﺍﻟﺴﻴﺎﻕ‬ ‫ﰲ‬ ‫ﻓﻬﻤﻬﺎ‬ ‫ﻳﺘﻄﻠﺐ‬ ‫ﻭﻫﺬﺍ‬ ‫ﻭﻧﺴﺒﻴﺔ‬ ‫ﻣﺘﻐﲑﺓ‬ ‫ﻇﺎﻫﺮﺓ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﻫﺮﺓ‬
‫ﺎ‬ ‫ﺍﳌﺮﺗﺒﻂ‬ ‫ﻭﺍﻟﻮﺍﻗﻊ‬ ‫ﻓﻴﻪ‬ ‫ﲢﺪﺙ‬ ‫ﺍﻟﺬﻱ‬.‫ﺍﳌﻼﺣﻈﺔ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺘﻜﻮﻧﺔ‬ ‫ﺍﳉﺰﺋﻴﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺪﺀ‬ ‫ﳚﺐ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬
‫ﺑﺎﳌﺸﺎﺭﻛﺔ‬)Participant Observation(‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﻫﻮ‬ ‫ﻛﻤﺎ‬ ‫ﻟﻠﻮﺍﻗﻊ‬ ‫ﻭﺍﳌﻌﺎﻳﺸﺔ‬
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11. ١٠
‫ﻣﻦ‬ ‫ﺃﳕﺎﻁ‬‫ﺍﻟﻌﻼﻗ‬ ‫ﻹﳚﺎﺩ‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻟﺘﻔﺴﲑ‬‫ﺎﺕ‬)Pattern(‫ﻓﺮﺿﻴﺎﺕ‬ ‫ﺍﺳﺘﻨﺘﺎﺝ‬ ‫ﺫﻟﻚ‬ ‫ﻣﻦ‬ ‫ﰒ‬ ،
‫ﻣﺒﺪﺋﻴﺔ‬)Tentative Hypotheses(،‫ﻧﻈﺮﻳﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﻭﺃﺧﲑﺍ‬
)Theory(‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺗﻔﺴﲑ‬ ‫ﳝﻜﻨﻬﺎ‬)‫ﺭﻗﻢ‬ ‫ﺷﻜﻞ‬١.(
٢.‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻷﺩﺍﺓ‬)Researcher as Instrument of data
Collection:(‫ﺍﻟﺒﻴ‬ ‫ﲨﻊ‬ ‫ﺃﺩﺍﺓ‬ ‫ﻫﻮ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺇﻥ‬‫ﺎﻧﺎﺕ‬.‫ﻳﻼﺣﻆ‬ ‫ﻓﻬﻮ‬
‫ﻣﻴﺪﺍﻧﻴ‬ ‫ﻭﻳﺴﺠﻞ‬ ‫ﻭﻳﺸﺎﺭﻙ‬‫ﺧﻠﻒ‬ ‫ﺍﻟﻜﺎﻣﻨﺔ‬ ‫ﺍﳌﻌﺎﱐ‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﻮﺻﻮﻝ‬ ‫ﺫﻟﻚ‬ ‫ﻭﺗﻔﺴﲑ‬ ‫ﺑﺘﺤﻠﻴﻞ‬ ‫ﻭﻳﻘﻮﻡ‬ ،‫ﺎ‬
‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬.‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻋﺘﻤﺎﺩﻩ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬ ‫ﻓﺎﻟﺒﺎﺣﺚ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺳ‬ ‫ﻣﻌﻬﺎ‬ ‫ﻭﻳﺘﺤﺪ‬ ‫ﻭﻳﺘﻔﺎﻋﻞ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﺣﺪﺓ‬ ‫ﻣﻊ‬ ‫ﻳﻨﻐﻤﺲ‬ ‫ﺍﻟﻮﺛﺎﺋﻖ‬ ‫ﻭﲢﻠﻴﻞ‬ ‫ﺍﶈﺪﺩﺓ‬ ‫ﻏﲑ‬ ‫ﻭﺍﳌﻼﺣﻈﺔ‬‫ﻌﻴﺎ‬
‫ﺣﺪﻭﺛﻬﺎ‬ ‫ﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﻮﺍﻗﻌﻲ‬ ‫ﻭﺍﻟﺘﻔﺴﲑ‬ ‫ﺍﳌﺘﻌﻤﻖ‬ ‫ﺍﻟﻔﻬﻢ‬ ‫ﺇﱃ‬‫ﺍﳌﺘﺸﺎﺑﻜﺔ‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﻗﻮﺍﻧﻴﻨﻬﺎ‬ ‫ﻋﻦ‬ ‫ﻭﺍﻟﻜﺸﻒ‬
‫ﻭﺇﺩﺭﺍﻙ‬ ‫ﺑﻮﻋﻲ‬ ‫ﻭﺍﳌﻌﻘﺪﺓ‬.‫ﻟﻠﻤﻨﻬ‬ ‫ﺍﳌﻌﺎﺭﺿﻮﻥ‬ ‫ﻭﻳﺮﻯ‬‫ﺣﻴﺎﺩﻳﺘﻪ‬ ‫ﻭﻋﺪﻡ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺍﻧﻐﻤﺎﺱ‬ ‫ﺃﻥ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺞ‬
‫ﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﻨﺎﻭﻟﻪ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻳﺆﺛﺮ‬ ‫ﻣﺎ‬ ‫ﻋﺰﻝ‬ ‫ﻳﺴﺘﻄﻴﻊ‬ ‫ﻻ‬ ‫ﻓﺎﻟﺒﺎﺣﺚ‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬ ‫ﺟﺎﻧﺐ‬ ‫ﻳﻀﻌﻒ‬
،‫ﺍﻟﻈﺎﻫﺮﺓ‬‫ﻟﻠﻈﺎﻫﺮﺓ‬ ‫ﻭﲢﻠﻴﻠﻪ‬ ‫ﺗﻔﺴﲑﻩ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺗﻌﺒﲑﺍﺗﻪ‬ ‫ﻭﻣﺸﺎﻋﺮﻩ‬ ‫ﺍﻟﻘﻴﻤﻴﺔ‬ ‫ﺃﺣﻜﺎﻣﻪ‬ ‫ﺗﺘﺪﺧﻞ‬ ‫ﻭﺑﺎﻟﺘﺎﱄ‬
‫ﺍﳌﺪﺭﻭﺳﺔ‬.
٣.‫ﺍﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﻭﺍﳌﻌﺎﻳﺸﺔ‬ ‫ﺍﳌﺒﺎﺷﺮﺓ‬ ‫ﺍﳌﻼﺣﻈﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬)Naturalistic; in vivo(:‫ﻳﻌﺘﻤﺪ‬
‫ﻭﻓﻬﻢ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﰲ‬ ‫ﻫﻲ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻷﺣﺪﺍﺙ‬ ‫ﻭﺗﺴﺠﻴﻞ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻗﺪﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬
‫ﻭ‬ ‫ﳍﺎ‬ ‫ﺍﳌﺒﺤﻮﺛﲔ‬‫ﺣﻮﳍﺎ‬ ‫ﻭﺍﳌﺒﺤﻮﺛﲔ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﻳﺸﻜﻠﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﳋﱪﺍﺕ‬ ‫ﻣﻌﻬﺎ‬ ‫ﺗﻔﺎﻋﻠﻬﻢ‬.‫ﻭﰲ‬
‫ﺑﺎﳌﺸﺎﺭﻛﺔ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﺜﻞ‬ ‫ﺑﺮﺯﺕ‬ ‫ﲝﺜﻴﺔ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﳒﺪ‬ ‫ﻫﺬﺍ‬)Participative
Research(‫ﻭ‬ ،‫ﺍﳋﱪﺍﺗﻴﺔ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬)Experiential Methodology(‫ﻭ‬ ،
‫ﺍﳊﻮﺍﺭﻱ‬ ‫ﺍﻟﺒﺤﺚ‬)Dialogical Research.(‫ﺍﻟﺒﺤﺜﻴ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻭﻫﺬﻩ‬‫ﺟﻮﻫﺮﻫﺎ‬ ‫ﰲ‬ ‫ﺔ‬
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12. ١١
‫ﻣﻮﺿﻮﻋﻴﺔ‬ ‫ﺗﻌﻤﻴﻤﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺗﻮﺻﻼ‬ ‫ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﻟﻠﺨﱪﺍﺕ‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﺇﱃ‬ ‫ﺗﻨﻈﺮ‬
)،‫ﺭﺟﺐ‬٢٠٠٣.(‫ﻭﺻﻒ‬ ‫ﺗﻘﺪﱘ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺪﺭﺓ‬ ‫ﳝﻨﺤﻪ‬ ‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﻟﻠﻈﺎﻫﺮﺓ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻣﻌﺎﻳﺸﺔ‬ ‫ﺇﻥ‬
‫ﺍﳌﺮﺗﺒﻂ‬ ‫ﻭﺍﻟﺴﻴﺎﺳﻲ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺜﻘﺎﰲ‬ ‫ﺍﻻﻃﺎﺭ‬ ‫ﺳﻴﺎﻕ‬ ‫ﰲ‬ ‫ﺣﺪﻭﺛﻬﺎ‬ ‫ﻟﻜﻴﻔﻴﺔ‬ ‫ﻣﺘﻌﻤﻖ‬ ‫ﻭﻓﻬﻢ‬ ‫ﺩﻗﻴﻖ‬
‫ﺎ‬.‫ﺃﻥ‬ ‫ﻛﻤﺎ‬‫ﻫ‬‫ﺍﳌﺒﺤﻮﺛﲔ‬ ‫ﺗﻌﻄﻲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﳌﻨﻬﺞ‬ ‫ﺍﳋﺎﺻﻴﺔ‬ ‫ﺬﻩ‬‫ﻢ‬‫ﺧﱪﺍ‬ ‫ﻋﻦ‬ ‫ﻟﻠﺘﻌﺒﲑ‬ ‫ﳎﺎﻻ‬
‫ﻳﺆﻛ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬ ،‫ﺳﻠﻮﻛﻬﻢ‬ ‫ﻷﳕﺎﻁ‬ ‫ﻭﻓﻬﻤﻬﻢ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬‫ﺪ‬‫ﻓﻮﺭﺩ‬ ‫ﺩﻭﻧﺎﻟﺪ‬"‫ﻋﻨ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﺇﻥ‬‫ﺎ‬‫ﻓﺎﻋﻠﺔ‬ ‫ﺻﺮ‬
‫ﻷﻓﻌﺎﳍﺎ‬ ‫ﳏﺪﺛﺔ‬")،‫ﺭﺟﺐ‬ ‫ﻋﻦ‬ ‫ﻧﻘﻼ‬٢٠٠٣.(
٤.‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺑﺎﳌﺮﻭﻧﺔ‬ ‫ﻳﺘﺴﻢ‬)Uncontrolled conditions(:‫ﻻ‬
،‫ﻣﺒﺪﺋﻴﺔ‬ ‫ﻭﺍﻓﺘﺮﺍﺿﺎﺕ‬ ،‫ﻧﻈﺮﻳﺔ‬ ‫ﻣﻨﻄﻠﻘﺎﺕ‬ ‫ﰲ‬ ‫ﻣﺘﻤﺜﻠﺔ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻋﻠﻰ‬ ‫ﻗﻴﻮﺩﺍ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻳﻔﺮﺽ‬
‫ﻣﻘﻨﻨﺔ‬ ‫ﲝﺜﻴﺔ‬ ‫ﻭﺃﺩﻭﺍﺕ‬ ،‫ﲝﺜﻴﺔ‬ ‫ﻭﺗﺴﺎﺅﻻﺕ‬.‫ﺍﳚﺎﺩ‬ ‫ﺇﱃ‬ ‫ﻳﺴﻌﻰ‬ ‫ﻻ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻓﺎﻟﺒﺤﺚ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﻳﺪﺭﺱ‬ ‫ﺍﻧﻪ‬ ‫ﺑﻞ‬ ،‫ﻣﺴﺒﻘﺎ‬ ‫ﳏﺪﺩﺓ‬ ‫ﻣﺘﻐﲑﺍﺕ‬ ‫ﺑﲔ‬ ‫ﻋﻼﻗﺎﺕ‬‫ﺍﻟﻈﺎﻫﺮﺓ‬‫ﻭﺑﺄﺳﻠﻮﺏ‬ ‫ﻛﻠﻲ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬
‫ﺍﻟﺒﺤ‬ ‫ﺑﺎﳌﺮﻭﻧﺔ‬ ‫ﻳﺘﺴﻢ‬‫ﻳﺘﻄﻠﺒﻪ‬ ‫ﳌﺎ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻷﺣﺪﺍﺙ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻣﻘﺪﺭﺓ‬ ‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﺗﺘﻴﺢ‬ ‫ﺍﻟﱵ‬ ‫ﺜﻴﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﳏﻞ‬ ‫ﺍﳌﻮﻗﻒ‬.‫ﺍﻟﻜﻨﺪﺭﻱ‬ ‫ﻳﺸﲑ‬ ‫ﻫﻨﺎ‬ ‫ﻭﻣﻦ‬)٢٠٠٦(‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺜﲔ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺑﺪﺀ‬ ‫ﻗﺒﻞ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻟﻜﻞ‬ ‫ﺗﻔﺼﻴﻠﻴﺎ‬ ‫ﺗﺼﻤﻴﻤﺎ‬ ‫ﻳﻀﻌﻮﻥ‬ ‫ﻣﺎ‬ ‫ﻧﺎﺩﺭﺍ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬.‫ﻭﻟﻜﻦ‬
‫ﻟﻠﻌﻴﺎﻥ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻇﻬﺮﺕ‬ ‫ﻛﻠﻤﺎ‬ ‫ﻳﺘﻐﲑ‬ ‫ﺍﻟﺘﺼﻤﻴﻢ‬.‫ﻭﻃﺮﻗﻬﻢ‬ ‫ﻢ‬‫ﺍﺟﺮﺍﺀﺍ‬ ‫ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﻳﻌﺪﻝ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺎ‬‫ﳚﻤﻌﻮ‬ ‫ﺍﻟﱵ‬ ‫ﻟﻠﻤﺎﺩﺓ‬ ‫ﻃﺒﻘﺎ‬.‫ﺗﺘﻮﻗﻒ‬ ‫ﲨﻌﻬﺎ‬ ‫ﻳﺘﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬ ‫ﺫﻟﻚ‬ ‫ﰲ‬ ‫ﺍﻟﺴﺒﺐ‬ ‫ﻭﻳﺮﺟﻊ‬
‫ﻭﺍﳌﻮﻗﻒ‬ ‫ﻭﺍﳌﺒﺤﻮﺛﲔ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﻋﻠﻰ‬.
٥.‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬)Objectivity:(‫ﻣﻌﻈﻤﻬﺎ‬ ‫ﻳﺪﻭﺭ‬ ‫ﺍﻻﻧﺘﻘﺎﺩﺍﺕ‬ ‫ﻣﻦ‬ ‫ﻟﻜﺜﲑ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺗﻌﺮﺽ‬
‫ﺧﺎ‬ ‫ﺍﻧﺘﻔﺎﺀ‬ ‫ﻋﻠﻰ‬‫ﰲ‬ ‫ﺍﳌﺘﻤﺜﻠﺔ‬ ‫ﺍﻟﻮﺿﻌﻲ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺗﻘﻨﻴﺎﺕ‬ ‫ﻟﻐﻴﺎﺏ‬ ‫ﻧﺘﻴﺠﺔ‬ ‫ﻋﻨﻪ‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬ ‫ﺻﻴﺔ‬
‫ﻭﺍﻟﺜﺒﺎﺕ‬ ‫ﺍﻟﺼﺪﻕ‬.‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﺮﻭﺍﺩ‬ ‫ﺣﺪﺍ‬ ‫ﻣﺎ‬ ‫ﻭﻫﺬﺍ‬‫ﺍﻟﻜﻤﻲ‬‫ﺍﳌﻨﻬﺠﻲ‬ ‫ﺑﺎﳋﻠﻞ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺎﻡ‬‫ﺍ‬ ‫ﺇﱃ‬
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13. ١٢
‫ﻭﺿ‬‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺼﺮﺍﻣﺔ‬ ‫ﻌﻒ‬)،‫ﺣﺠﺮ‬٢٠٠٣(‫ﺫ‬ ‫ﻭﻳﻌﺰﻭﻥ‬ ،‫ﺑﻜﻞ‬ ‫ﲝﺜﻪ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺍﻧﻐﻤﺎﺱ‬ ‫ﺇﱃ‬ ‫ﻟﻚ‬
‫ﻭﺍﻋ‬ ‫ﻭﺗﺄﻣﻼﺗﻪ‬ ‫ﻭﺃﺣﺎﺳﻴﺴﻪ‬ ‫ﻣﺸﺎﻋﺮﻩ‬‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﳉﻤﻊ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﺫﺍﺗﻪ‬ ‫ﻫﻮ‬ ‫ﺘﺒﺎﺭﻩ‬.‫ﺍﻟﺒﺎﺣﺜﻮﻥ‬ ‫ﻟﻜﻦ‬
‫ﺍﻟﱵ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻟﺘﺄﻛﺪ‬ ‫ﺍﳌﻮﺿﻮﻋﻴﺔ‬ ‫ﻟﺘﺄﺻﻴﻞ‬ ‫ﻋﺪﻳﺪﺓ‬ ‫ﺍﺟﺮﺍﺀﺍﺕ‬ ‫ﻳﺘﺒﻌﻮﻥ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﰲ‬
‫ﲨﻌﻬﺎ‬ ‫ﻳﺘﻢ‬‫ﻭﻣﻨﻬﺎ‬:‫ﻋﻠﻰ‬ ‫ﺍﳊﺼﻮﻝ‬ ،‫ﻓﻴﻪ‬ ‫ﺍﳌﺴﺘﻤﺮﺓ‬ ‫ﺍﳌﻼﺣﻈﺔ‬ ،‫ﺍﳌﻮﻗﻊ‬ ‫ﰲ‬ ‫ﺍﳌﻤﺘﺪ‬ ‫ﺍﻟﺰﻣﲏ‬ ‫ﺍﻻﺭﺗﺒﺎﻁ‬
‫ﻭﻣﻨﻬ‬ ‫ﻛﺒﲑ‬ ‫ﻋﻤﻖ‬ ‫ﺫﺍﺕ‬ ‫ﻛﺎﻓﻴﺔ‬ ‫ﻣﻼﺣﻈﺎﺕ‬‫ﺍﳌﺜﻠﺜﺔ‬ ‫ﺎ‬)Triangulation(‫ﺎ‬ ‫ﻭﻳﻘﺼﺪ‬
‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻭﻃﺮﻕ‬ ،‫ﻣﺘﻌﺪﺩﻭﻥ‬ ‫ﻭﻣﻼﺣﻈﻮﻥ‬ ،‫ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫ﻣﺼﺎﺩﺭ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬.
‫ﺭﻗﻢ‬ ‫ﺷﻜﻞ‬)١:(‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬ ‫ﺍﻟﺘﻔﻜﲑ‬)Inductive.(
‫اﻟ‬‫ﻨﻤﻮذج‬
‫اﻟ‬‫ﻔﺮﺿﯿﺔ‬
‫اﻟﻨﻈﺮﯾﺔ‬
‫اﻟﻤﻼﺣﻈﺔ‬
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14. ١٣
‫ﺍﻻ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺧﺼﺎﺋﺺ‬‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺗﻌﺘﱪ‬)Clinical Social Work(‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻣﺴﺘﻮﻳﻲ‬ ‫ﺃﺣﺪ‬
‫ﺍﻟﺼﻐﺮﻯ‬ ‫ﺍﻟﻮﺣﺪﺍﺕ‬ ‫ﻣﻊ‬ ‫ﺑﺎﻟﻌﻤﻞ‬ ‫ﺗﻌﲎ‬ ‫ﺍﳌﻬﻨﻴﺔ‬)‫ﻓﺮﺩ‬–‫ﺃﺳﺮﺓ‬–‫ﲨﺎﻋﺔ‬(‫ﺍﻟﻐﺮﺑﻴﺔ‬ ‫ﺘﻤﻌﺎﺕ‬‫ﺍ‬ ‫ﰲ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﻳﻄﻠﻖ‬
)Micro-level Practice.(‫ﻭﺍﻟ‬ ‫ﺍﻟﻮﻗﺎﺋﻴـﺔ‬ ‫ﺍﳋﺪﻣﺎﺕ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﻣﻀﻤﻮﻥ‬‫ﻌﻼﺟﻴـﺔ‬
‫ﻭﺃﺳـﺎﻟﻴﺐ‬ ‫ﻭﻋﻤﻠﻴـﺎﺕ‬ ‫ﻣﺒﺎﺩﺉ‬ ‫ﺗﻄﺒﻴﻖ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﰲ‬ ‫ﻭﺍﳉﻤﺎﻋﺎﺕ‬ ‫ﻭﺍﻷﺳﺮ‬ ‫ﻟﻸﻓﺮﺍﺩ‬
‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬.
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻃﺎﻟﱯ‬ ‫ﻣﻊ‬ ‫ﺍﳌﺸﺘﺮﻛﺔ‬ ‫ﺍﳉﻬﻮﺩ‬ ‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻓﺎﳋﺪﻣﺔ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﻣﻊ‬ ‫ﻢ‬‫ﺫﺍ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺍﻟﺘﻜﻴﻒ‬ ‫ﻋﻠﻰ‬ ‫ﻢ‬‫ﻣﺴﺎﻋﺪ‬ ‫ﺃﺟﻞ‬ ‫ﻣﻦ‬‫ﺎ‬ ‫ﻳﺘﻮﺍﺟﺪﻭﻥ‬ ‫ﺍﻟﱵ‬.‫ﻭﻳـﺘﻢ‬
‫ﺍﻻﺟﺘﻤـﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﳝﺎﺭﺳﻬﺎ‬ ‫ﻣﻬﻨﻴﺔ‬ ‫ﻣﻬﺎﺭﺍﺕ‬ ‫ﻣﻨﻬﺎ‬ ‫ﻟﻜﻞ‬ ‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬ ‫ﻋﱪ‬ ‫ﺫﻟﻚ‬
‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﺑﻜﻔﺎﺀﺓ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻟﺘﻘﺪﱘ‬.
‫ﻧﺮﻯ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬Goldstein)١٩٨٠(‫ﺃﺩﻭﺍﺭ‬ ‫ﺃﺣﺪ‬ ‫ﺎ‬‫ﺑﺄ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﻳﻌﺮﻑ‬
‫ﺍ‬ ‫ﺧﻼﳍﺎ‬ ‫ﻣﻦ‬ ‫ﻳﺴﻌﻰ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬‫ﺗﻀﻌﻬﻢ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﺃﻭ‬ ‫ﺍﳌﺘﻀﺮﺭﻳﻦ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﳌﺴﺎﻋﺪﺓ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﲔ‬ ‫ﻷﺧﺼﺎﺋﻴﲔ‬
‫ﺍﻻﺿـﻄﺮﺍﺑﺎﺕ‬ ‫ﻣﻦ‬ ‫ﲣﻠﻮ‬ ‫ﻣﻨﺘﺠﺔ‬ ‫ﺣﻴﺎﺓ‬ ‫ﰲ‬ ‫ﻳﺮﻏﺒﻮﻥ‬ ‫ﺍﻟﺬﻳﻦ‬ ‫ﻫﺆﻻﺀ‬ ‫ﳌﺴﺎﻋﺪﺓ‬ ‫ﺃﻭ‬ ،‫ﺻﻌﺒﺔ‬ ‫ﻣﻮﺍﻗﻒ‬ ‫ﰲ‬ ‫ﻢ‬‫ﺳﻠﻮﻛﻴﺎ‬
‫ﻭﺍﻟﺴﻠﻮﻛﻴﺔ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬.‫ﰲ‬ ‫ﻳﺘﺤﺪﺩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻨﻬﺎﺋﻲ‬ ‫ﺍﳍﺪﻑ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﺘﻌﺮﻳﻒ‬ ‫ﳍﺬﺍ‬ ‫ﻭﻭﻓﻘﺎ‬‫ﺇﺣﺪﺍﺙ‬‫ﺗﻐﻴﲑ‬
‫ﻧ‬ ‫ﰲ‬ ‫ﻣﻘﺼﻮﺩ‬‫ﺍﶈﻴﻄﺔ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﺴﻖ‬.
‫ﺇﱃ‬ ‫ﺪﻑ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﲔ‬ ‫ﺍﻷﺧﺼﺎﺋﻴﲔ‬ ‫ﻣﻦ‬ ‫ﻛﺜﲑ‬ ‫ﻭﻳﺮﻯ‬‫ﺇﺣـﺪﺍﺙ‬
‫ﻣﺸﻜﻼﺕ‬ ‫ﺗﺘﻨﺎﻭﻝ‬ ‫ﺎ‬‫ﻓﺈ‬ ‫ﰒ‬ ‫ﻭﻣﻦ‬ ،‫ﺍﻟﺸﺨﺼﻲ‬ ‫ﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﲢﻘﻖ‬ ‫ﺗﻐﻴﲑﺍﺕ‬‫ﻛﺎﻻﺿﻄﺮﺍﺑﺎﺕ‬‫ﻭﺍﻷﻣﺮﺍﺽ‬ ‫ﺍﻻﻧﻔﻌﺎﻟﻴﺔ‬
‫ﻭ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻀﻐﻮﻁ‬ ‫ﰲ‬ ‫ﺍﳌﺘﻤﺜﻞ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺘﻜﻴﻒ‬ ‫ﻭﻋﺪﻡ‬ ،‫ﺍﻟﻌﻘﻠﻴﺔ‬‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬)،‫ﻣﻨﺼﻮﺭ‬٢٠٠٣.(
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‫ﻓﻨﺠﺪ‬ ،‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻟﻄﺒﻴﻌﺔ‬ ‫ﺗﺼﻮﺭ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺭﻭﺍﺩ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﺜﲑ‬ ‫ﺣﺎﻭﻝ‬ ‫ﻟﻘﺪ‬
Schwartz)١٩٦١(‫ﺇﱃ‬ ‫ﺪﻑ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﻥ‬ ‫ﻳﻔﺘﺮﺽ‬‫ﺗﺴﻮﻳﺔ‬‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﻣﻊ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺭﻏﺒﺎﺕ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﰲ‬ ‫ﺍﳌﺘﻮﻓﺮﺓ‬.‫ﻭﻳﺮﻯ‬Gordon)١٩٦٩(‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﻥ‬‫ﺍﳌﻬﻨﻴﺔ‬‫ﻫ‬‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﻣﻘﺎﺑﻠﺔ‬ ‫ﻲ‬
‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﺑﺎﺣﺘﻴﺎﺟﺎﺕ‬.‫ﻭﻳﺮﻯ‬Bartlett)١٩٧٠(‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻗﺪﺭﺍﺕ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻮﺍﺯﻥ‬ ‫ﺍﺣﺪﺍﺙ‬ ‫ﺗﻌﲏ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﻥ‬
‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﻭﻳﺮﻯ‬ ،‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻭﺍﳌﺘﻄﻠﺒﺎﺕ‬ ‫ﺍﻟﺘﻜﻴﻒ‬ ‫ﻋﻠﻰ‬Baer & Federico)١٩٧٨(‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﻥ‬
‫ﺍﳋﺪﻣﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﲟﺆﺳﺴﺎﺕ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺭﺑﻂ‬ ‫ﺗﻌﲏ‬ ‫ﺍﳌﻬﻨﻴﺔ‬.
‫ﺗﻌﺪ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻭﻋﻠﻰ‬‫ﳍﺬﻩ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﺍﳌﻨﻄﻠﻘﺎﺕ‬ ‫ﺩ‬‫ﺍﻷﻃﺮﻭﺣﺎ‬‫ﺕ‬‫ﻻ‬ ‫ﺟﻮﻫﺮﻫﺎ‬ ‫ﰲ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺇﻻ‬ ،‫ﺍﳌﻘﺪﻣﺔ‬
‫ﺑﻴﺌﺘﻪ‬ ‫ﰲ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﳌﻔﻬﻮﻡ‬ ‫ﺗﺄﻛﻴﺪﺍ‬ ‫ﺗﺘﻌﺪﻯ‬)Person – in – Environment(‫ﺃﻭ‬
‫ﺩﺭﺍﺳﺔ‬‫ﺍﻹﻧﺴﺎﻥ‬‫ﺍﳌﻮﻗﻒ‬ ‫ﰲ‬)Person-in-Situation.(‫ﻭﺗﻔﺴﲑﺍ‬ ‫ﻣﺘﻌﻤﻘﺎ‬ ‫ﻓﻬﻤﺎ‬ ‫ﻳﺘﻀﻤﻦ‬ ‫ﻭﻫﺬﺍ‬
‫ﲢﻴﻂ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻟﻮﺣﺪﺓ‬ ‫ﺷﺎﻣﻼ‬‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﺑﻜﻔﺎﺀﺓ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺎ‬.
‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﻳﺸﲑ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬Compton & Galaway)١٩٩٤(‫ﺍﻷﺳﺎﻟﻴﺐ‬ ‫ﻛﻞ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻭ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬ ‫ﺃﺣﺎﺩﻳﺔ‬ ‫ﺇﻟﻐﺎﺀ‬ ‫ﺣﺎﻭﻟﺖ‬ ‫ﺍﻟﺘﺼﻮﺭ‬ ‫ﻫﺬﺍ‬ ‫ﻋﻦ‬ ‫ﺍﳌﻨﺒﺜﻘﺔ‬ ‫ﺍﻟﻌﻼﺟﻴﺔ‬
‫ﺍﳌﺴﺎ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﰲ‬ ‫ﻣﻌﺎ‬ ‫ﺍﻻﺛﻨﲔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻀﻮﺀ‬ ‫ﺗﺴﻠﻴﻂ‬‫ﻋﺪﺓ‬.
‫ﻣﻨﺼﻮﺭ‬ ‫ﻭﻳﺸﲑ‬)٢٠٠٣(‫ﺍﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﺃﺭﺑﻌﺔ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬‫ﺃﺳﺎﺳﻴﺔ‬‫ﺍﳋﺪﻣﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺗﻌﺘﻤﺪ‬
‫ﻫﻲ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬:
١.‫ﻭﺑﲔ‬ ‫ﺑﻴﻨﻬﻢ‬ ‫ﻳﻨﺸﺄ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﳌﻌﻘﺪ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﺫﻟﻚ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﻭﺳﻠﻮﻛﻬﻢ‬ ‫ﻭﳕﻮﻫﻢ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻧﻀﺞ‬ ‫ﺇﻥ‬
‫ﻭﺍﳋﺎﺭﺟﻴﺔ‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﻢ‬‫ﺑﻴﺌﺎ‬.
٢.‫ﺗﺆ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﻌﻘﺪﺓ‬ ‫ﺍﻟﻀﻐﻮﻁ‬ ‫ﻣﻦ‬ ‫ﻟﺴﻠﺴﻠﺔ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻳﺘﻌﺮﺽ‬‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﺗﻜﻴﻔﻬﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺛﺮ‬.
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16. ١٥
٣.‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﲢﻘﻴﻖ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺒﻌﺾ‬ ‫ﻓﻴﻌﺠﺰ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻟﻠﻀﻐﻮﻁ‬ ‫ﻢ‬‫ﺍﺳﺘﺠﺎﺑﺎ‬ ‫ﻣﱴ‬ ‫ﰲ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻳﺘﻔﺎﻭﺕ‬
‫ﺍﳌﻨﺎﺳﺒﺔ‬.
٤.‫ﻻﺳﺘﻌﺎﺩﺓ‬ ‫ﺍﳌﻬﲏ‬ ‫ﺍﻟﺘﺪﺧﻞ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺗﱪﺯ‬ ‫ﺍﻟﻀﻐﻮﻁ‬ ‫ﺑﺘﻠﻚ‬ ‫ﻟﻸﻓﺮﺍﺩ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻳﺘﺄﺛﺮ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﰲ‬ ‫ﺍﻟﺘﻮﺍﺯﻥ‬.
‫ﺍﻻﻓﺘ‬ ‫ﻫﺬﻩ‬ ‫ﺇﱃ‬ ‫ﻭﺑﺎﻟﻨﻈﺮ‬‫ﺇﱃ‬ ‫ﺗﺴﻌﻰ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﺃﻥ‬ ‫ﻣﻼﺣﻈﺔ‬ ‫ﳝﻜﻦ‬ ‫ﺮﺍﺿﺎﺕ‬‫ﺇﺣﺪﺍﺙ‬
‫ﻟﺮﻛﻴﺰﺗﲔ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﳌﺮﻏﻮﺏ‬ ‫ﺍﻟﺘﻐﻴﲑ‬:‫ﺑﲔ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﺑﺪﺭﺍﺳﺔ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺍﻷﻭﱃ‬‫ﺍﻹﻧﺴﺎﻥ‬‫ﻭﺑﻴﺌﺘﻪ‬‫ﻛﻞ‬ ‫ﺗﺄﺛﲑ‬ ‫ﻭﻣﺪﻯ‬
‫ﺍﻵﺧﺮ‬ ‫ﰲ‬ ‫ﻣﻨﻬﻤﺎ‬‫ﺍﻟﻔﺮﺩﻳﺔ‬ ‫ﺍﻟﻔﺮﻭﻕ‬ ‫ﲟﺒﺪﺃ‬ ‫ﻭﺍﻷﺧﺬ‬ ‫ﻢ‬‫ﺍﺳﺘﺠﺎﺑﺎ‬ ‫ﰲ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ‬ ‫ﺑﻀﺮﻭﺭﺓ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﻭﺍﻟﺜﺎﻧﻴﺔ‬ ،
‫ﺑ‬‫ﺍﳌﻬﲏ‬ ‫ﺍﻟﺘﺪﺧﻞ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻨﺪ‬ ‫ﻴﻨﻬﻢ‬.
‫ﻧﺘﻴﺠﺔ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﻣﻔﻬﻮﻡ‬ ‫ﻋﻦ‬ ‫ﻭﺍﺿﺤﺔ‬ ‫ﺭﺅﻳﺔ‬ ‫ﺑﻠﻮﺭﺓ‬ ‫ﰲ‬ ‫ﺣﺎﺿﺮﺓ‬ ‫ﺍﻟﺼﻌﻮﺑﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻭﺇﺫﺍ‬
‫ﺍﻹﻧﺴﺎﻧ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻣﻬﻦ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻣﻊ‬ ‫ﻣﻔﺎﻫﻴﻤﻬﺎ‬ ‫ﻭﺗﺪﺍﺧﻞ‬ ‫ﺎ‬‫ﺍﻫﺘﻤﺎﻣﺎ‬ ‫ﻟﺘﻌﺪﺩ‬،‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﻛﺎﻟﻄﺐ‬ ‫ﺍﻷﺧﺮﻯ‬ ‫ﻴﺔ‬
‫ﺍﻟﻨﻔﺲ‬ ‫ﻭﻋﻠﻢ‬‫ﺍﻹﻛﻠﻴﻨﻴﻜﻲ‬،‫ﻭﺍﻹﺭﺷﺎﺩ‬‫ﳏﺎﻭﻟ‬ ‫ﻓﺈﻥ‬ ،‫ﺍﻟﻨﻔﺴﻲ‬‫ﺑﺎﻟﺒﺤﺚ‬ ‫ﺟﺪﻳﺮﺓ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻮﻗﻮﻑ‬ ‫ﺔ‬.
‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﺗﻠﻚ‬ ‫ﻟﺒﻌﺾ‬ ‫ﻋﺮﺽ‬ ‫ﻳﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬:
١.‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻫﻮ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺪﺀ‬)start where the client is(:‫ﺍﳌﺒﺪﺃ‬ ‫ﻫﺬﺍ‬ ‫ﻳﺸﲑ‬
‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﻟﻠﺒﺪﺀ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺗﻮﺟﻴﻪ‬ ‫ﺇﱃ‬.‫ﻓﺎﻟﻌﻤﻴ‬‫ﺍﻟﺬﻱ‬ ‫ﻫﻮ‬ ‫ﻞ‬
‫ﻓﻴﻤ‬ ‫ﺍﻷﻭﻟﻮﻳﺔ‬ ‫ﳛﺪﺩ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻭﻫﻮ‬ ،‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﺃﻫﺪﺍﻓﻪ‬ ‫ﳛﺪﺩ‬‫ﺑﻴﻨﻬﺎ‬ ‫ﺎ‬.‫ﻳﺸﻌﺮ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻫﻮ‬ ‫ﻓﺎﻟﻌﻤﻴﻞ‬
‫ﻋﻨﻬﺎ‬ ‫ﺍﻟﺘﻌﺒﲑ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻗﺪﺭ‬ ‫ﻭﻫﻮ‬ ‫ﺑﺎﳌﺸﻜﻠﺔ‬.‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺩﻭﺭ‬ ‫ﻭﻳﺼﺒﺢ‬‫ﺇﺭﺷﺎﺩﻳﺎ‬‫ﻣﻦ‬
‫ﺑﻮﺍﻗﻌﻪ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﺍﺳﺘﺒﺼﺎﺭ‬ ‫ﺯﻳﺎﺩﺓ‬ ‫ﺧﻼﻝ‬.‫ﺗﺒﺎﺩﻟﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﻟﻄﺮﻓﲔ‬ ‫ﺑﲔ‬ ‫ﻓﺎﻟﻌﻼﻗﺔ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
)Reciprocal(‫ﺍﻟﻌﻼ‬ ‫ﻭﺑﻨﺎﺀ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻃﻒ‬ ‫ﺍﻻﻧﺪﻣﺎﺝ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺑﻌﲔ‬ ‫ﺗﺄﺧﺬ‬‫ﻗﺔ‬
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17. ١٦
‫ﺍﻻﺣﺘﺮﺍﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬.‫ﰲ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻓﻬﻢ‬ ‫ﻳﺘﺤﻘﻖ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻫﻮ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺪﺀ‬ ‫ﻭﰲ‬
‫ﺍﻟﺴﻴﺎﻕ‬‫ﻭﺍﻟﺜﻘﺎﰲ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬‫ﺑﻪ‬ ‫ﳛﻴﻂ‬ ‫ﺍﻟﺬﻱ‬.‫ﻋﺒﺪﺍﳋﺎﻟﻖ‬ ‫ﻭﻳﺸﲑ‬)١٩٩٠(‫ﺃﻧﻪ‬ ‫ﺇﱃ‬
‫ﺃﻥ‬ ‫ﺇﻻ‬ ،‫ﻣﻮﺿﻮﻋﻴﺔ‬ ‫ﻏﲑ‬ ‫ﺑﻄﺮﻕ‬ ‫ﻢ‬‫ﻣﺸﻜﻼ‬ ‫ﻋﻦ‬ ‫ﻳﻌﱪﻭﻥ‬ ‫ﻗﺪ‬ ‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺃﻥ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻋﻠﻰ‬
‫ﻋﻤﺎ‬ ‫ﻟﻠﺘﻌﺒﲑ‬ ‫ﻓﺮﺻﺔ‬ ‫ﺇﻋﻄﺎﺀﻫﻢ‬‫ﻟﺘﺄﻛﻴﺪ‬ ‫ﻢ‬‫ﺍﺣﺘﻴﺎﺟﺎ‬ ‫ﻣﻦ‬ ‫ﺑﻌﻀﺎ‬ ‫ﻳﻠﱯ‬ ‫ﻓﻴﻪ‬ ‫ﻭﻳﻔﻜﺮﻭﻥ‬ ‫ﳛﺴﻮﻥ‬
‫ﺑﺎﻟﻨﻔﺲ‬ ‫ﺍﻟﺜﻘﺔ‬ ‫ﻭﺍﻛﺘﺴﺎﺏ‬ ‫ﺍﻟﺬﺍﺕ‬.
٢.‫ﻏﲑﻫﺎ‬ ‫ﻋﻦ‬ ‫ﻭﻣﺘﻤﻴﺰﺓ‬ ‫ﻣﺘﻔﺮﺩﺓ‬ ‫ﺎ‬‫ﺃ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺎﻟﺔ‬ ‫ﺍﻟﻨﻈﺮ‬)Individualized case(:
‫ﰲ‬ ‫ﻣﺘﻔﺮﺩﺓ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﻣﻌﻬﺎ‬ ‫ﻳﺘﻌﺎﻣﻞ‬ ‫ﺣﺎﻟﺔ‬ ‫ﻛﻞ‬ ‫ﺍﻋﺘﺒﺎﺭ‬ ‫ﺇﱃ‬ ‫ﺍﳋﺎﺻﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺸﲑ‬
‫ﻭﺍﻟﺜ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‬‫ﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﺧﺼﻮﺻﻴﺔ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻻﺿﺎﻓﺔ‬ ،‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻘﺎﻓﻴﺔ‬
‫ﺗﻮﺍﺟﻬﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﻟﻠﻤﺸﻜﻼﺕ‬ ‫ﺍﳌﺴﺒﺒﺔ‬.‫ﺍﻟﻔﻬﻢ‬ ‫ﺇﱃ‬ ‫ﻳﺆﺩﻱ‬ ‫ﺣﺎﻟﺔ‬ ‫ﻟﻜﻞ‬ ‫ﺍﳌﺘﻤﻴﺰﺓ‬ ‫ﺍﻟﻨﻈﺮﺓ‬ ‫ﻭﻫﺬﻩ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺴﻴﺎﻕ‬ ‫ﻣﻊ‬ ‫ﻳﺘﻤﺎﺷﻰ‬ ‫ﺗﻔﺴﲑﺍ‬ ‫ﺗﻘﺪﻡ‬ ‫ﻛﻤﺎ‬ ،‫ﺟﻮﺍﻧﺒﻬﺎ‬ ‫ﺑﻜﺎﻓﺔ‬ ‫ﻭﺍﻻﳌﺎﻡ‬ ‫ﻟﻠﺤﺎﻟﺔ‬ ‫ﺍﳌﺘﻌﻤﻖ‬
‫ﻭﺍ‬‫ﰲ‬ ‫ﻣﻨﻬﺎ‬ ‫ﻛﻞ‬ ‫ﺗﺄﺛﲑ‬ ‫ﻭﺩﺭﺟﺔ‬ ‫ﺑﺎﳊﺎﻟﺔ‬ ‫ﳛﻴﻂ‬ ‫ﺍﻟﺬﻱ‬ ‫ﻟﻠﻮﺳﻂ‬ ‫ﻟﺜﻘﺎﰲ‬‫ﺍﻵﺧﺮ‬.‫ﻫﻨﺎ‬ ‫ﻭﺍﻟﺘﻔﺴﲑ‬
‫ﻟﺘﻠﻚ‬ ‫ﻢ‬‫ﺍﺳﺘﺠﺎﺑﺎ‬ ‫ﺑﲔ‬ ‫ﻭﻣﺎ‬ ‫ﻢ‬‫ﺣﻴﺎ‬ ‫ﺃﺣﺪﺍﺙ‬ ‫ﺑﲔ‬ ‫ﻣﺎ‬ ‫ﺍﻟﺮﺑﻂ‬ ‫ﰲ‬ ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻣﺴﺎﻋﺪﺓ‬ ‫ﻳﺘﻀﻤﻦ‬
‫ﻭﻋﺎﻃﻔﻴﺎ‬ ‫ﻭﺳﻠﻮﻛﻴﺎ‬ ‫ﻓﻜﺮﻳﺎ‬ ‫ﻋﻨﻬﺎ‬ ‫ﺍﻟﺘﻌﺒﲑ‬ ‫ﺑﻄﺮﻕ‬ ‫ﺍﻷﺣﺪﺍﺙ‬)،‫ﻣﻨﺼﻮﺭ‬٢٠٠٣.(
٣.‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﺤﻘﻖ‬‫ﺍﻟﺘﺄﻣﻞ‬ ‫ﻋﻤﻠﻴﺔ‬)Reflexivity(:‫ﺇﱃ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺸﲑ‬
‫ﺍﻻﺟﺘ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﻣﻬﺎﺭﺓ‬‫ﻭﺗﻔﺴﲑﻫﺎ‬ ‫ﻭﲢﻠﻴﻠﻬﺎ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻋﻦ‬ ‫ﺍﻟﺼﺎﺩﺭﺓ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺗﺄﻣﻞ‬ ‫ﰲ‬ ‫ﻤﺎﻋﻲ‬
‫ﻭﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ‬ ‫ﻛﺎﻓﺔ‬ ‫ﺿﻮﺀ‬ ‫ﰲ‬.‫ﻭﺗﺸﲑ‬Padgett)١٩٩٨(‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺃﻥ‬
‫ﺍﻟﺬﺍﰐ‬ ‫ﺍﻟﻮﻋﻲ‬ ‫ﺯﻳﺎﺩﺓ‬ ‫ﰲ‬ ‫ﻭﺗﺴﺎﻫﻢ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺃﺛﻨﺎﺀ‬ ‫ﻣﺴﺘﻤﺮﺓ‬)Self-
Awareness(‫ﺍﻟﺬﺍﰐ‬ ‫ﻭﺍﻟﻨﻘﺪ‬)Self-Correction(‫ﺫﺍﺕ‬ ‫ﰲ‬ ‫ﻭﻟﻜﻨﻬﺎ‬ ،
‫ﺍ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻣﻦ‬ ‫ﻟﻜﻞ‬ ‫ﺍﻟﺴﻬﻠﺔ‬ ‫ﺑﺎﳌﻬﻤﺔ‬ ‫ﻟﻴﺴﺖ‬ ‫ﻟﻮﻗﺖ‬.‫ﻳﺴﻌﻰ‬ ‫ﻓﺒﻴﻨﻤﺎ‬
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18. ١٧
،‫ﺍﳌﺘﺎﺣﺔ‬ ‫ﺍﻟﺒﺪﺍﺋﻞ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺧﺘﻴﺎﺭ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻣﻨﻬﺎ‬ ‫ﻳﻌﺎﱐ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻀﻐﻮﻁ‬ ‫ﻣﻦ‬ ‫ﺍﳋﺮﻭﺝ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻌﻤﻴﻞ‬
‫ﺇﱃ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﻳﺴﻌﻰ‬‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻟﺘﺪﻓﻖ‬ ‫ﺍﻻﳚﺎﰊ‬ ‫ﺍﳌﻨﺎﺥ‬ ‫ﻴﺌﺔ‬‫ﻭﺇﳚﺎﺩ‬
‫ﴰﻮ‬ ‫ﻭﺗﻔﺴﲑ‬ ‫ﻣﺘﻌﻤﻖ‬ ‫ﻓﻬﻢ‬‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻟﺘﻠﻚ‬ ‫ﱄ‬.
٤.‫ﺍﻻﻧﺘﻘﺎﺋﻴﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﳉﺪﻳﺪﺓ‬ ‫ﻟﻠﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬)Eclectic approach(:
‫ﺃﺛﻨﺎﺀ‬ ‫ﻭﺍﺣﺪ‬ ‫ﻋﻼﺟﻲ‬ ‫ﺑﻨﻤﻮﺫﺝ‬ ‫ﻳﻠﺘﺰﻡ‬ ‫ﻻ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬ ‫ﺍﳋﺎﺻﻴﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﺸﲑ‬
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬.‫ﺍﻟﺴﻠﻮﻛﻲ‬ ‫ﻭﺍﻟﻌﻼﺝ‬ ،‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﻛﺎﻟﺘﺤﻠﻴﻞ‬ ‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬ ‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﻓﺎﻷﺳﺎﻟﻴﺐ‬
‫ﺃﺛﺒﺘﺖ‬ ‫ﺍﻟﻜﻼﺳﻴﻜﻲ‬‫ﺍﳌﺴﺘﺠﺪﺍﺕ‬ ‫ﻭﺗﺄﺛﲑ‬ ‫ﻭﺗﻨﻮﻋﻬﺎ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﳌﺸﻜﻼﺕ‬ ‫ﺗﻌﻘﺪ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬
‫ﻛﺎﻟﻌﻮﳌﺔ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺜﻘﺎﻓﻴﺔ‬‫ﺍﻟﺜﻘﺎﰲ‬ ‫ﻭﺍﻟﺘﻨﻮﻉ‬ ،‫ﺍﳌﺮﻏﻮﺏ‬ ‫ﺍﻟﺘﻐﻴﲑ‬ ‫ﺍﺣﺪﺍﺙ‬ ‫ﻋﻠﻰ‬ ‫ﺎ‬‫ﻗﺪﺭ‬ ‫ﻋﺪﻡ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻭﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﺑﲔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﻟﺒﻨﺎﺀ‬ ‫ﻃﻮﻳﻞ‬ ‫ﻭﻗﺖ‬ ‫ﻣﻦ‬ ‫ﺗﻄﻠﺒﻪ‬ ‫ﳌﺎ‬ ‫ﻧﻈﺮﺍ‬.
‫ﻳﺸﲑ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬Corey)١٩٩٦(‫ﻛ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﻟﻠﻌﻼﺝ‬ ‫ﺍﳌﻤﺎﺭﺳﲔ‬ ‫ﻣﻦ‬ ‫ﺜﲑ‬
‫ﻳﺴﺘﺨﺪﻣﻮﻥ‬ ‫ﻻ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬‫ﺃﺳﻠﻮﺑﺎ‬‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﰲ‬ ‫ﻭﺍﺣﺪﺍ‬ ‫ﻋﻼﺟﻴﺎ‬‫ﺍﳌﺴﺎﻋﺪﺓ‬‫ﺑﻞ‬ ،
‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻭﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﳌﻮﻗﻒ‬ ‫ﻳﺘﻄﻠﺒﻪ‬ ‫ﳌﺎ‬ ‫ﻭﻓﻘﺎ‬ ‫ﻋﻼﺟﻲ‬ ‫ﺃﺳﻠﻮﺏ‬ ‫ﻣﻦ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻳﺴﺘﺨﺪﻣﻮﻥ‬.
‫ﻭﺭﺷﻮﺍﻥ‬ ‫ﺍﻟﻘﺮﱐ‬ ‫ﻭﻳﺆﻛﺪ‬)٢٠٠٤(‫ﲡﻤﻊ‬ ‫ﻣﺘﻄﻮﺭﺓ‬ ‫ﻋﻼﺟﻴﺔ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺻﻴﺎﻏﺔ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺇﱃ‬
‫ﻣﺴﺘ‬ ‫ﻣﻬﻨﻴﺔ‬ ‫ﻣﻬﺎﺭﺍﺕ‬‫ﻟﻠﻮﻗﻮﻑ‬ ‫ﺍﶈﻠﻴﺔ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﰲ‬ ‫ﻭﲡﺮﺑﺘﻬﺎ‬ ‫ﻋﻼﺟﻲ‬ ‫ﺃﺳﻠﻮﺏ‬ ‫ﻣﻦ‬ ‫ﺃﻛﺜﺮ‬ ‫ﻣﻦ‬ ‫ﻤﺪﺓ‬
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﰲ‬ ‫ﺎ‬‫ﻛﻔﺎﺀ‬ ‫ﻋﻠﻰ‬.
٥.‫ﺍﻟﻘـﻴﻢ‬ ‫ﻣـﻦ‬ ‫ﺧﺎﻟﻴﺔ‬ ‫ﻟﻴﺴﺖ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬)Helping Process is not
Value-free:(‫ﺗﻘﻨﻦ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﺍﳌﺒﺎﺩﺉ‬ ‫ﻣﻦ‬ ‫ﻗﺎﻋﺪﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﺮﺗﻜﺰ‬
‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﻔﺎﻋﻞ‬ ‫ﻋﻤﻠﻴﺔ‬‫ﻭﺍﻟﻌﻤﻴﻞ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻷﺧﺼﺎﺋﻲ‬.،‫ﺍﻟﺬﺍﺗﻴﺔ‬ ‫ﻭﺍﳌﺴﺆﻭﻟﻴﺔ‬ ،‫ﻓﺎﻟﺘﻘﺒﻞ‬
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻮﺟﻪ‬ ‫ﻗﻴﻤﻴﺔ‬ ‫ﳏﺪﺩﺍﺕ‬ ‫ﻭﺍﻟﺴﺮﻳﺔ‬.‫ﺍﻟﻘﻮﻣﻴـﺔ‬ ‫ﺍﻟﺮﺍﺑﻄـﺔ‬ ‫ﻗـﺪﻣﺖ‬ ‫ﺃﻥ‬ ‫ﻭﻣﻨـﺬ‬
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19. ١٨
‫ﺍﻻﺟﺘﻤﺎﻋﻴﲔ‬ ‫ﻟﻸﺧﺼﺎﺋﻴﲔ‬)NASW(‫ﻋـ‬ ‫ﰲ‬ ‫ﺍﳌﻬﻨﻴـﺔ‬ ‫ﺍﻟﻘـﻴﻢ‬ ‫ﻣﻨﻈﻮﻣﺔ‬‫ﺎﻡ‬١٩٥٨، ‫ﻡ‬
‫ﻭﻣﺼﺪﺍﻗﻴﺔ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺃﻛﺜﺮ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺪﻣﺔ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﺃﺻﺒﺤﺖ‬‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻣﻬﻦ‬ ‫ﺑﲔ‬
‫ﺍﻷﺧﺮﻯ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬)،‫ﺍﳉﻤﻴﻠﻲ‬٢٠٠٢.(‫ﻣـﻦ‬ ‫ﳎﻤﻮﻋـﺔ‬ ‫ﲢﻘﻴـﻖ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻘﻴﻢ‬ ‫ﻫﺬﻩ‬ ‫ﻭﺗﺴﻌﻰ‬
‫ﻣﻨﻬﺎ‬ ‫ﺍﻷﻫﺪﺍﻑ‬:‫ﺍﻻﺟﺘﻤﺎﻋ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻣﻬﻨﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺗﺮﺗﻜﺰ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﳌﺒﺎﺩﺉ‬ ‫ﺍﻟﻘﻴﻢ‬ ‫ﲢﺪﻳﺪ‬‫ﲔ،ﻭ‬‫ﲢﺪﻳﺪ‬
‫ﺍﻹ‬ ‫ﺍﳋﻄﻮﺍﺕ‬‫ﻭ‬ ،‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺍﻟﱵ‬ ‫ﺟﺮﺍﺋﻴﺔ‬‫ﻋﻠـ‬ ‫ﺍﻟﺘﻐﻠﺐ‬ ‫ﰲ‬ ‫ﺍﳌﻤﺎﺭﺳﲔ‬ ‫ﻣﺴﺎﻋﺪﺓ‬‫ﻰ‬
‫ﻭ‬ ،‫ﻇﻬﻮﺭﻫﺎ‬ ‫ﺣﺎﻝ‬ ‫ﺍﻷﺧﻼﻗﻴﺔ‬ ‫ﺍﳌﺸﻜﻼﺕ‬‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻣﻜﺎﻧﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺘﻌﺰﻳﺰ‬‫ﺘﻤـﻊ‬‫ﺍ‬ ‫ﰲ‬
‫ﻭ‬ ،‫ﳏﺎﺳﱯ‬ ‫ﻋﻤﻞ‬ ‫ﺑﺎﻋﺘﺒﺎﺭﻩ‬‫ﺫﻭﻱ‬ ‫ﺍﳌﻤﺎﺭﺳﲔ‬ ‫ﺍﺳﺘﻘﻄﺎﺏ‬،‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﻌﻤﻞ‬ ‫ﻟﻠﺘﺼﺪﻱ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬
‫ﻭﺗ‬‫ﺴﻬ‬‫ﻴ‬‫ﻣﻮﺍﺟﻬﺘـﻬﺎ‬ ‫ﻭﻛﻴﻔﻴـﺔ‬ ‫ﺍﳌﻬﻨﻴـﺔ‬ ‫ﻭﺍﳌﺒـﺎﺩﺉ‬ ‫ﻟﻠﻘـﻴﻢ‬ ‫ﺍﻧﺘﻬﺎﻙ‬ ‫ﺃﻱ‬ ‫ﺍﻛﺘﺸﺎﻑ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻞ‬
)NASW,١٩٨٠.(‫ﻣ‬ ‫ﰲ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻫﺬﻩ‬ ‫ﺇﻥ‬‫ﺍﻃﺎﺭﺍ‬ ‫ﲤﺜﻞ‬ ‫ﺍﻷﺧﻼﻗﻲ‬ ‫ﺎ‬‫ﻀﻤﻮ‬‫ﻟﻠﻌﻤـﻞ‬
‫ﻭﰲ‬ ‫ﺍﻟﻌﻤـﻼﺀ‬ ‫ﻛﺎﻓﺔ‬ ‫ﻣﻊ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ‬ ‫ﺑﻜﻔﺎﺀﺓ‬ ‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺍﻻﻋﺘﺒﺎﺭ‬ ‫ﺑﻌﲔ‬ ‫ﻳﺄﺧﺬ‬ ‫ﺍﳌﻬﲏ‬
‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﻛﻞ‬.
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻣﻦ‬ ‫ﻟﻜﻞ‬ ‫ﺍﳋﺼﺎﺋﺺ‬ ‫ﺍﺳﺘﻌﺮﺍﺽ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬‫ﻳﺘـﻀﺢ‬
‫ﻣﺎ‬ ‫ﺣﺪ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺘﺸﺎﺑﻪ‬.‫ﻳﺸﲑ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬Gilgun)١٩٩٤(‫ﰲ‬ ‫ﺑﺎﻟﻴﺪ‬ ‫ﺗﻜﻮﻥ‬ ‫ﻣﺎ‬ ‫ﺃﺷﺒﻪ‬ ‫ﺑﻴﻨﻬﻤﺎ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﺍﻟﻘﻔﺎﺯ‬"hand in glove fit"،‫ﻋﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﻣﻨﻬﻤﺎ‬ ‫ﻟﻜﻞ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﺗﻄﺎﺑﻖ‬ ‫ﺇﱃ‬ ‫ﻳﺸﲑ‬ ‫ﺬﺍ‬ ‫ﻭﻫﻮ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬.‫ﺎ‬‫ﻓﺈ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻫﻮ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﺗﺒﺪﺃ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻓﺎﳋﺪﻣﺔ‬‫ﺍﻟﻌﻤﻴـﻞ‬ ‫ﺇﱃ‬ ‫ﺗﻨﻈـﺮ‬
‫ﻳﺮﺗﻜﺰ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬ ‫ﻣﻊ‬ ‫ﻳﺘﻄﺎﺑﻖ‬ ‫ﻭﻫﺬﺍ‬ ‫ﻓﻴﻪ‬ ‫ﻳﺘﻮﺍﺟﺪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺒﻴﺌﻲ‬ ‫ﺍﻟﺴﻴﺎﻕ‬ ‫ﻣﻦ‬ ‫ﺟﺰﺀ‬ ‫ﺑﺎﻋﺘﺒﺎﺭﻩ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﺑﻴﺌﺘﻬﺎ‬ ‫ﰲ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﻓﻬﻢ‬ ‫ﻋﻠﻰ‬.
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20. ١٩
‫ﺍﻟﺒﺤﺜﻲ‬ ‫ﺍﻟﺘﻔﻜﲑ‬ ‫ﰲ‬ ‫ﺍﳌﺘﺒﻌﺔ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺃﻳﻀﺎ‬ ‫ﺍﻟﺸﺒﻪ‬ ‫ﺃﻭﺟﺒﻪ‬ ‫ﻭﻣﻦ‬.‫ﺍﻻﺳـﺘﻘﺮﺍﺋﻴﺔ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﻳﺘﺒﻊ‬ ‫ﻓﻜﻼﳘﺎ‬
‫ﺗﻌﺘﻤﺪ‬ ‫ﺍﻟﱵ‬‫ﺍﳌﺘﻔﺎﻋﻠﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﳚﺎﺩ‬ ‫ﺍﻣﻜﺎﻧﻴﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺱ‬ ‫ﺃﻭ‬ ‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﻳﺘﻴﺢ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻨﺎﻗﺪ‬ ‫ﺍﻻﺳﺘﻘﺼﺎﺀ‬ ‫ﻋﻠﻰ‬
‫ﺍﺷﺒﺎﻉ‬ ‫ﻭﻫﻮ‬ ‫ﺍﻟﻨﻬﺎﺋﻲ‬ ‫ﺍﳍﺪﻑ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﺫﻟﻚ‬ ‫ﻟﻜﻞ‬ ‫ﻓﻬﻤﻬﻢ‬ ‫ﻭﻛﻴﻔﻴﺔ‬ ‫ﺍﳌﻌﺎﺵ‬ ‫ﺍﻟﻮﺍﻗﻌﻲ‬ ‫ﺍﻟﻌﺎﱂ‬ ‫ﰲ‬ ‫ﻭﺍﻷﺣﺪﺍﺙ‬
‫ﻢ‬‫ﺍﺣﺘﻴﺎﺟﺎ‬.‫ﺍ‬ ‫ﺍﻟﺘﺄﻣﻠﻴﺔ‬ ‫ﺍﳌﻤﺎﺭﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪﺍﻥ‬ ‫ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬ ‫ﻟﻠﻤﻨﻬﺞ‬ ‫ﺍﺳﺘﺨﺪﺍﻣﻬﻤﺎ‬ ‫ﰲ‬ ‫ﻭﳘﺎ‬‫ﻟﻠﺒﺎﺣﺚ‬ ‫ﺗﺘﻴﺢ‬ ‫ﻟﱵ‬
‫ﺍﻟﻜﻴﻔﻲ‬–‫ﻭﺃﻳﻀﺎ‬‫ﻟﻠﻤﻤﺎﺭﺱ‬–‫ﺗﻔﺴﲑ‬ ‫ﰲ‬ ‫ﻭﺍﳌﻼﺣﻈﺔ‬ ‫ﻛﺎﳌﻘﺎﺑﻠﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬ ‫ﺃﺩﻭﺍﺕ‬ ‫ﳐﺮﺟﺎﺕ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻭﴰﻮﻟﻴﺔ‬ ‫ﻣﺘﻌﻤﻘﺔ‬ ‫ﺑﺼﻮﺭﺓ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻭﲢﻠﻴﻞ‬.‫ﻟﻠﻈـﺎﻫﺮﺓ‬ ‫ﺳﻮﺍﺀ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺑﺄﻥ‬ ‫ﺫﻟﻚ‬ ‫ﺗﻮﺿﻴﺢ‬ ‫ﻭﳝﻜﻦ‬
‫ﻣﺒﻌﺜ‬ ‫ﺃﺟﺰﺍﺀ‬ ‫ﺃﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻣﻨﻬﺎ‬ ‫ﻳﻌﺎﱐ‬ ‫ﺍﻟﱵ‬ ‫ﻟﻠﻤﺸﻜﻠﺔ‬ ‫ﺃﻭ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬‫ﺃﻭ‬ ‫ﺍﻟﺒﺎﺣـﺚ‬ ‫ﻭﻣﻬﻤـﺔ‬ ‫ﻭﻣﺘﻨﻮﻋﺔ‬ ‫ﺮﺓ‬
،‫ﻭﺍﳌﻘﺎﺑﻠﺔ‬ ،‫ﻭﺍﻟﺪﻗﺔ‬ ،‫ﺍﳌﺒﺎﺷﺮﺓ‬ ‫ﻭﺍﳌﻼﺣﻈﺔ‬ ،‫ﺍﻟﺬﺍﰐ‬ ‫ﺍﻟﺘﺄﻣﻞ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻷﺟﺰﺍﺀ‬ ‫ﻫﺬﻩ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺍﳚﺎﺩ‬ ‫ﺍﳌﻤﺎﺭﺱ‬
‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻟﺘﻌﺎﻳﺶ‬.
‫ﻭﻳﺆﻛﺪ‬Gilgun)١٩٩٤(‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﺃﻥ‬
‫ﺍﳌﺘﻌﻤﻘﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ‬ ‫ﻣﺜﻞ‬)in-depth interviewing(‫ﺍﻟـﺴﺠﻼﺕ‬ ‫ﻭﻣﺮﺍﺟﻌـﺔ‬ ،‫ﻭﺍﳌﻼﺣﻈـﺔ‬ ،
)Document review(‫ﺍﳋﺪﻣـﺔ‬ ‫ﳎـﺎﻝ‬ ‫ﰲ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻷﺧﺼﺎﺋﻴﲔ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﻣﺴﺘﺨﺪﻣﺔ‬ ‫ﻫﻲ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬.‫ﺃﻥ‬ ‫ﻭﻳﻀﻴﻒ‬‫ﺍﻟﺘﺴﺠﻴﻞ‬ ‫ﻋﻤﻠﻴﺔ‬)Process recording(‫ﻭﺗﻘﺮﻳﺮ‬ ،‫ﻭﺍﻟﺘﻮﺛﻴﻖ‬ ،
‫ﺍﳊﺎﻟﺔ‬)case reporting(‫ﺍﳌ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﻣﻊ‬ ‫ﺗﺘﺸﺎﺑﻪ‬‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬ ‫ﺴﺘﺨﺪﻣﺔ‬.
‫ﻭﻳﺸﲑ‬Weiss)١٩٩٤(‫ﻭﺑـﲔ‬ ‫ﺍﻟﻜﻴﻔـﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﰲ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻜﺒﲑ‬ ‫ﺍﻟﺘﺸﺎﺑﻪ‬ ‫ﺇﱃ‬
‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ‬.‫ﺍﻷﻓﻜـﺎﺭ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬ ‫ﻳﺴﻌﻰ‬ ‫ﻛﻠﻴﻬﻤﺎ‬ ‫ﺃﻥ‬ ‫ﻭﻳﻀﻴﻒ‬
‫ﻋ‬ ‫ﺍﻟﺘﺄﺛﲑ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫ﻻ‬ ‫ﻭﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﰲ‬ ‫ﻫﻲ‬ ‫ﻛﻤﺎ‬ ‫ﻭﺍﻟﺴﻠﻮﻙ‬ ‫ﻭﺍﳌﺸﺎﻋﺮ‬‫ﺍﻟﺘﻌـﺒﲑ‬ ‫ﰲ‬ ‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺃﻭ‬ ‫ﺍﳌﺒﺤﻮﺛﲔ‬ ‫ﻠﻰ‬
‫ﺧﱪﺍ‬ ‫ﻋﻦ‬ ‫ﲝﺮﻳﺔ‬‫ﻷﺑﻌﺎﺩﻫﺎ‬ ‫ﻭﺍﺩﺭﺍﻛﻬﻢ‬ ‫ﻭﻋﻴﻬﻢ‬ ‫ﻭﻣﺪﻯ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻢ‬.
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21. ٢٠
‫ﻣﻼﺣ‬ ‫ﳝﻜﻦ‬ ‫ﺃﻧﻪ‬ ‫ﺍﻟﻘﻮﻝ‬ ‫ﻭﺧﻼﺻﺔ‬‫ﻈ‬‫ﻓﻴﻤﺎ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﺸﺎﺑﻪ‬ ‫ﺔ‬
‫ﻳﻠﻲ‬:
١.‫ﺍﳌﺘﻌﻤﻖ‬ ‫ﺍﻟﻮﺻﻒ‬ ‫ﻋﻠﻰ‬ ‫ﻟﻠﺤﺼﻮﻝ‬ ‫ﻳﺴﻌﻰ‬ ‫ﻛﻼﳘﺎ‬)Thick description(
٢.‫ـﺎﻭﻝ‬‫ﳛـ‬ ‫ـﺎ‬‫ﻛﻼﳘـ‬‫ـﲎ‬‫ﻭﺍﳌﻌـ‬ ‫ـﻢ‬‫ﺍﻟﻔﻬـ‬ ‫ـﻰ‬‫ﻋﻠـ‬ ‫ـﺼﻮﻝ‬‫ﺍﳊـ‬)Meaning and
understanding(
٣.‫ﺍﻟﺒﻴﺎﻧـﺎﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﳊـﺼﻮﻝ‬ ‫ﰲ‬ ‫ﺩﻗـﺔ‬ ‫ﺍﻷﻛﺜـﺮ‬ ‫ﺍﻟﻮﺳـﻴﻠﺔ‬ ‫ﺍﳌﻌﺎﻳﺸﺔ‬ ‫ﻣﻦ‬ ‫ﻳﺘﺨﺬ‬ ‫ﻛﻼﳘﺎ‬
)Engagement(
٤.‫ﺍﻟﺒﻴﺎﻧـﺎﺕ‬ ‫ﻭﲢﻠﻴـﻞ‬ ‫ﲨـﻊ‬ ‫ﻋﻤﻠﻴـﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘـﺴﺠﻴﻞ‬ ‫ﻳﺴﺘﺨﺪﻡ‬ ‫ﻛﻼﳘﺎ‬)process
recording &data analysis(
‫ﺍﻻ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺧﺘﻼﻑ‬‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺟﺘﻤﺎﻋﻴﺔ‬
‫ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﻭﺑﲔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺘﺸﺎﺑﻪ‬ ‫ﺃﻭﺟﻪ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﺗﻔﺴﲑ‬ ‫ﲢﻠﻴﻞ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻭﰲ‬ ،‫ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﻷﺩﻭﺍﺕ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﻭﰲ‬ ،‫ﺍﻻﺳﺘﻘﺮﺍﺋﻴﺔ‬
‫ﺑﻴﻨﻬﻤﺎ‬ ‫ﺟﻮﻫﺮﻳﺔ‬ ‫ﺍﺧﺘﻼﻓﺎﺕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬ ‫ﺇﻻ‬.‫ﺣﺎﻭﻟﺖ‬ ‫ﻟﻘﺪ‬Padgett)١٩٩٨(‫ﻷﻋﻤـﺎﻝ‬ ‫ﻣﺮﺍﺟﻌﺔ‬ ‫ﺑﻌﺪ‬
‫ﺍﻟﻨﻔﺲ‬ ‫ﻋﺎﱂ‬Schein)١٩٨٧(‫ﺍﻻﺟﺘﻤﺎﻉ‬ ‫ﻭﻋﺎﱂ‬Weiss)١٩٩٤(‫ﻣـﻦ‬ ‫ﳎﻤﻮﻋـﺔ‬ ‫ﺗﻘﺪﻡ‬ ‫ﺃﻥ‬
‫ﺭﻗﻢ‬ ‫ﺍﳉﺪﻭﻝ‬ ‫ﰲ‬ ‫ﻣﻼﺣﻈﺘﻬﺎ‬ ‫ﳝﻜﻦ‬ ‫ﺍﻻﺛﻨﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ‬)١:(
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22. ٢١
‫ﺭﻗﻢ‬ ‫ﺟﺪﻭﻝ‬)١(‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﺍﳋﺪﻣﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺧﺘﻼﻓﺎﺕ‬ ‫ﳝﺜﻞ‬
‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﻭﺟﻪ‬‫ﺍﻻﺟﺘﻤ‬ ‫ﺍﳋﺪﻣﺔ‬‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺎﻋﻴﺔ‬‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﻬﺞ‬
‫ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﻻﻃﺎﺭ‬‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﻭﺍﳌﺪﺍﺧﻞ‬ ‫ﺑﺎﻟﻨﻈﺮﻳﺎﺕ‬ ‫ﺗﻮﺟﻪ‬‫ﺇﱃ‬ ‫ﺗﺴﻌﻰ‬‫ﺇﻧﺸﺎﺀ‬‫ﻧﻈﺮﻳﺔ‬ ‫ﺃﻃﺮ‬
‫ﺍﻷﻫﺪﺍﻑ‬‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﺍﻟﻨﻬﺎﺋﻲ‬ ‫ﺍﳍﺪﻑ‬‫ﻟﻠﻤﻌﺮﻓﺔ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﺍﻟﻨﻬﺎﺋﻲ‬ ‫ﺍﳍﺪﻑ‬
‫ﺍﻟﻌﻼﻗﺔ‬‫ﺑﺘﺤﺴﻨﻪ‬ ‫ﻭﺗﻨﺘﻬﻲ‬ ‫ﺑﺎﻟﻌﻤﻴﻞ‬ ‫ﺗﺒﺪﺃ‬ ‫ﺍﻟﻌﻼﻗﺔ‬‫ﺑﻪ‬ ‫ﻭﺗﻨﺘﻬﻲ‬ ‫ﺑﺎﻟﺒﺎﺣﺚ‬ ‫ﺗﺒﺪﺃ‬ ‫ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻟ‬‫ﻮﻗﺖ‬‫ﺍﳊﺎﻟﺔ‬ ‫ﻟﻄﺒﻴﻌﺔ‬ ‫ﻭﻓﻘﺎ‬ ‫ﳎﺪﻭﻝ‬ ‫ﺍﻟﻮﻗﺖ‬‫ﳎﺪﻭﻝ‬ ‫ﻏﲑ‬ ‫ﺍﻟﻮﻗﺖ‬
‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻣﺴﺘﻮﻯ‬‫ﲢﺴﻦ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻳﺘﺤﻘﻖ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﻌﻤﻼﺀ‬
‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻳﺘﺤﻘﻖ‬ ‫ﺍﻟﻨﺠﺎﺡ‬ ‫ﻣﺴﺘﻮﻯ‬
‫ﺍﻟﺪﻗﻴﻖ‬ ‫ﺍﻟﻌﻤﻞ‬
‫ﺍﻟﱵ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺮﺗﻜﺰ‬ ‫ﳐﺘﻠﻒ‬ ‫ﻣﻨﻬﺠﻲ‬ ‫ﻣﻨﻄﻠﻖ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﺒﺤﻮﺙ‬ ‫ﺗﻨﻄﻠﻖ‬
‫ﺍﻟﺪﺍ‬ ‫ﻭﺍﻟﺘﻐﲑ‬ ‫ﺑﺎﻟﻨﺴﺒﻴﺔ‬ ‫ﺗﺘﺴﻢ‬‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻭﻋﺪﻡ‬ ‫ﺋﻢ‬.‫ﳐﺘﻠﻔﺔ‬ ‫ﻭﳎﻤﻮﻋﺔ‬ ‫ﺍﻻﺳﺘﻘﺼﺎﺀ‬ ‫ﰲ‬ ‫ﳐﺘﻠﻔﺎ‬ ‫ﻫﺪﻓﺎ‬ ‫ﺗﺘﻄﻠﺐ‬ ‫ﻭﻟﺬﻟﻚ‬
‫ﺍﻟﺒﺤﺚ‬ ‫ﻃﺮﻕ‬ ‫ﻣﻦ‬.‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺘﻔﺴﲑ‬ ‫ﺇﱃ‬ ‫ﺗﺴﻌﻰ‬ ‫ﻭﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻣﻨﺎﻫﺞ‬ ‫ﺃﻥ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻭﻋﻠﻰ‬
‫ﰲ‬ ‫ﺍﻹﻧﺴﺎﱐ‬ ‫ﺍﻟﺴﻠﻮﻙ‬ ‫ﲢﻜﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻘﻮﺍﻧﲔ‬ ‫ﻋﻦ‬ ‫ﺍﻟﻜﺸﻒ‬ ‫ﻳﺘﻀﻤﻦ‬‫ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﺍﻟﻌﺎﱂ‬)،‫ﻋﻼﻡ‬ ‫ﺃﺑﻮ‬١٩٩٩(‫ﺇﻻ‬ ،
‫ﻣﻨﻬﻤﺎ‬ ‫ﻟﻜﻞ‬ ‫ﺃﻥ‬‫ﺍﳍﺪﻑ‬ ‫ﻫﺬﺍ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﰲ‬ ‫ﳐﺘﻠﻔﺔ‬ ‫ﻣﻨﻬﺠﻴﺔ‬.
‫ﻣﻦ‬ ‫ﻟﻠﺘﻤﻜﻦ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﻟﻠﺒﺤﺚ‬ ‫ﺟﺪﻳﺪﺓ‬ ‫ﺁﻓﺎﻕ‬ ‫ﺻﻴﺎﻏﺔ‬ ‫ﰲ‬ ‫ﺳﺎﳘﺖ‬ ‫ﺍﻻﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻃﺒﻴﻌﺔ‬ ‫ﺇﻥ‬
‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﰲ‬ ‫ﻫﻲ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﻫﺬﻩ‬ ‫ﺩﺭﺍﺳﺔ‬.‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﻨﻤﻂ‬ ‫ﻋﻦ‬ ‫ﻟﻠﺨﺮﻭﺝ‬ ‫ﳏﺎﻭﻟﺔ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻛﺎﻥ‬ ‫ﻭﳍﺬﺍ‬
‫ﺍ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﺍﻷﻃﺮ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻳﻮﺟﻪ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﰲ‬‫ﻣﻨﻬﺎ‬ ‫ﺍﳌﻨﺒﺜﻘﺔ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻭﺍﻟﺘﺴﺎﺅﻻﺕ‬ ‫ﳉﺎﻫﺰﺓ‬.
‫ﺍﻟﺒﺤﺚ‬ ‫ﺣﺎﻭﻝ‬ ‫ﻟﻘﺪ‬‫ﺍﻟﻜﻴﻔﻲ‬‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﻟﻠﻈﻮﺍﻫﺮ‬ ‫ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻣﻦ‬ ‫ﺗﺘﺨﺬ‬ ‫ﲝﺜﻴﺔ‬ ‫ﻣﻨﻬﺠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬
‫ﻭﺟﻮﺩ‬ ‫ﺗﻔﺴﲑ‬ ‫ﳍﺎ‬ ‫ﳝﻜﻦ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﺃﻃﺮ‬ ‫ﺇﱃ‬ ‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﺍﻷﺟﺰﺍﺀ‬ ‫ﺑﲔ‬ ‫ﺍﻟﺮﺑﻂ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻭﺍﻟﺘﻔﺴﲑ‬ ‫ﻟﻠﺘﺤﻠﻴﻞ‬ ‫ﳎﺎﻻ‬
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23. ٢٢
‫ﻣﺎ‬ ‫ﻣﱴ‬ ‫ﺍﳌﺴﺘﻘﺒﻞ‬ ‫ﻭﰲ‬ ‫ﺍﳊﺎﱄ‬ ‫ﺍﻟﻮﻗﺖ‬ ‫ﰲ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬‫ﺍﻟﻈﺮﻭﻑ‬ ‫ﺖ‬‫ﺗﺸﺎ‬.‫ﺍﳌﻨﻬﺞ‬ ‫ﻫﺬﺍ‬ ‫ﺍﲣﺎﺫﻩ‬ ‫ﰲ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻭﺍﳌﻨﻬﺞ‬
‫ﺍﻟﺒﺤﺜ‬‫ﻲ‬‫ﺍﳌﻌﻴﺎﺭﻳﺔ‬ ‫ﻳﺮﻓﺾ‬)Normative(‫ﺑﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺒﺪﺀ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻘﻨﻨﺔ‬ ‫ﻣﻌﺎﻳﲑ‬ ‫ﻣﻦ‬ ‫ﺍﻻﻧﻄﻼﻕ‬ ‫ﰲ‬ ‫ﺍﳌﺘﻤﺜﻠﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻭﲨﻊ‬ ‫ﺍﻻﺳﺘﻘﺼﺎﺀ‬.‫ﻋﻠﻤﻴﺔ‬ ‫ﻧﻈﺮﻳﺎﺕ‬ ‫ﺃﻭ‬ ‫ﻣﺴﺒﻘﺔ‬ ‫ﺍﻓﺘﺮﺍﺿﺎﺕ‬ ‫ﺩﻭﻥ‬ ‫ﺍﳌﻴﺪﺍﻥ‬ ‫ﻳﺪﺧﻞ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﻓﺎﻟﺒﺎﺣﺚ‬
‫ﺍﻻﺟﺮﺍﺋﻴﺔ‬ ‫ﺧﻄﻮﺍﺗﻪ‬ ‫ﻭﲢﺪﺩ‬ ‫ﺗﻮﺟﻬﻪ‬)Riessman, ١٩٩٤.(
‫ﻣﺴﺘﻤﺪ‬ ‫ﻣﻌﻴﺎﺭﻳﺎ‬ ‫ﻣﻨﻬﺠﺎ‬ ‫ﺗﺘﺒﻊ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳋﺪﻣﺔ‬ ‫ﻓﺈﻥ‬ ‫ﺫﻟﻚ‬ ‫ﻣﻘﺎﺑﻞ‬ ‫ﻭﰲ‬‫ﺍ‬‫ﻋﻠﻢ‬ ‫ﻧﻈﺮﻳﺎﺕ‬ ‫ﻣﻦ‬
‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺲ‬ ‫ﻭﻋﻠﻢ‬ ‫ﺍﻟﻨﻔﺲ‬.‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﺍﳌﺪﺍﺧﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﺗﻄﻮﻳﺮ‬ ‫ﰎ‬ ‫ﺍﻟﻨﻈﺮﻳﺎﺕ‬ ‫ﻫﺬﻩ‬ ‫ﺧﻼﻝ‬ ‫ﻓﻤﻦ‬
‫ﺍﻟﺘﺄﺛﲑ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﺍﻷﻧﺴﺎﻕ‬ ‫ﻭﰲ‬ ‫ﺍﻟﻌﻤﻴﻞ‬ ‫ﻧﺴﻖ‬ ‫ﰲ‬ ‫ﺍﳌﻬﲏ‬ ‫ﻟﻠﺘﺪﺧﻞ‬ ‫ﺗﺴﺘﺨﺪﻡ‬‫ﺍﳌﺪﺭﻭﺳﺔ‬ ‫ﺍﳌﺸﻜﻠﺔ‬ ‫ﰲ‬.‫ﻭﻋﻠﻰ‬
‫ﺍﻷﺧﺼﺎﺋﻲ‬ ‫ﺃﻥ‬ ‫ﺃﻱ‬ ،‫ﺍﻟﻌﻼﺟﻴﺔ‬ ‫ﻭﺍﳌﺪﺍﺧﻞ‬ ‫ﺍﻟﻨﻈﺮﻳﺎﺕ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺗﻮﺟﻪ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻓﺎﳋﺪﻣﺔ‬ ‫ﻫﺬﺍ‬
‫ﳏﺪﺩﺓ‬ ‫ﻣﻌﺎﻳﲑ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺸﻜﻠﺔ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﻛﻴﻔﻴﺔ‬ ‫ﻋﻦ‬ ‫ﻣﺒﺪﺋﻲ‬ ‫ﺗﺼﻮﺭ‬ ‫ﻟﺪﻳﻪ‬ ‫ﺍﳌﻌﺎﰿ‬ ‫ﺃﻭ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬.‫ﻓﻌﻠﻰ‬
‫ﻣﻬ‬ ‫ﻟﺪﻳﻪ‬ ‫ﺍﳌﻬﻨﻴﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺳﺔ‬ ‫ﻋﻼﺟﻲ‬ ‫ﻣﺪﺧﻞ‬ ‫ﻛﻞ‬ ،‫ﺍﳌﺜﺎﻝ‬ ‫ﺳﺒﻴﻞ‬‫ﺎ‬‫ﺍﻛﺘﺴﺎ‬ ‫ﺍﳌﻤﺎﺭﺱ‬ ‫ﻭﻋﻠﻰ‬ ‫ﳏﺪﺩﺓ‬ ‫ﺎﺭﺍﺕ‬
‫ﻭﺍﳌ‬ ‫ﺫﻟﻚ‬ ‫ﻭﻛﻞ‬ ،‫ﺍﳊﺎﻟﺔ‬ ‫ﻣﻊ‬ ‫ﻭﺗﻄﺒﻴﻘﻬﺎ‬‫ﻟﻠﻮﺻﻮﻝ‬ ‫ﻳﺴﻌﻰ‬ ‫ﻤﺎﺭﺱ‬‫ﺍﻟﻌﻘﻠﻴﺔ‬ ‫ﺍﻟﺼﺤﺔ‬ ‫ﻣﻦ‬ ‫ﻣﻘﺒﻮﻝ‬ ‫ﳌﺴﺘﻮﻯ‬ ‫ﺑﺎﻟﻌﻤﻴﻞ‬
‫ﺎ‬ ‫ﻳﻌﻴﺶ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﻭﻣﻊ‬ ‫ﺫﺍﺗﻪ‬ ‫ﻣﻊ‬ ‫ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﻭﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬.
‫ﺍﳌﻌﺮﻓ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﺇﱃ‬ ‫ﻳﻬﺪﻑ‬ ‫ﺍﻟﻜﻴﻔﻲ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻓﺈﻥ‬ ‫ﺍﻟﻌﺎﻣﺔ‬ ‫ﺑﺎﻷﻫﺪﺍﻑ‬ ‫ﻳﺘﻌﻠﻖ‬ ‫ﻭﻓﻴﻤﺎ‬‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺔ‬
‫ﻋﻠﻤﻴﺔ‬ ‫ﻧﻈﺮﻳﺎﺕ‬ ‫ﺻﻴﺎﻏﺔ‬ ‫ﺇﱃ‬ ‫ﻭﺻﻮﻻ‬ ‫ﻓﺮﻭﺽ‬ ‫ﺷﻜﻞ‬ ‫ﰲ‬ ‫ﻭﺻﻴﺎﻏﺘﻬﺎ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﲨﻊ‬.‫ﻋﻼﻡ‬ ‫ﺃﺑﻮ‬ ‫ﻳﺸﲑ‬ ‫ﻫﺬﺍ‬ ‫ﻭﰲ‬
)١٩٩٩(‫ﲝﻴﺚ‬ ‫ﻳﺪﺭﺳﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺣﻮﻝ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﺇﱃ‬ ‫ﻳﺴﻌﻰ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺃﻥ‬ ‫ﺇﱃ‬
‫ﺍﳌﺮﺗﺒﻄﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻧﺎﺑﻌﺔ‬ ‫ﻭﺗﻜﻮﻥ‬ ‫ﺍﻟﻈﻮﺍﻫﺮ‬ ‫ﺬﻩ‬ ‫ﺟﺬﺭﻱ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﻨﻈﺮﻳﺔ‬ ‫ﺗﺮﺗﺒﻂ‬‫ﺎ‬.
‫ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺗﻘﺪﱘ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺮﺗﻜﺰ‬ ‫ﺍﻟﻌﻴﺎﺩﻳﺔ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺪﻣﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﳍﺪﻑ‬ ‫ﻓﺈﻥ‬ ‫ﺍﳌﻘﺎﺑﻞ‬ ‫ﻭﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻟﻮﺣﺪﺓ‬)‫ﻓﺮﺩ‬-‫ﺃﺳﺮﺓ‬–‫ﲨﺎﻋﺔ‬(‫ﺍﻷﻧﺴﺎﻕ‬ ‫ﰲ‬ ‫ﻛﻠﻴﺎ‬ ‫ﺃﻭ‬ ‫ﺟﺰﺋﻴﺎ‬ ‫ﺍﳌﺮﻏﻮﺏ‬ ‫ﺍﻟﺘﻐﻴﲑ‬ ‫ﺍﺣﺪﺍﺙ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬
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