‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ٤١ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١


Abstract

The study is titled Counseling Program to correct misconceptions among students transferred to study social work, which is a study applied to students transferred from Azharite education to study social work at the Higher Institute of Social Work in Kafr Saqr Sharqiya from the perspective of general practice in social work. It is a study that belongs to quasi-experimental studies based on one group as an experimental group on which a pre-and post-measurement is conducted. The study aims to determine the relationship between the use of an indicative program from the perspective of general practice in social work to correct the misconceptions of students transferred to study social work and this main objective is achieved Through a number of sub-goals, which are correcting the misconceptions of the transferred students related to the status of social work, correcting the misconceptions of the transferred students related to the nature of the study of social work, correcting the misconceptions of the transferred students related to the nature of social work. The results of the study confirmed the validity of the main hypothesis of the study and its performance There is a positive relationship of statistical significance between the use of a counseling program from the perspective of general practice in social work to correct the misconceptions of students transferred to study social work, as well as the validity of subhypotheses Keywords: Heuristic (Sullivan,et.al.1999,p.321 
‫م‬ ‫اﻟﺪراﺳﻰ‬ ‫اﻟﻌﺎم‬ ‫اﻟﻔﺮﻗﻪ‬ ‫اﺟﻤﺎﻟﻲ‬ ‫اﻟﻤﺤﻮﻟﻴﻦ‬ ‫ﻋﺪد‬ ‫اﻟﻨﺴﺒﻪ‬ % ١ ٢٠١٠ - ٢٠١١ ٢٥٨ ١٤٤ ٥٥،٨ % ٢ ٢٠١١ - ٢٠١٢ ٣٨٩ ١٦٧ ٤٣ % ٣ ٢٠١٢ - ٢٠١٣ ٤٠٧ ١٧٣ ٤٢،٥ % ٤ ٢٠١٣ - ٢٠١٤ ٩٩٧ ١٨٠ ١٨ % ٥ ٢٠١٤ - ٢٠١٥ ٤٥٢ ١٩٣ ٤٢،٧ % ٦ ٢٠١٥ - ٢٠١٦ ٧٨١ ٣٩٢ ٥٠،٢ % ٧ ٢٠١٦ - ٢٠١٧ ٧١١ ٢٥٧ ٣٦ % ٨ ٢٠١٧ - ٢٠١٨ ٥٩٩ ١٨٠ ٣٠ % ‫ﻤﺸﻜﻠ‬ ‫ﺘﺤﺩﻴﺩ‬
‫ﺍﻻﻭل‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺒ‬ ‫ﻤ‬ ‫ﻜﺎﻨﺔ‬ ‫ﻭﻴﺤﺘﻭ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻯ‬ ‫ﻋﻠﻰ‬ ) ٢١ ( ‫ﻋﺒﺎﺭ‬ ‫ﺓ‬ ‫ﻤﻭﺯﻋ‬ ‫ﺔ‬ ‫ﻜﺎﻻﺘ‬ ‫ﻰ‬ : ‫ﺍﻻﻴﺠﺎﺒﻴ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺔ‬ ) ١٤ ( ‫ﻭﻫ‬ ‫ﻰ‬ : ١ / ٢ / ٤ / ٥ / ٦ / ٧ / ١٠ / ١١ / ١٣ / ١٤ / ١٦ / ١٨ / ١٩ / ٢٠ ‫ﺍﻟﺴﻠﺒﻴ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺔ‬ ) ٧ ( ‫ﻭﻫ‬ ‫ﻰ‬ : ٣ / ٨ / ٩ / ١٢ / ١٥ / ١٧ / ٢١ ‫ﺍﻟﺜﺎﻨ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﻰ‬ : ‫ﺩﺭﺍﺴﺔ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻴﺤﺘﻭﻱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ) ٢١ ( ‫ﻋﺒﺎﺭﺓ‬ ‫ﻜﺎﻻﺘﻲ‬ ‫ﻤﻭﺯﻉ‬ : ‫ﺍﻟﻌﺒﺎﺭﺍ‬ ‫ﺕ‬ ‫ﺍﻻﻴﺠﺎﺒﻴﺔ‬ ) ١٥ ( ‫ﻭﻫ‬ ‫ﻰ‬ : ٢٢ / ٢٣ / ٢٥ / ٢٦ / ٢٧ / ٢٨ / ٣٠ / ٣١ / ٣٢ / ٣٤ / ٣٥ / ٣٧ / ٣٨ / ٣٩ / ٤٢ . ‫ﺍﻟﺴﻠﺒﻴﻪ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ) ٦ ( ‫ﻭﻫﻲ‬ : ٢٤ / ٢٩ / ٣٣ / ٣٦ / ٤٠ / ٤١ . ‫ﺍﻟﺜﺎﻟﺙ‬ ‫ﺍﻟﺒﻌﺩ‬ : ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟ‬ ‫ﺍﻹﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ ‫ﻭﻴﺤﺘﻭ‬ ‫ﻯ‬ ‫ﻋﻠﻰ‬ ) ٢١ ( ‫ﻤﻭﺯﻋﻪ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻜﺎﻻﺘﻲ‬ : ‫ﺍﻻﻴﺠﺎﺒﻴﻪ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ) ١٦ ( ‫ﻭﻫﻲ‬ : ٤٣ / ٤٤ / ٤٦ / ٤٧ / ٤٨ / ٤٩ / ٥٢ / ٥٣ / ٥٥ / ٥٦ / ٥٧ / ٥٨ / ٥٩ / ٦٠ / ٦٢ / ٦٣ ‫ﺍﻟﺴﻠﺒﻴﻪ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ) ٥ ( ‫ﻭﻫﻲ‬ : ٤٥ / ٥٠ / ٥١ / ٥٤ / ٦١ ‫ﺝ‬ -
) (T ‫اﻟﺪﻻﻟﺔ‬ ‫ﻣﺴﺘﻮى‬ ١ ‫ﻣﺼﺪاﻗﻴﺔ‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ١،٣٣ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ١،٦٧٠ ٣ ١٣،٢٢٩ ٠،٠١ ٢ ‫ﻗﺎﻋﺪﺗﻬﺎ‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻌﻠﻤﻴﺔ‬ ١،٩٣ ٠،٢٥٨ ٣،٠٠ ٠٫٠٠٠ ١٫٠٧٠ ٩ ١٦،٠٠٠ ٠٫٠١ ٣ ‫ﻟﻬﺎ‬ ‫ﻟﻴﺲ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫ﻣﻬﺎرى‬ ‫اﺳﺎس‬ ‫ﺑﻬﺎ‬ ‫ﺧﺎص‬ ١،٣٣ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ١،٦٧٠ ٣ ١٣،٢٢٩ ٠٫٠١ ٤ ‫اﺳﺎس‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫واﺧﻼﻗﻰ‬ ‫ﻗﻴﻤﻰ‬ ‫ﺑﻬﺎ‬ ‫ﺧﺎص‬ ٢،٠٠ ٠،٠٠٠ ٢،٦٧ ٠٫٤٨٨ ٠،٦٧٠ ١١ ٥،٢٩٢ ٠٫٠١ ٥ ‫ﻣﺆﺳﺴﺎت‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫ﺑﻬﺎ‬ ‫ﺧﺎﺻﺔ‬ ‫ﺗﻌﻠﻴﻤﻴﺔ‬ ١،٩٣ ٠،٢٥٨ ٣،٠٠ ٠٫٠٠٠ ١،٠٧٠ ٩ ١٦،٠٠٠ ٠٫٠١ ٦ ‫ﻣﻤﺎرﺳﻴﻦ‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫ﻓىﻬﺎ‬ ‫ﻣﺘﺨﺼﺼﻴﻦ‬ ١،٨٧ ٠،٣٥٢ ٣،٠٠ ٠٫٠٠٠ ١،١٣٠ ٨ ١٢،٤٧٥ ٠٫٠١ ٧ ‫ﻣﺆﺳﺴﺎت‬ ‫ﻟﻬﺎ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫ﺗﻤﺎرس‬ ‫ﻣﺠﺘﻤﻌﻴﺔ‬ ‫ﻓىﻬﺎ‬ ١،٤٠ ٠،٥٠٧ ٣،٠٠ ٠٫٠٠٠ ١،٦٠٠ ٤ ١٢،٢٢٠ ٠٫٠١ ٨ ‫ﻟﻬﺎ‬ ‫ﻟﻴﺲ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻤﻬﻦ‬ ‫ﺑﻴﻦ‬ ‫ﻣﻜﺎﻧﺘﻬﺎ‬ ‫اﻻﺧﺮى‬ ١،١٣ ٠،٣٥٢ ٣،٠٠ ٠٫٠٠٠ ١،٨٧٠ ١ ٢٠،٥٤٦ ٠٫٠١ ٩ ‫ﻳﻤﻜﻦ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫ﻋﻦ‬ ‫اﻻﺳﺘﻐﻨﺎء‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫دورﻫﺎ‬ ١،٣٣ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ١،٦٧٠ ٣ ١٣،٢٢٩ ٠٫٠١ ١٠ ‫ﻓﻰ‬ ‫ﺗﺴﺎﻋﺪ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻤﺸﻜﻼت‬ ‫ﻣﻮاﺟﻬﺔ‬ ٢،٦٧ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ٠،٣٣٣ ١٢ ٢،٦٤٦ ٠٫٠٥ ١١ ‫ﻓﻰ‬ ‫ﺗﺴﺎﻫﻢ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻻﺣﺘﻴﺎﺟﺎت‬ ‫ﺗﻠﺒﻴﺔ‬ ١،٦٧ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ١،٣٣٠ ٧ ١٠،٥٨٣ ٠٫٠١ ١٢ ‫اﻟﻰ‬ ‫ﺗﺴﻌﻰ‬ ‫ﻻ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺗﻨﻤﻴﺔ‬ ١،٢٧ ٠،٤٥٨ ٣،٠٠ ٠٫٠٠٠ ١،٧٣٠ ٢ ١٤،٦٦٦ ٠٫٠١ ١٣ ‫اﻟﻰ‬ ‫ﺗﺴﻌﻰ‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﺮﻓﺎﻫﻴﺔ‬ ‫ﺗﺤﻘﻴﻖ‬ ‫ﻟﻠﻨﺎس‬ ١،٦٧ ٠،٤٨٨ ٣،٠٠ ٠٫٠٠٠ ١،٣٣٠ ٧ ١٠،٥٨٣ ٠٫٠١ ١٤ ‫ﻧﻔﺴﻬﺎ‬ ‫ﺗﻄﻮر‬ ‫اﻟﻤﻬﻨﺔ‬ ‫اﻟﻤﺠﺘﻤﻊ‬ ‫ﺑﺘﻄﻮر‬ ١،٦٧ ٠،٤٨٨ ٢،٦٧ ٠،٤٨٨ ١،٠٠٠ ١٠ ٤،٥٨٣ ٠٫٠١

‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١

  
	. jsswh	eg	. gmail @	com	‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ :	:// https	. jsswh	. journals	eg . ekb	‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ :
	‫ﺍﻟﻤﻬﺎﺭ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﻴﻌﺘﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﻨﺎﺼﺏ‬ ‫ﻯ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻨﻅﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺃﺴﺱ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻲ‬ ‫ﺍﻷﺴﺎﺱ‬ ‫ﻫﻭ‬ .	-
	‫ﻤﻥ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻓﺘﺭﺓ‬ ‫ﺍﻟﻰ‬	‫ﻭﺘﺤﺘﺎﺝ‬	‫ﻤﻌﻘﺩ‬ ‫ﻨﺸﺎﻁ‬ ‫ﺃﻱ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﺠﻭﺩﺓ‬ ‫ﺍﻟﻜﻔﺎﺀﺓ‬ ‫ﺃﻨﻬﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ -‫ﺍ‬ ‫ﺤﺎﺠﺔ‬ ‫ﺸﺩﺓ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻭﺃﻨﺸﻁﺔ‬ ‫ﻟﺨﺩﻤﺎﺕ‬ ‫ﻟﻤﺠﺘﻤﻊ‬ .
	‫ﻭﺍﻟﻤﻤﺎﺭﺴ‬ ‫ﻹﻜﺘﺴﺎﺒﻬﺎ‬ ‫ﺍﻟﻤﺨﻁﻁ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻭﺍﻻﺨﺼﺎﺌ‬ ‫ﻰ‬ ‫ﺘﻠﻙ‬ ‫ﻹﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺩﻴﻪ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻴﻤﺘﻠﻙ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻟﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻴﻬﺎ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻓﻰ‬ ‫ﺔ‬ . -‫ﺍﻟﺘ‬ ‫ﺘﻠﻙ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻻﺨﺭﻯ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻻﻴﺠﺎﺒﻴﺔ‬ ‫ﺍﻟﺫﻫﻨﻴﺔ‬ ‫ﺍﻟﺼﻭﺭﺓ‬ ‫ﻰ‬ ‫ﺍﻟﻤﻬﻨىﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻓﺭﻴﻕ‬ ‫ﻀﻤﻥ‬ ‫ﺘﻌﻤل‬ .
	‫ﻓﻰ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﻭﺍﻟﻔﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺘﺄﺜﻴﺭ‬ ‫ﻤﻤﺎﺭﺴﺘﻪ‬ ‫ﺘﺤﻘﻕ‬ ‫ﻟﻥ‬ ‫ﻋﻤﻼﺌﻪ‬ ‫ﻟﺼﺎﻟﺢ‬ ‫ﻭﺘﻁﺒﻴﻘﻬﺎ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ -‫ﺍﻻﺨﺼﺎﺌ‬ ‫ﺜﻘﺔ‬ ‫ﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻰ‬ ‫ﻭﻤﺅﻫﻼﺘﻪ‬ ‫ﻗﺩﺭﺍﺘﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺨﺭﻴﻥ‬ ‫ﻭﺜﻘﺔ‬ ‫ﻨﻔﺴﻪ‬ ‫ﻓﻰ‬ .
				.	‫ﺍﻟﻭﺍﻗ‬ -‫ﺍ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﻗﻭﺓ‬ ‫ﻊ‬ ) ‫ﻭﺍﺨﺭﻭﻥ،‬ ‫ﺴﺭﺤﺎﻥ‬ ٢٠١٦ ‫ﺒﻬﺎ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻗﺒﺎل‬ ‫ﻭﺘﺯﺍﻴﺩ‬ ‫ﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺹ‬ ، . ١١٦ . (
	‫ﺍﻟ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺒﻌﺽ‬ ‫ﻭﻴﺭﻯ‬ ‫ﺃﺠﻭﺭ‬ ‫ﻤﻌﺩﻻﺕ‬ ‫ﺍﺭﺘﻔﺎﻉ‬ ‫ﻟﻬﻡ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺩل‬ ‫ﻤﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﻴﻥ‬ ‫ﻤﻬﻨى‬ ‫ﺔ‬ ‫ﻓﺌﺎﺕ‬ ‫ﺨﻤﺱ‬ ‫ﺇﻟﻰ‬ ‫ﺘﻨﻘﺴﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬	-
										‫ﻭﻫ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﻰ‬ ‫ﺠﻬﺩ‬ ‫ﻤﻥ‬ ‫ﺒﻪ‬ ‫ﻴﻘﻭﻤﻭﻥ‬ ‫ﻟﻤﺎ‬ ‫ﻭﺘﻘﺩﻴﺭ‬ . (Zastrow,1985,PP 22-23) .
	‫ﺍﻟﻤﻘﺎﺒﻠﻪ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻹﺠﺘﻤﺎﻋ‬ ‫ﺍﻟﺴﻭﻕ‬ ‫ﺇﺴﺘﻴﻌﺎﺏ‬ interview ‫ﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﺎﻟﺨﺩﻤﺔ‬ ‫ﺍﻟﻌﺎﻤﻠﺔ‬ ‫ﻟﻠﻘﻭﻯ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻼﺤﻅ‬ ، ‫ﺔ‬ observation , ‫اﻟﺘﺴﺠﻴﻞ‬ recording .	--
	.	-) ‫ﻭﺁﺨﺭﻭﻥ،‬ ‫ﺴﺭﺤﺎﻥ‬ ‫ﺍﻟﻤﻬﻨ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﺃﻨﺸﻁﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻰ‬ ٢٠١٦ ‫ﺹ‬ ، . ‫ﺹ‬ professional intervention activities skill . ١٢٢ -١٢٣ .(
	-‫ﺍﻟﺠﺴﻭﺭ‬ ‫ﺇﻗﺎﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺘﻜﻭ‬ ‫ﻤﺜل‬ ‫ﺍﻹﺭﺘﺒﺎﻁ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻴﻥ‬ ‫ﺍﻟﻤﻬﺎﺭ‬ ‫ﻟﻠﻔﺠﻭﺍﺕ،‬ ‫ﺍﻟﻤﻬﺎﺭ‬ ‫ﺍﻟﻤﻘﺎﺒﻠﺔ،‬ ‫ﺓ‬ ‫ﺓ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﺎﺭ‬ ‫ﺍﻟﺘﻭﻗﻴﺕ،‬ ‫ﺒﺅﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻓﻰ‬ ‫ﺓ‬ ‫ﺇﺼﺩﺍﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺤﻜﺎﻡ‬ ‫ﺍﻹﻫﺘﻤﺎﻡ،‬ . ‫ﻤﻬﻨ‬ ‫ﻭﺘﻌﺩ‬ ‫ﺔ‬ ‫ﻜل‬ ‫ﺍﻟﻰ‬ ‫ﻟﺘﻤﺘﺩ‬ ‫ﻤﺠﺎﻻﺘﻬﺎ‬ ‫ﺍﺘﺴﻌﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻬﻥ‬ ‫ﺍﻜﺜﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻴﻭﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻟﺤﻴﺎ‬ ‫ﻤﻴﺎﺩﻴﻥ‬ ‫ﺓ‬ ‫ﺍﻟﻤﻘﻨﻨ‬ ‫ﺒﺎﺴﺴﻬﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﺭﻕ‬ ‫ﻅﻬﻭﺭ‬ ‫ﻟﺘﺘﺎﺒﻊ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻭﺍﺴﺎﻟﻴﺒﻬﺎ‬
	-‫ﺘﻤﺭ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺴﺭﻴﻌﺔ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ‬ ‫ﻟﻤﻭﺍﻜﺒﺔ‬ ‫ﺍﻟﻨﺎﻤﻴﺔ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﺴﺎﺴﻰ‬ ‫ﺩﻭﺭ‬ ‫ﻟﻬﺎ‬ ‫ﺍﺼﺒﺢ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ Assessment skills ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺘﻔﺴﻴﺭ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﻤﺜل‬ ‫ﺒﻬﺎ‬
	). ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﻤﺅﺴﺴﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺨﺩﻤﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺼﺭﺓ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺘﻌﺩ‬ ‫ﻭﻟﻡ‬ ‫ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺘﻠﻙ‬ ‫ﺍﻟﺘﻌﺎﻗ‬ ‫ﺍﻟﻘﺭﺍﺭﺍﺕ،‬ ‫ﺩ‬ ‫ﺇﻋﺩﺍ‬ ‫ﺍﻟﻤﻬﻨﻰ،‬ ‫ﺩ‬ ‫ﺒ‬ ‫ﺒﻴﺎﻥ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺘﻘﺩﻴﺭ‬ . ‫ﻨﺤﻭ‬ ‫ﺍﻹﺘﺠﺎﻩ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﺨﺼﺹ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺍﺘﺠﻬﺕ‬ ‫ﻭﻋﻠﻴﻪ‬ -‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ communiction skills . ‫ﺘﻘﺘﺼﺭ‬ ‫ﻭﻟﻡ‬ ‫ﺍﻻﻨﺴﺎﻥ‬ ‫ﻤﻊ‬ ‫ﺘﻌﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻻﺨﺭﻯ‬ ‫ﺍﻟﻤﺅﺴﺴﺎﺕ‬ ‫ﻜﺎﻓﻪ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻤﺘﺩﺕ‬ ‫ﺒل‬ ‫ﻓﻘﻁ‬ ‫ﻤﺘﺨﺼﺼﺔ‬ ‫ﺍﻷﺴﺎﻟﻴﺏ‬ ‫ﺃﻨﺴﺏ‬ ‫ﺇﺨﺘﻴﺎﺭ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻭﺍﻗﻑ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﻟﻠﻌﻤل‬ ‫ﻜﻤﺩﺨل‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻭﻟﺘﺤﻘﻴ‬ ‫ﺒﺎﻟﻤﻭﻗﻑ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻭﺤﺩﺍﺕ‬ ‫ﻤﻊ‬ ‫ﻟﻠﺘﻌﺎﻤل‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﻟﻠﺘﺩﺨل‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻕ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ،‬ ‫ﺘﺴﻌ‬ ‫ﺍﻟﻌﺸﺭﻴﻥ‬ ‫ﺍﻟﻘﺭﻥ‬ ‫ﺒﺩﺍﻴﺔ‬ ‫ﻓﻰ‬ ‫ﻨﺸﺄﺘﻬﺎ‬ ‫ﻤﻨﺫ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻓﺎﻟﺨﺩﻤﺔ‬ ‫ﻰ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻭﻗﺎﺌﻴﺔ‬ ‫ﺍﻟﻨﻭﺍﺤﻰ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻤﺘﺩﺕ‬ ‫ﺒل‬ ‫ﻭﺍﻟﻌﻼﺠﻴﺔ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﻤﺠﺎﻻﺕ‬ ‫ﻜﻬﻭﻴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺇﻋﺘﺒﺎﺭ‬ ‫ﺍﻟﻤﻬﻨىﺔ‬ ) ‫ﺃﺒﻭﺍﻟﻤﻌﺎﻁ‬ ‫ﻰ‬ ، ٢٠٠٢ ‫ﺹ‬ ، . ٤٩ ‫ﻓ‬ ‫ﻰ‬ ‫ﻟﻬﺎ‬ ‫ﻴﺘﻌﺭﺽ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﻅل‬ . ‫ﹰ‬ ‫ﻋﻠﻤﺎ‬ ‫ﺍﻟﺨﻴﺭ‬ ‫ﻓﻌل‬ ‫ﻤﻥ‬ ‫ﺠﻌﻠﺕ‬ ‫ﻓﻘﺩ‬ , ‫ﹰ‬ ‫ﻤﻨﻬﺠﺎ‬ ‫ﺍﻹﺤﺴﺎﻥ‬ ‫ﻭﻤﻥ‬ ‫ﺴﺎﻋ‬ ‫ﻤﻤﺎ‬ ‫ﻭﺍﻻﻨﻤﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻤﻥ‬ ‫ﻜﺜﻴﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻭﺍﺠﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺩﻫﺎ‬ . ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻭﻴﻤﺎﺭﺱ‬ .( , ‫ﻟﻠﺘﻁﺒﻴﻕ‬ ‫ﹰ‬ ‫ﻤﺠﺎﻻ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻭﻤﻥ‬ , ‫ﻭﻟﻘ‬ ‫ﺍﻹﻨﺴﺎﻨ‬ ‫ﺍﻟﻁﺎﺒﻊ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻜﻨﻬﺎ‬ ‫ﺩ‬ ‫ﻰ‬ ‫ﺍﻟﺘﺤﺭﻙ‬ ‫ﻤﻥ‬ ‫ﻟﻸﺨﺼﺎﺌﻰ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻻﻋﺩﺍﺩ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺘﻀﻤﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺠﻴﺩﺍ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻤﻌﺩﻭﻥ‬ ‫ﻤﻬﻨﻴﻭﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻓﻰ‬ ‫ﻤﺤﻭﺭﻴﺔ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻭﺘﺤﺘل‬ ‫ﺍﻹﻨﺴﺎﻨﻴ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻹﺴﺘﻔﺎﺩﺓ‬ ‫ﺘﺎﻤﺔ‬ ‫ﺒﺤﺭﻴﺔ‬ ‫ﺔ‬ ‫ﺒﻤﻜﺎﻥ‬ ‫ﺍﻟﺘﻘﻴﻴﺩ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻹﻨﺴﺎﻥ‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﺒﺎﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﺨﺎﺼﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﻜﺫﻟﻙ‬ ‫ﻭﺍﻟﺴﻠﻭﻜﻴﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺘﺭﺘﻜﺯ‬ ‫ﺃﻥ‬ ‫ﺩﻭﻥ‬ ‫ﻭﻭﻅﺎﺌﻔﻬﺎ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺃﻫﺩﺍﻑ‬ ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺘﻡ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻭ‬ ‫ﺘﻔﺴﻴﺭ‬ ‫ﻤﻥ‬ ‫ﺘﻤﻜﻨﻬﺎ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻤﻥ‬ ‫ﺃﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻓ‬ ‫ﻤﻌﻬﺎ‬ ‫ﺘﺘﻔﺎﻋل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﻬﻡ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ‬ ‫ﺘﻠﻙ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﺍﻟﺘﻐﻴﻴﺭ‬ ‫ﻹﺤﺩﺍﺙ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻭﻭﻀﻊ‬ . ‫ﻭﺯﻤﺎﻥ‬ ) ‫ﺤﺒﻴﺏ‬ , ٢٠١٠ , ‫ﺹ‬ . ٩٥ .( ‫ﻤﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻓﻰ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻹﺴﺘﻌﺎﻨﺔ‬ ‫ﺘﻡ‬ ‫ﻓﻘﺩ‬ ‫ﺒﻪ‬ ‫ﺘﻘﻭﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻭﺍﻟﺩﻭﺭ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻷﻫﻤﻴﺔ‬ ‫ﹰ‬ ‫ﻭﻨﻅﺭﺍ‬ ‫ﺍﻷﺨﺼﺎﺌﻰ‬ ‫ﻴﺒﻨﻰ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﻌﺭﻓﻰ‬ ‫ﺍﻻﺴﺎﺱ‬ ‫ﺘﺸﻜل‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻴﺩﺍﻨﻰ‬ ‫ﻋﻤﻠﺔ‬ ‫ﻋﻠﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺒﺎﻻﻀﺎﻓﻪ‬ ‫ﻭﻨﻅﺭﻴﺎ‬ ‫ﻋﻤﻠﻴﺎ‬ ‫ﻭﺘﻁﺒﻴﻘﻴﺎ‬ ‫ﻤﻴﺩﺍﻨﻴﺎ‬ ‫ﺘﺩﺭﻴﺒﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺘﺤﺘﺎﺝ‬ ‫ﺘﺸﻜل‬ ‫ﺤﻴﺙ‬ ‫ﻭﺍﻟﺘ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻘﻭﻤﺎﺕ‬ ‫ﻤﻥ‬ ‫ﹰ‬ ‫ﺃﺴﺎﺴﻴﺎ‬ ‫ﹰ‬ ‫ﻤﻘﻭﻤﺎ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻰ‬ ‫ﺍﻟﻤﻬﻨىﺔ‬ ‫ﻟﻠﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻏﻨﻰ‬ ‫ﻻ‬ ‫ﺍﻟﻤﺠﺘﻤﻌ‬ ‫ﺍﻹﻋﺘﺭﺍﻑ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻰ‬ ‫ﺒﻬﺎ‬ ‫ﺒﺎﻟﻤﺠﺎل‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻔﺌﺎﺕ‬ ‫ﻤﻊ‬ ‫ﻤﻤﺎﺭﺴﺘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻌﺎﺌﺩ‬ ‫ﺍﺜﻨﺎﺀ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻭﺘﻁﺒﻴﻕ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻓﻰ‬ ‫ﺘﺴﺎﻋﺩ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻴﺤﺼل‬ ‫ﻤﺎ‬ ‫ﺍﻟﻰ‬ . ‫ﻤﺼﺎﺩﺭ‬ ‫ﺜﻼﺙ‬ ‫ﻭﻫﻨﺎﻙ‬ ‫ﻓﻰ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻟﻤﻌﺎﺭﻑ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻤﻊ‬ ‫ﻭﻓﻌﺎﻟﻴﺔ‬ ‫ﺒﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﺇﻟﻰ‬ ‫ﻭﺘﻬﺩﻑ‬ ‫ﺇﻨﺴﺎﻨﻴﻪ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻥ‬ ‫ﻤﻨﻁﻠﻕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ) ‫ﺍﻟﻌﺎل‬ ‫ﻋﺒﺩ‬ , ١٩٧٤ , ‫ﺹ‬ . ١٧٤ .( : -‫ﻋﻠﻤﻴﺔ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﻤﻨﺘﻘﺎﺓ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﺘﻨﺎﺴﺏ‬ ‫ﺍﺨﺭﻯ‬ ‫ﻋﻠﻭﻡ‬ ‫ﻤﻥ‬ ‫ﺤﻴﺎﺘﻬ‬ ‫ﺠﻭﺩﺓ‬ ‫ﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻨﺎﺱ‬ ‫ﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻴﻘﺭﻫﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻬﻥ‬ ‫ﻤﻥ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﺌﺎﺕ‬ ‫ﻡ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻌﺩ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻅﻬﺭﺕ‬ ‫ﻭﻁﻠﺒﺔ‬ ‫ﻋﺎﻡ‬ ‫ﺒﻭﺠﻪ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﻴﺩ‬ . -‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺃﺠﺭﺘﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺒﺤﻭﺙ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﻪ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﺎﻟﺨﺩﻤﺔ‬ ‫ﺨﺎﺼﺔ‬ ‫ﻋﻠﻤﻴﺔ‬ ‫ﻗﺎﻋﺩﺓ‬ Barone ,2004) .( ‫ﺒﻭﺠ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻪ‬ ‫ﺤﺎﺠ‬ ‫ﻭﻓﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺨﺎﺹ‬ ‫ﺔ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻰ‬ . -‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺃﺜﺒﺘﺕ‬ ‫ﻭﻟﻘﺩ‬ ‫ﻤ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻬﻨىﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻴﺎﺩﻴﻥ‬ ‫ﻜﺎﻫﻠﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺘﻘﻊ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻀﻐﻭﻁ‬ ‫ﺘﺨﻔىﻑ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺤﻴﺙ‬ ‫ﺍﺸﺎﺭﺕ‬ ‫ﻭﻫﻲ‬ ‫ﻤﻬﻨىﺎ‬ ‫ﻭﻤﻘﺒﻭﻟﺔ‬ ‫ﻭﺍﺴﻌﺔ‬ ‫ﺘﻌﻤﻴﻤﺎﺕ‬ ‫ﺫﺍﺕ‬ ‫ﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﻋﻥ‬ ‫ﻨﺎﺘﺠﺔ‬ ‫ﻭﻤﻌﺎﺭﻑ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺃﻀ‬ ‫ﺘﻤﺜل‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬ ‫ﺤﻠﻘﺎﺕ‬ ‫ﻌﻑ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ) ‫ﺹ‬ ‫ﻋﺒﺩﺍﻟﻌﺎل،‬ . ١٥٠ ‫ﻓ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺘﺤﺘل‬ ‫ﺤﻴﺙ‬ ‫ﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻋﻭﺍﻤل‬ ‫ﻋﺩﺓ‬ ‫ﺒﺴﺒﺏ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ : ‫ﺩﺭﺍﺴﺔ‬ ‫ﻻﺸﻴﻥ‬ ) ١٩٩٥ ( ‫ﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﺘﺠﺎﻫﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺕ‬ .( -‫ﻭﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﻟﻠﻤﻤﺎﺭﺴﻴﻥ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻹﻋﺩﺍﺩ‬ ‫ﻤﺴﺘﻭﻯ‬ " ‫ﻤﻌﺎﺭﻑ‬ -‫ﻤﻬﺎﺭﺍﺕ‬ -‫ﻗﻴﻡ‬ ." ‫ﻋﺩﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﻭﻗﺩ‬ ‫ﻭﺍﻟﻤﻬﻨﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ٣٦٨ ‫ﻫﻡ‬ ‫ﻤﻥ‬ ‫ﻁﺎﻟﺏ‬ ١٧٦ ‫ﻭ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ١٩٢ ‫ﻤﻥ‬
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‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١

  
	٢٠٢١ ٢٠٢١	‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬	‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬	٥٤ ٥٤	‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬		‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬
	. jsswh . jsswh . jsswh	eg eg eg	. gmail @ . gmail @ . gmail @	com com com	‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ :	:// https :// https :// https	. jsswh . jsswh . jsswh	. journals . journals . journals	eg . ekb eg . ekb eg . ekb	‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ :
	‫ﻭﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺍﻟﻔﺭﻗﻪ‬ ‫ﻁﻼﺏ‬ ‫ﻭﻤﻥ‬ ‫ﺍﻨﺘﻅﺎﻡ‬ ‫ﻭﺍﻟﺭﺍﺒﻌﻪ‬ ‫ﻭﺍﻟﺜﺎﻨﻴﻪ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺍﻟﻔﺭﻗﻪ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺎﺙ‬ ‫ﺍﻟﺤﺩ‬ ‫ﻤﻥ‬ ‫ﻻﺒﺩ‬ ‫ﻟﺫﺍ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺴﻠﻭﻜﻴﺎﺘﻬﻡ‬ ‫ﻓﻰ‬ ‫ﺘﻅﻬﺭ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﻭﺍﻟﻤﺸﺎﻋﺭ‬ ‫ﺍﻟﺨﻭﻑ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻨﻜﺎﺭﻫﺎ‬ ‫ﻤﺭ‬ ‫ﺍﻨﺠﺎﺯ‬ ‫ﺒﺩﺍﻓﻌﻴﺔ‬ ‫ﻴﺘﺴﻤﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻰ‬ ‫ﺍﺸﺎﺭﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﺘﺠﺎﻩ‬ ‫ﻭ‬ ‫ﺘﻔﻌﺔ‬
	‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻓﻰ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻅﻬﺭﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻨﺘﺴﺎﺏ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﻭﺍﻟﻘﻠﻕ‬ ‫ﺍﻟﺨﻭﻑ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ . ‫ﻜ‬ ‫ﺫﻟﻙ‬ ‫ﻋﻠﻴﻬﻡ‬ ‫ﺍﺠﺭﻴﺕ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﻓﻰ‬ ‫ﻤﺭﺘﻔﻌﻪ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺤﺼﻠﻭﺍ‬ ‫ﻗﺩ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻴﺠﺎﺒﻰ‬ ‫ﻤﻊ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﺸﺎﺭﺕ‬
	‫ﻓ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻰ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﻔﺭﻗﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺘﻤﻴﺯ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻭﺍﻅﻬﺭﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻓﻰ‬ ‫ﺘﻐﻴﻴﺭ‬ ‫ﺍﻯ‬ ‫ﻴﺤﺩﺙ‬ ‫ﻟﻡ‬ ‫ﺤﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻻﻨﺎﺙ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻟﺩﻯ‬ ‫ﻓﻘﻁ‬ ‫ﻜﺎﻥ‬ ‫ﺍﻟﺘﻐﻴﻴﺭ‬ ‫ﻫﺫﺍ‬ ‫ﻭﺍﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺯﻴﺩﺍﻥ‬ ) ٢٠٠١ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﻤﻘﻴﻤﺎﺕ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺘﻌﺎﻨﻲ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﻰ‬ ‫ﻭﺨﻠﺼﺕ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺒﺎﻟﻤﺩﻥ‬ ‫ﻨﺘﻴﺠﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﺃﻥ‬ ‫ﺩﺭﺴﻭﻫﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺎﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﺍﻟﻤﺘﻌﻠﻘﻪ‬ . ‫ﻤﺩﺒﻭﻟﻰ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻤﺎ‬ ) ٢٠٠٨ ( ‫ﺍﻟﺴﻠﻭﻜﻰ‬ ‫ﺍﻟﻤﻌﺭﻓﻰ‬ ‫ﺍﻟﻌﻼﺝ‬ ‫ﺘﺎﺜﻴﺭ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻭﺍﻟﺘﻰ‬
	‫ﺍ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺭﻏﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻻﻨﺘﺴﺎﺏ‬ ‫ﻁﻼﺏ‬ ‫ﺍﻗﺭﺍﻨﻬﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻨﺘﻅﺎﻡ‬ ‫ﻜﺒﻴ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺒﺎﻟﻤﺩﻥ‬ ‫ﺍﻴﻘﺎﻤﺘﻬﻥ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺎﺠﻤﺔ‬ ‫ﺍﻟﻀﻐﻭﻁ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻌﺩﻴﺩ‬ ‫ﺘﺄﺜﺭﻫﻥ‬ ‫ﻭﻜﺎﻥ‬ ‫ﻋﻠﻴﻬﻥ‬ ‫ﺠﺩﻴﺩﺓ‬ ‫ﺌﺔ‬ ‫ﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﺭﻫﺎﺏ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺨﻔىﻑ‬ ‫ﻓﻰ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻭﻓىﺭ‬ ‫ﻭﻜﺫﻟﻙ‬
	‫ﺍﻟﻅﺭﻭﻑ‬ ‫ﺒﻨﻔﺱ‬ ‫ﻭﻤﺭﻭﺍ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺍﻟﻤﻘﺭﺭﺍﺕ‬ ‫ﻨﻔﺱ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺒﻌﺽ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻭﻤﺸﻜﻼﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻨﻘﺹ‬ ‫ﻟﻬﻥ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺃﻫﻡ‬ ‫ﻤﻥ‬ . ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﻴﺴﺎﻋﺩ‬ ‫ﺍﻟﺴﻠﻭﻜﻰ‬ ‫ﺍﻟﻤﻌﺭﻓﻰ‬ ‫ﺍﻟﻌﻼﺝ‬ ‫ﺍﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺌﻡ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﻟﻠﺘﺩﺨل‬
	‫ﺍﻤﺎ‬ ‫ﺍﻟﺴﻠﻭﻜﻴﺔ‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‬ ‫ﺨﻀﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ . ‫ﻭﺘﺸﻴﺭ‬ ‫ﺍﻻﺨﺭﻴﻥ‬ ‫ﻤﻊ‬ ‫ﻭﺍﻟﺘﻔﺎﻋل‬ ‫ﻟﻠﺘﻭﺍﺼل‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ) ١٩٩٥ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺒﻘﺴﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬
	‫ﻋﻼﻗﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻋﺩﻡ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺍﻅﻬﺭﺕ‬ ‫ﺤﻴﺙ‬ ‫ﻟﻠﻁﻼﺏ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻰ‬ ‫ﺒﺎﻟﻤﺴﺘﻭﻯ‬ ‫ﻭﻋﻼﻗﺘﺔ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﺍﻤﺎ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﺯﻫﺭﺍﻥ‬ ) ٢٠٠٢ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻌﺎﻨﻰ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻭﺍﻟ‬ ‫ﺍﻟﻘﺒﻠىﺔ‬ ‫ﺍﻟﻘﻴﺎﺴﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﻤﻌﻨﻭﻴﺔ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺒﻌﺩىﺔ‬
	‫ﻭﺒ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﺭﺘﺒﺎﻁﻴﺔ‬ ‫ﺍﻟﻌﺎﻟﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﻭ‬ ‫ﺍﻅﻬﺭﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻟﺠﺎﻤ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻁﻠﺒﺔ‬ ‫ﺍﻥ‬ ‫ﺍﻟﺘﺭﺍﻜﻤﻰ‬ ‫ﺍﻟﻤﻌﺩل‬ ‫ﻴﻥ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻌﺎﻨﻭﻥ‬ ‫ﻌﻰ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻁﺒﻘﺔ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻭﺽ‬ ‫ﺼﺤﻪ‬ ‫ﻋﻠﻰ‬ ‫ﻴﺅﻜﺩ‬ ‫ﻤﺎ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺒﻌﺩﻯ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻟﺼﺎﻟﺢ‬
	‫ﺍﻻﻭل‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺘﺩﻨﻰ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﺭﻏﻡ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﺴﺘﻔﺎﺩﺘﻬﻡ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﺘﺄﺜﻴﺭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻟﻬﺎ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻗﺩ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ٢٠٠ ‫ﺒﺎﺩﺍﺭﺓ‬ ‫ﺘﺩﺭﻴﺒﻬﻡ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺤﻠﻭﺍﻥ‬ ‫ﺠﺎﻤﻌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻜﻠﻴﺔ‬ ‫ﺍﻟﺜﺎﻟﺜﺔ‬ ‫ﺒﺎﻟﻔﺭﻗﺔ‬ ‫ﻁﺎﻟﺏ‬
	‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﺒﻘﺴﻡ‬ ‫ﺍﻤﺎ‬ ‫ﻤﺤﻤﺩ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺃﻜﺜﺭ‬ ‫ﺍﻻﻋﻠﻰ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻗﺭﺍﻨﻬﻡ‬ ‫ﻤﻥ‬ ) ١٩٩٧ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻌﻼﻗﻪ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ . ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﺜل‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﺍﻅﻬﺭﺘﺔ‬ ‫ﻤﺎ‬ ‫ﻭﻫﺫﺍ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﺍﻟﺴﻴﺴﻰ‬ ) ٢٠٠٦ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺤﻴﺎﺘﻴﺔ‬ ‫ﺍﻟﻀﻐﻭﻁ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻌﺎﻨﺎﻩ‬ ‫ﻤﺩﻯ‬ ‫ﺃﻅﻬﺭﺕ‬ ‫ﺏ‬ ‫ﺘﻘﺩﺭ‬ ‫ﻋﺸﻭﺍﺌﻴﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﺨﻴﻤﺔ‬ ‫ﺸﺒﺭﺍ‬ ‫ﺸﺭﻕ‬ ٢٠ ‫ﺍﻟﻰ‬ ‫ﻋﺸﻭﺍﺌﻴﺎ‬ ‫ﺘﻘﺴﻴﻤﻬﻡ‬ ‫ﺘﻡ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺍﺤﺩﺍ‬ ‫ﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﻭﺍﻻﺨﺭﻯ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﻫﻤﺎ‬ .
	‫ﺍ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻻﺴﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﺘﺤﺼﻴﻠﻬﻡ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻀﺢ‬ ‫ﺒﺸﻜل‬ ‫ﺃﺜﺭﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺤﻴﺎﺘﻬﻡ‬ ‫ﻓﻰ‬ ‫ﻴﻌﻴﺸﻭﻨﻬﺎ‬ ‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ‫ﺍﻟﻌﺎﺭﻑ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻤﺎ‬ ) ٢٠٠٨ ( ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺃﺴﺘﻬﺩﻓﺕ‬
	‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺒﺎﺒﻌﺎﺩﻫﺎ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺴﺅﻭﻟﻴﺔ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﺩﺕ‬ ‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻻﺴﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺍﻤﺎ‬ ‫ﺔ‬ ‫ﻭﺍﺒﺭﺍﻫﻴﻡ‬ ‫ﻤﻌﺎﺩ‬ ) ٢٠٠٦ ( ‫ﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﻜﻭﻴﻥ‬ ‫ﻭﺼﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﺠﺎﻤﻌ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﺇﺴﺘﺨﺩﺍﻡ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻨﺎﺘﺠﺔ‬ ‫ﻰ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﺘﻌﺭﻑ‬ ‫ﻟﻺﻨﺘﺭﻨﺕ‬
	‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻠﻜﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻭﺍﻟﻤﺤﺎﻓﻅﺔ‬ ‫ﺍﻭﺍﻻﻨﺘﻤﺎﺀ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﺍﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺍﺠل‬ ‫ﻭﻤﻥ‬ ‫ﻟﻠﻤﻬﻨﺔ‬ ‫ﺍﻻﺨﻼﻗﻴﻪ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ . ‫ﺍﻟﺠﺎﻤﻌ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺘﻭﺼﻠﺕ‬ ‫ﻰ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻓﻰ‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻴﺴﺘﺨﺩﻡ‬
	‫ﻭ‬ ‫ﺘ‬ ‫ﻋﺩﺓ‬ ‫ﻁﺭﺡ‬ ‫ﺘﻡ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﺠﻴﺘﻭﻥ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ١٩٩٨ ‫ﻟﻁﻼﺏ‬ ‫ﻭﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﺨﺼﺎﺌﺹ‬ ‫ﺘﺘﻨﺎﻭل‬ ‫ﻟﻠﺩﺭﺍﺴﻪ‬ ‫ﺴﺎﺅﻻﺕ‬ ( Gutwein ‫واﻟﺘﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻟﺯﻴﺎﺩﺓ‬ ‫ﺘﺩﺭﻴﺒﻰ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻰ‬ ‫ﻤﺨﺘﻠ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﻭﺍﻗﻊ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﺠﻭل‬ ‫ﻓﻰ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻨﻪ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﺩﺭﺩﺸﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺒﺎﻹﻀﺎﻓﺔ‬ ‫ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﻑ‬
	‫ﻤﻊ‬ ‫ﺍﻟﻌﺎﻤﻠﻴﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺠﻤﺎﻋﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭ‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺍﺘﺠﺎﻩ‬ ‫ﺍﻟﻤﻬﻨﻴﻪ‬ ‫ﻭﺍﻻﺨﻼﻗﻴﺎﺕ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺴﻴﻠﺔ‬ ‫ﻭﻴﻌﺘﺒﺭﻭﻨﻪ‬ ‫ﻤﻨﺘﻅﻡ‬ ‫ﺸﺒﻪ‬ ‫ﺒﺸﻜل‬ ‫ﺍﻹﻨﺘﺭﻨﺕ‬ ‫ﻴﺴﺘﺨﺩﻤﻭﻥ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺃﻓﺭﺍﺩ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻜﻤﺎ‬
	‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻭﺼﻠﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻨﻬﺎﺭﻴﺔ‬ ‫ﺍﻟﻁﻔﻭﻟﺔ‬ ‫ﺭﻋﺎﻴﺔ‬ ‫ﻤﺭﺍﻜﺯ‬ ‫ﻓﻰ‬ ‫ﺍﻻﻁﻔﺎل‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻬﻨﻴﻪ‬ ‫ﺍﻻﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻰ‬ ‫ﺒﺎﻻﻀﺎﻓﻪ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻭﺍﻟﺯﻤﻼﺀ‬ ‫ﻭﺍﻟﻤﻬﻨﺔ‬ ‫ﻭﺍﻟﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻥ‬ ‫ﻟﻠﻬﺭﺏ‬ .
	‫ﺒﺎﻻﻀﺎﻓﺔ‬ ‫ﻭﻤﻬﻨﻴﺔ‬ ‫ﺸﺨﺼﻴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﺍﻜﺴﺎﺏ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻰ‬ ‫ﺍﻻﺠﺘ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬ ‫ﺘﻜﻭﻴﻥ‬ ‫ﻟﺘﺤﺴﻴﻥ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻟﻠﻤﻬﻨﺔ‬ ‫ﺍﻻﺨﻼﻗﻴﺔ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺎﻋﻴﺔ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﺍﻟﻰ‬
	‫ﺒﻴﻨﻬﻡ‬ ‫ﺍﻟﻔﺭﻴﻘﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺒﺭﻭﺡ‬ ‫ﻭﻋﻴﻬﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﻓﻰ‬ ‫ﻤﺸﺎﺭﻜﺘﻬﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻻﺴﺭ‬ ‫ﻻﻋﻀﺎﺀ‬ ‫ﺍﻟﻘﻴﺎﺩﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ . ‫ﺍﻟﺒﺴﻴﻭﻨﻰ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻤﺎ‬ ) ٢٠٠٠ ( ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﻜﻭﻴﻥ‬ ‫ﻭﺘﻁﻭﻴﺭ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻼﺯﻤﺔ‬ ‫ﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﻭﻤﺎ‬ ‫ﺫﻟﻙ‬ ‫ﺘﻌﺘﺭﺽ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺼﻌﻭﺒﺎﺕ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺠﻤﻴﻊ‬ ‫ﺍﻟﺸﺎﻤل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﻤﺴﺢ‬ ‫ﻤﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻋﺘﻤﺩﺕ‬ ‫ﻭﺼﻔىﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻫﻲ‬
	‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺘﻤﺜﻠﺕ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻴﺘﻴﺤﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺘﻘﺩﻤﻴﺔ‬ ‫ﺨﺒﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻴﻜﺘﺴﺒﻭﻨﺔ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﺠﻤﺎﻋﺎﺕ‬ ‫ﻭﻜ‬ ‫ﺴﻌﻭﺩ‬ ‫ﺍﻟﻤﻠﻙ‬ ‫ﺒﺠﺎﻤﻌﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺒﺸﻌﺒﻪ‬ ‫ﺍﻟﻤﺎﺠﺴﺘﻴﺭ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺍﻥ‬ ‫ﻨﺘﺎﺌﺠﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺎﻥ‬
	‫ﺍﻟ‬ ‫ﺘﺤﻤل‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻥ‬ ‫ﺒﺎﺫﻥ‬ ‫ﺍﻻ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺍﺴﺭﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﻔﺎﻅ‬ ‫ﻓﻰ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻻﺨﻼﻗﻴﻪ‬ ‫ﻭﺍﻟﻤﺒﺎﺩﺉ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﺤل‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﺍﻻﺨﺭﻴﻥ‬ ‫ﺍﻗﻨﺎﻉ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﺍﺘﺨﺎﺫ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﻤﺴﺅﻭﻟﻴﺔ‬
	‫ﻻﻋﻀﺎﺀ‬ ‫ﺍﻟﺫﺍﺕ‬ ‫ﺘﻘﻭﻴﻡ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﺒﻴﺌﻴﺔ‬ ‫ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ‬ ‫ﻟﻠﻤﻭﺍﺭﺩ‬ ‫ﺍﻻﻤﺜل‬ ‫ﺍﻻﺴﺘﺨﺩﺍﻡ‬ ‫ﻭﻤﻬﺎﺭﺓ‬ ‫ﻟﻼﻋﻼﻥ‬ ‫ﻁﺒﻘﺎ‬ ‫ﻟﻠﻌﻤﻼﺀ‬ ‫ﻭﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﺤﻘﻭﻕ‬ ‫ﺍﺤﺘﺭﺍﻡ‬ ‫ﻫﻰ‬ ‫ﺍﻟﻘﻴﻡ‬ ‫ﻭﺍﻗل‬ ‫ﺍﻨﻔﺴﻬﻡ‬ ‫ﺍﻟﻌﻤﻼﺀ‬
											.	‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻻﺴﺭ‬ ‫ﺍﻻﻨﺴﺎﻥ‬ ‫ﻟﺤﻘﻭﻕ‬ ‫ﺍﻟﻌﺎﻟﻤﻰ‬ .
	‫واﻟﺘﻰ‬ ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻤﺸﻜﻼﺕ‬ ‫ﺘﺎﺜﻴﺭﺍﺕ‬ ‫ﺘﻘﻴﻴﻡ‬ ‫ﺍﻟﻰ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬	( Doborah ‫ﺘﻬﺩﻑ‬ ‫ﻭﺍﻟﺘﻰ‬	‫ﺩﻭﺒﻭﺭﺍ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺍﻜﺩﺕ‬ ‫ﻜﻤﺎ‬ ‫ﻭﻭﻨﺞ‬ ‫ﺩﻭﻨﺎ‬ ‫ﺩﺭﺍﺴﺔ‬ ) ٢٠٠٧ ( Donna ) ٢٠٠٠
	‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻋﻠ‬ ‫ﻰ‬ ‫ﻋﻴﻨ‬ ‫ﻋﻠﻰ‬ ‫ﻁﺒﻘﺕ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺘﻌﻠﻴﻡ‬ ‫ﻭﺍﻜﺩﺕ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﺤﻭ‬ ‫ﺔ‬ ‫ﻤﻜﻭﻨ‬ ‫ﻋﻠﻰ‬ ‫ﺔ‬ ‫ﻤﻥ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻀﺭﻭﺭﺓ‬ ١٣٢ ‫ﻓﻰ‬ ‫ﻭﻁﺎﻟﺒﺔ‬ ‫ﻁﺎﻟﺏ‬
	‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺍﻥ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻭﺨﻠﺼﺕ‬ ‫ﺒﺎﻟﺠﺎﻤﻌﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﻪ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﺠﺎﻤﻌﻰ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻟﺒﻌﺽ‬ ‫ﻭﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻤﻘﺭﺭﺍﺕ‬ ‫ﺩﺭﺴﻭﺍ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﺠﺎﻤﻌﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‬ ‫ﺍﻟﺴﻨﺔ‬
									٤٧ ٤٨

‫ﻴﻠﻲ‬ ‫ﻤﺎ‬ ‫ﺍﻟﺴﺎﺒﻘﻪ‬ ‫ﻟﻠﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﻌﺭﺽ‬ ‫ﻤﻥ‬ ‫ﻴﺘﻀﺢ‬ :

  
	٢٠٢١	‫اﺑﺮﻳﻞ‬		‫اﻻول‬ ‫اﻟﺠﺰء‬	٥٤	‫اﻟﻌﺪد‬	‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬
	. jsswh	eg	. gmail @	com	‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ :	:// https	. jsswh	. journals	eg . ekb	‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ :
	‫ﻟﺩﺭﺍﺴﻪ‬ ‫ﻋﺎﻡ‬ ‫ﻜل‬	‫ﻯ‬	‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻜﺒﻴﺭ‬ ‫ﻋﺩﺩ‬ ‫ﺘﺤﻭﻴل‬ ‫ﻴﺘﻡ‬ ‫ﺍﻨﻪ‬ ‫ﻭﻨﻼﺤﻅ‬	*
	‫ﺍﻟﺴﻨﻭﺍﺕ‬ ‫ﺒﻌﺽ‬	‫ﻓ‬ ‫ﻭﺼﻠﺕ‬ ‫ﻰ‬	‫ﻭﺍﻟﺘ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﺴﺠﻼﺕ‬ ‫ﻭﺍﻗﻊ‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻰ‬
	‫ﺍﻟﻰ‬ ‫ﺭﻗﻡ‬ ‫ﺠﺩﻭل‬ ٥٠ % ‫ﺠﻤﻠ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺌﻪ‬ ‫ﻓﻰ‬ ) ١ ( ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﻨﺴﺏ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻴﻭﻀﺢ‬ ‫ﺔ‬ ‫ﺍﻋﺩﺍ‬ ‫ﺒﺎﻟﻔﺭﻗ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺩ‬ ‫ﺔ‬ ‫ﺍﻻﻭﻟ‬ ‫ﻰ‬ ‫ﺍﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻴﻭﻀﺢ‬ ‫ﻜﻤﺎ‬ ‫ﻯ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻟﺩﺭﺍﺴﺔ‬ :
						:	‫ﻋﺩﺓ‬ ‫ﺴﻨﻭﺍﺕ‬	‫ﻯ‬	‫ﻤﺩ‬	‫ﻋﻠ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻰ‬	‫ﺔ‬	‫ﻟﻠﺨﺩﻤ‬	‫ﺍﻟﻌﺎﻟ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻰ‬
	.	‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺴﻨﻭﺍﺕ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻘﺩﻡ‬ ‫ﻤﻊ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﺴﺔ‬	‫ﺩﺭ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﺘﺠﺎﻫﺎﺕ‬ ‫ﺘﺘﻐﻴﺭ‬	-	‫ﺍ‬
		.	‫ﺍﻻﻨﺘﺴﺎﺏ‬ ‫ﺍﻟﻁﻠﺒﺔ‬ ‫ﻤﻥ‬ ‫ﻨﻅﺭﺍﺌﻬﻡ‬ ‫ﻋﻥ‬ ‫ﻭﺘﻤﻴﺯ‬ ‫ﻭﻋﻴﺎ‬ ‫ﺍﻻﻨﺘﻅﺎﻡ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬	-	٢
	‫ﺍﻟﻁﻼﺏ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺎﻟﺘﻘﺩﻴﺭﺍﺕ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺭﻀﺎ‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﻻ‬ ‫ﺍﻟﻤ‬ ‫ﻗﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﺍﻟﻁﻼﺒﻴﺔ‬ ‫ﺍﻻﻨﺸﻁﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﺸﺎﺭﻜﺔ‬ ‫ﻭﺍﻟﻤﺸﺎﺭﻜﺔ‬ ‫ﻭﺍﻻﻨﺘﻤﺎﺀ‬ ‫ﺴﺌﻭﻟﻴﺔ‬ .	--	٣ ٤
											.	‫ﻋﻨﺩﻫﻡ‬
	‫ﻭﺍﻟﻘﻴﺎﺩﺓ‬ ‫ﺍﻟﺠﻤﺎﻋﻰ‬ ‫ﻭﺍﻟﻌﻤل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺤﺎﺠﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻁﻼﺏ‬	-	٥
								.	‫ﺍﻨﻜﺎﺭﻫﺎ‬ ‫ﻴﻤﻜﻥ‬ ‫ﻻ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻘﻠﻕ‬ ‫ﺍﻟﺨﻭﻑ‬ ‫ﻤﺸﺎﻋﺭ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻴﻨﺘﺎﺏ‬ ‫ﺍﺤﻴﺎﻨﺎ‬	-	٦
						.	‫ﺍﻟﺩﺭﺍﺴﻰ‬ ‫ﺘﺤﺼﻴﻠﻬﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺴﻠﺒﺎ‬ ‫ﺘﺅﺜﺭ‬ ‫ﺍﻟﺠﺎﻤﻌﺔ‬ ‫ﻁﻼﺏ‬ ‫ﻤﻨﻬﺎ‬ ‫ﻴﻌﺎﻨﻰ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬	-	٧
									.	‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻨﺤﻭ‬ ‫ﺍﻴﺠﺎﺒﻰ‬ ‫ﺍﺘﺠﺎﺓ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻨﺠﺎﺯ‬ ‫ﺒﺩﻭﺍﻓﻊ‬ ‫ﻴﺘﺴﻤﻭﻥ‬ ‫ﺍﻟﺫﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬	-	٨

‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺯﻫ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﻟﺩﺭﺍﺴﺔ‬ ‫ﺭﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؟‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻫﻤﻴﻪ‬

  ‫ﺨﺎﻁﻰ‬ ‫ﻭﻓﻬﻡ‬ ‫ﻭﻏﻤﻭﺽ‬ ‫ﻟﺒﺱ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ ‫ﺍﻜﺜﺭ‬ ‫ﻻﻨﻬﺎ‬ ‫ﺘﺤﺩﻴﺩﺍ‬ ‫ﺍﻟﺜﻼﺜﺔ‬ ‫ﺍﻻﺒﻌﺎﺩ‬ ‫ﺘﻠﻙ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﺩﺭﺍﺴﺘﻬﺎ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﻤﻜﺎﻨﺘﻬﺎ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ . 


	٢٠٢١ ٢٠٢١ ٢٠٢١ ٢٠٢١ ٢٠٢١ ٢٠٢١ ٢٠٢١ ٢٠٢١	‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬ ‫اﺑﺮﻳﻞ‬	‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﻻول‬ ‫اﻟﺠﺰء‬	٥٤ ٥٤ ٥٤ ٥٤ ٥٤ ٥٤ ٥٤ ٥٤	‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬ ‫اﻟﻌﺪد‬	‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬
	. jsswh . jsswh . jsswh . jsswh . jsswh . jsswh . jsswh . jsswh	eg eg eg eg eg eg eg eg	. gmail @ . gmail @ . gmail @ . gmail @ . gmail @ . gmail @ . gmail @ . gmail @	com com com com com com com com	‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ :	:// https :// https :// https :// https :// https :// https :// https :// https	. jsswh . jsswh . jsswh . jsswh . jsswh . jsswh . jsswh . jsswh	. journals . journals . journals . journals . journals . journals . journals . journals	eg . ekb eg . ekb eg . ekb eg . ekb eg . ekb eg . ekb eg . ekb eg . ekb	‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ :
	‫ﺜﺎﻨﻴﺎ‬ ١ -٨٠ : ‫ﺒﺎﻟﻨﺴﺒ‬ % ‫ﺒﺎﻻﺯﻫﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﺼﻌﻭﺒﻪ‬ ‫ﺍﺠﺎﺒﻭﺍ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻤﻥ‬ ‫ﻪ‬ ‫ﺍﻻﺯﻫﺭﻴﻪ‬ ‫ﺒﺎﻟﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻤﺘﻜﺭﺭ‬ ‫ﺍﻟﺭﺴﻭﺏ‬ ‫ﻻﺴﺒﺎﺏ‬ ‫ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻜﺎﻤل‬ ‫ﺘﻔﺭﻏﻬﻡ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﻌﻤل‬ , ٤٠ % ‫ﺍﻟﺸﺭﻋﻴﻪ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻴﺴﺘﻭﻋﺏ‬ ‫ﻻ‬ ‫ﻤﻨﻬﻡ‬ , ٦٠ % ‫ﻓﻰ‬ ‫ﺍﻨﺸﻐﺎﻟﻬﻡ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻤﻨﻬﻡ‬ , ٥٥ % ‫ﻻ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻟ‬ ‫ﺍﻟﻘﺭﺍﻥ‬ ‫ﺤﻔﻅ‬ ‫ﻴﺴﺘﻁﻴﻌﻭﻥ‬ ‫ﺭﺴﻭﺒﻪ‬ ‫ﺴﺒﺏ‬ ‫ﻭﺍﻨﻪ‬ ‫ﻜﺭﻴﻡ‬ , ٥٠ % ‫ﺍﻟﻤﺤﺎﻀﺭﺍﺕ‬ ‫ﻴﺤﻀﺭﻭﻥ‬ ‫ﻻ‬ ‫ﻤﻨﻬﻡ‬ ‫ﺍﻻﻗﺎﻤﻪ‬ ‫ﻤﻜﺎﻨﻪ‬ ‫ﻋﻥ‬ ‫ﺍﻟﻜﻠﻴﻪ‬ ‫ﺒﻌﺩ‬ ‫ﺒﺴﺒﺏ‬ . ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﻻﺴﺒﺎﺏ‬ ‫ﺒﺎﻟﻨﺴﺒﻪ‬ ٧٠ ‫ﺍﻻﺯﻫﺭﻴﻪ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻭﺍﺼﻠﻪ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﻘﺩﺭﻩ‬ ‫ﺒﻌﺩﻡ‬ ‫ﺍﺠﺎﺒﻭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫٪ﻤﻥ‬ , ٦٠ ‫٪ﻤﻥ‬ ‫ﺍﺠﺎﺒﻭ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﺍ‬ ‫ﺍﻟ‬ ‫ﻫﺫﺍ‬ ‫ﺒﺎﻟﺘﺤﻭﻴل‬ ‫ﻗﺎﻤﻭﺍ‬ ‫ﻴﻌﺭﻓﻭﻨﻬﻡ‬ ‫ﺯﻤﻼﺀ‬ ‫ﻟﻬﻡ‬ ‫ﺒﺎﻥ‬ ‫ﻭﺍﻋﻭﺍﻡ‬ ‫ﻌﺎﻡ‬ ‫ﺴﺎﺒﻘﻪ‬ , ٤٠ ‫ﻓىﻪ‬ ‫ﺒﻴﺭﺴﺏ‬ ‫ﺤﺩ‬ ‫ﻤﻔىﺵ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﺒﺎﻥ‬ ‫ﻗﺎﻟﻭﺍ‬ ‫٪ﻤﻨﻬﻡ‬ , ٥٠ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﺄﻥ‬ ‫٪ﺍﺠﺎﺒﻭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ . ‫ﻤ‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺍﻥ‬ ‫ﺘﺒﻴﻥ‬ ‫ﻗﺩ‬ ‫ﺍﻨﺔ‬ ‫ﺍﻻ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺩﺍﺭﺴﻰ‬ ‫ﺍﻟﺠﺩﺩ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﻐﻠﻭﻁﺔ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻭﺨﺎﺼﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ . ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻰ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﺓ‬ ‫ﻓﺎﻥ‬ ‫ﻭﻋﻠﻴﺔ‬ ‫ﺍﻻﺘﻰ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ : -‫ﺍﻟﺨ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺒﻤﻜﺎﻨﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ . -‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ . -‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ٣ -‫ﺍﻟﻤﺠﺎل‬ ‫ﺍﻟﺘﻌﻠﻴﻤ‬ ‫ﻰ‬ ‫ﺒﺘﻌﻠﻴﻡ‬ ‫ﺍﺭﺘﺒﻁ‬ ‫ﻤﺎ‬ ‫ﻭﺍﺫﺍ‬ ‫ﻋﺎﻤﻪ‬ ‫ﺒﺼﻔﻪ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﺍﻫﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻹ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻫﻤﻴﺘ‬ ‫ﺯﺍﺩﺕ‬ ‫ﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺔ‬ ‫ﺒ‬ ‫ﻤﺭﺘﺒﻁ‬ ‫ﻻﻨﻪ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﺭﺠﺎل‬ ‫ﺍﻟﻤﻬﻨﺔ‬ . ٤ -‫ﺘﻨﺎﻭل‬ ‫ﺒﺎﻟﻤﺸﻜﻠ‬ ‫ﻨﺤﻴﻁ‬ ‫ﻴﺠﻌﻠﻨﺎ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺔ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻻﻨﺴﺎﻕ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﺠﻭﺍﻨﺒﻬﺎ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ . ‫ﺜﺎﻟﺜﺎ‬ : ‫ﺍﻫﺩﺍﻑ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ : ‫ﺘﻬﺩ‬ ‫ﻑ‬ ‫ﺍﻟﺩﺭﺍﺴ‬ ‫ﺍﻟﻰ‬ ‫ﺔ‬ ‫ﺍﻻﺘﻲ‬ : -‫ﻓﻌﺎﻟﻴ‬ ‫ﻤﺩﻯ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺔ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻯ‬ ‫ﻟ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﺍﻟﺭﺌﻴﺴ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻫﺫﺍ‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻔﺭﻉ‬ ‫ﻰ‬ ‫ﺍﻟﻔﺭﻋﻴﻪ‬ ‫ﺍﻻﻫﺩﺍﻑ‬ ‫ﺍﻵﺘﻴﻪ‬ : -٢ -‫ﺘﻭﺠﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺘﺼﺤﻴﺢ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻯ‬ ‫ﺒ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ٣ -‫ﺘﻭﺠﺩ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺩﻻﻟﺔ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﻪ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺘﺼﺤﻴﺢ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻯ‬ ‫ﺒ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ . ‫ﹰ‬ ‫ﺨﺎﻤﺴﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻔﺎﻫﻴﻡ‬ ١ -‫ﻤﻔﻬﻭﻡ‬ ‫ﻭﺍﻟﻤﻬﻨﻴﻭﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻭﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻭﻥ‬ ‫ﻴﺴﺘﺨﺩﻤﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻻﺴﺎﻟﻴﺏ‬ ‫ﺍﺤﺩ‬ ‫ﺍﻻﺭﺸﺎﺩ‬ ‫ﻭﻴﻌﺘﺒﺭ‬ ‫ﻋﻥ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‬ ‫ﻭﺍﻷﺴﺭ‬ ‫ﺍﻷﻓﺭﺍﺩ‬ ‫ﺘﻭﺠﻴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﺍﻟﺘﺨﺼﺼﺎﺕ‬ ‫ﺍﻨﻭﺍﻉ‬ ‫ﻤﺨﺘﻠﻑ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺭﻭﻥ‬ ‫ﺍﻟ‬ ‫ﺍﻋﻁﺎﺀ‬ ‫ﻤﺜل‬ ‫ﺍﻷﻨﺸﻁﺔ‬ ‫ﺒﻌﺽ‬ ‫ﻁﺭﻴﻕ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﻭﻀﻊ‬ ‫ﺍﻭ‬ ‫ﻨﺼﻴﺤﺔ‬ ‫ﺍﻭﺠﻤﺎﻋﺔ‬ ‫ﻓﺭﺩ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﻌﻤﻴل‬ ‫ﻴﺤﺘﺎﺠﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺘﻘﺩﻴﺭ‬ ‫ﺍﻭ‬ ‫ﻤﺠﺘﻡ‬ ) ‫ﺍﻟﺴﻜﺭﻯ‬ , ٢٠٠٠ , ‫ﺹ‬ . ١٢٧ .( ‫ﻴﻠﻰ‬ ‫ﻤﺎ‬ ‫ﺩﺭﺍﺴﺘﺔ‬ ‫ﺇﻁﺎﺭ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺭﺸﺎﺩﻯ‬ ‫ﺒﺎﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﻘﺼﺩ‬ : -‫ﺍﻻ‬ ‫ﻨﺸﻁﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻤﺎﺭﺱ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﺍﻟ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﻟﺩﻯ‬ ‫ﻤﻬﻨﺔ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒﻤ‬ ‫ﻜﺎﻨﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﺍﻻﺘﺼﺎل‬ ‫ﻋﻤﻠﻴﺎﺕ‬ ‫ﺒﺘﺴﻬﻴل‬ ‫ﺍﻟﻤﺘﺨﺼﺼﻴﻥ‬ ‫ﻭﺠﻭﺩ‬ ‫ﺒﻴﻥ‬ ‫ﻭﺍﻟﺘﻨﺴﻴﻕ‬ ‫ﻭﻤﺘﺒﺎﻴﻨﻪ‬ ‫ﻤﺨﺘﻠﻔﻪ‬ ‫ﻋﺩﻴﺩﻩ‬ ‫ﺍﻨﺴﺎﻕ‬ ‫ﻤﻊ‬ ‫ﺒﻬﻡ‬ ) ‫ﺍﺒﻭﺍﻟﻨﺼﺭ‬ , ٢٠٠٩ , ‫ﺹ‬ . ١٠٦ ( ‫ﺍﻟ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻘﺒﻠ‬ ‫ﻰ‬ ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﺩﺨﺎل‬ ‫ﻴﺘﻡ‬ ‫ﺜﻡ‬ ‫ﻰ‬ ‫ﻭﻴﺠﺭ‬ ‫ﻯ‬ ‫ﺍﻟﺒﻌﺩ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻯ‬ ‫ﻓﺭﻭﻕ‬ ‫ﻭﺠﺩ‬ ‫ﻭﺍﺫﺍ‬ ‫ﺠﻭﻫﺭﻴ‬ ‫ﺔ‬ ‫ﺍﻟﻨﺎﺤﻴ‬ ‫ﻤﻥ‬ ‫ﺔ‬ ‫ﺍﻻﺤﺼﺎﺌﻴ‬ ‫ﺔ‬ ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺒﺴﺒﺏ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺫﻟﻙ‬ ‫ﻓﺎﻥ‬ ‫ﻰ‬ . ‫ﺭﺍﺒﻌﺎ‬ : ‫ﺍﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﺩﻭﺍﺕ‬ : ‫ﻭﻫﻲ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺠﻤﻊ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﺎﻟﻴﻪ‬ ‫ﺍﻻﺩﻭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻋﺘﻤﺩﺕ‬ : ١ -‫ﻤ‬ ‫ﺘ‬ ‫ﻘﻴﺎﺱ‬ ‫ﻁﻼﺏ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺼﺤﻴﺢ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ٣ -‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻴﻌﺭﻑ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﺍﻟﻤﻌﺎﻨﻰ‬ ‫ﻋﻥ‬ ‫ﻟﻠﺘﻌﺒﻴﺭ‬ ‫ﺍﻻﻨﺴﺎﻥ‬ ‫ﺒﻬﺎ‬ ‫ﻴﺴﺘﻌﻴﻥ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺭﻤﺯﻴﺔ‬ ‫ﺍﻟﻭﺴﻴﻠﺔ‬ ‫ﺒﺎﻨﺔ‬ ‫ﻭﺍﻻﻓﻜﺎﺭﺍﻟﻤﺨﺘﻠﻔ‬ ‫ﺍﻭ‬ ‫ﺒﻴﻨﻬﻡ‬ ‫ﻴﻌﻴﺵ‬ ‫ﺍﻟﺫﻯ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻓﺭﺍﺩ‬ ‫ﻤﻥ‬ ‫ﻟﻐﻴﺭﺓ‬ ‫ﺘﻭﺼﻴﻠﻬﺎ‬ ‫ﺍﻭ‬ ‫ﺘﻨﺎﻗﻠﻬﺎ‬ ‫ﺒﻐﺭﺽ‬ ‫ﺔ‬ ‫ﻤﻌﻬﻡ‬ ‫ﻴﺘﻔﺎﻋل‬ . ‫ﻴﺤﺩﺙ‬ ‫ﺍﻥ‬ ‫ﺩﻭﻥ‬ ‫ﻟﻼﺨﺭﻴﻥ‬ ‫ﻴﻭﺼﻠﺔ‬ ‫ﺍﻥ‬ ‫ﻴﺭﻴﺩ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺫﻫﻥ‬ ‫ﻓﻰ‬ ‫ﻤﻭﺠﻭﺩ‬ ‫ﻤﻌﻨﻰ‬ ‫ﻫﻭ‬ ‫ﺍﻭ‬ ‫ﻤﻜﻭﻨﺎﺘﺔ‬ ‫ﺍﻭ‬ ‫ﻤﻀﻤﻭﻨﺔ‬ ‫ﻨﺎﺤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﻋﻠﻴﺔ‬ ‫ﺨﻼﻑ‬ ) ‫ﺍﻟﻭﻓﺎﺌﻰ‬ , ١٩٨٧ , ‫ﺹ‬ . ٢ .( ‫ﺍﻟﺨﺎﻁ‬ ‫ﻭﺍﻟﻤﻌﺎﻨﻰ‬ ‫ﺍﻻﻓﻜﺎﺭ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺘﻌﻨﻰ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﻭﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺫﻫﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺴﺘﻘﺭﺓ‬ ‫ﺌﺔ‬ ‫ﺜﺎﻟﺜﺎ‬ : ٢ -‫ﻟﻤﻌﺭﻓ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﺴﺠﻼﺕ‬ ‫ﻤﺤﺘﻭﻯ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺔ‬ ‫ﻭﻨﺴﺒ‬ ‫ﻋﺩﺩ‬ ‫ﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺠﺎﻻﺕ‬ ١ -‫ﺍﻟﻤﻜﺎﻨ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﻯ‬ ‫ﺍﻟﺩﺭﺍﺴﻴ‬ ‫ﺍﻟﺴﻨﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻤﺩﺍﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺔ‬ ‫ﺒﺎﻻﻀﺎﻓ‬ ‫ﺔ‬ ‫ﺍﻻﻨﺸﻁ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺍﻟﻰ‬ ‫ﺔ‬ ‫ﻴﺘﻀﻤﻨﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻰ‬ ‫ﺍﻟﻌﺎﻟ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ ‫ﻰ‬ ‫ﻟﻠﺨﺩﻤ‬ ‫ﺔ‬ ‫ﺼﻘﺭ‬ ‫ﺒﻜﻔﺭ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ -‫ﺍﻻﺘﻴ‬ ‫ﻟﻼﺴﺒﺎﺏ‬ ‫ﻭﺫﻟﻙ‬ ‫ﺸﺭﻗﻴﻪ‬ ‫ﻪ‬ : ١ -‫ﺨﺩﻤ‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻤﺩﺭﺱ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻋﻤل‬ ‫ﺔ‬ ‫ﺍﺠﺘﻤﺎﻋﻴ‬ ‫ﺔ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻟ‬ ‫ﺍﻻ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ . ‫ﺍ‬ ‫ﺨﻁﻭﺍﺕ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﻋﺩﺍﺩ‬ ‫ﻟﻁﻼﺏ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﻜﺎﻻﺘ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻰ‬ : . ‫ﺏ‬ -‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻨﺴﺒﻪ‬ ‫ﻯ‬ ‫ﻟﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﻭﺍﻟﺘ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺃ‬ -‫ﺍﻟﻜﺘﺎﺒﺎﺕ‬ ‫ﻤﻨﻬﺎ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻘﻴﺎﺱ‬ ‫ﻋﺒﺎﺭﺍﺕ‬ ‫ﺘﺠﻤﻴﻊ‬ ‫ﺘﻡ‬ ‫ﻰ‬ ‫ﻭﺼﻠﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻜﺜﺭ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﺴﻨﻭﺍﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻓﻰ‬ ٥٠ ٪ . ‫ﺍﻟﻨﻅﺭﻴ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻠﻤﻴ‬ ‫ﻭﺍﻟﻤﺭﺍﺠﻊ‬ ‫ﺔ‬ ‫ﺍﻟﺴﺎﺒﻘ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻭﺍﻻﺩﻭﺍﺕ‬ ‫ﻰ‬ ‫ﻭﺍﻟﻤﺭﺘﺒﻁ‬ ‫ﺍﺴﺘﺨﺩﻤﺘﻬﺎ‬ ‫ﺔ‬ ‫ﺍﻻﺭﺸﺎﺩﻯ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻨﺸﺎﻁ‬ ‫ﺍﻭﺠﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺤﺘﻭﻯ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻔﻜﺭﺓ‬ ‫ﺍﻭ‬ ‫ﺍﻟﻤﺩﺭﻙ‬ ‫ﺍﻭ‬ ‫ﺍﻟﻤﻔﻬﻭﻡ‬ ‫ﻫﻭ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ -‫ﺍﻻﻨﺸﻁﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻤﺎﺭﺱ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻴﺘﻁﻠﺏ‬ ‫ﻤﻤﺎ‬ ‫ﻭﺍﻓﻌﺎﻟﺔ‬ ‫ﺴﻠﻭﻜﺔ‬ ‫ﻓﻰ‬ ‫ﻭﺘﺅﺜﺭ‬ ‫ﻭﺍﻟﺤﻘﻴﻘﺔ‬ ‫ﺍﻟﻭﺍﻗﻊ‬ ‫ﺘﺨﺎﻟﻑ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻤﺎ‬ ‫ﻤﻭﻀﻭﻉ‬ ‫ﺤﻭل‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﺝ‬ -‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻻﺯﻫﺭﻯ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻟ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻟﺤﺎﻟﻴ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﻤﻭﻀﻭﻉ‬ ‫ﺔ‬ ‫ﺒﺎﻻﻀﺎﻓ‬ ‫ﺔ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﻨﻅﺭ‬ ‫ﺍﻁﺎﺭﻫﺎ‬ ‫ﻯ‬ .
	‫ﻭﺴﻬﻠﺔ‬ ‫ﺒﺴﻴﻁﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﻌﻤل‬ , ٨٠ ‫ﺩﺭﺍﺴ‬ ‫ﻤﺅﻫل‬ ‫ﺍﻱ‬ ‫ﻋﻠﻲ‬ ‫ﺍﻟﺤﺼﻭل‬ ‫ﻓﻰ‬ ‫ﺒﺭﻏﺒﺘﻬﻡ‬ ‫ﺍﺠﺎﺒﻭ‬ ‫٪ﻤﻨﻬﻡ‬ ‫ﻰ‬ . ١ -‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻌﺎﻟﻴ‬ ‫ﻤﺩﻯ‬ ‫ﺔ‬ ‫ﺒﺭ‬ ‫ﺍ‬ ‫ﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ , ٤٠ ‫٪ﻤﻨﻬﻡ‬ ‫ﺫﺍﺘﻬﺎ‬ ‫ﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﺒﻭﺍﺴﻁﺔ‬ ‫ﻭﺘﻨﻔﺫ‬ ‫ﺘﻭﻀﻊ‬ ‫ﻭﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺔ‬ ‫ﻟﻠﻔﺭﺩ‬ ‫ﻭﺍﻟﺨﺒﺭﺍﺕ‬ ‫ﻭﺍﻟﺘﻔﺎﻋﻼﺕ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﻟﺘﺼﺤﻴﺤﻬﺎ‬ ‫ﻤﺤﺩﺩﺓ‬ ‫ﻤﺠﻬﻭﺩﺍﺕ‬ ‫ﺒﺫل‬ . ‫ﺍﻹ‬ ‫ﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﻋﻥ‬ ‫ﻋﻤل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ . ‫ﺏ‬ -‫ﺍﻟﺘ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺼﻴﺎﻏﻪ‬ ‫ﺘﻡ‬ ‫ﻰ‬ ‫ﻭﻋﺩﺩﻫﺎ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺠﻤﻌﻬﺎ‬ ) ٦٣ ( ‫ﻋﺒﺎﺭ‬ ‫ﺓ‬ ‫ﻤﻭﺯﻋ‬ ‫ﺔ‬ ‫ﺜﻼﺜ‬ ‫ﻋﻠﻰ‬ ‫ﺔ‬ ‫ﺍﺒﻌﺎﺩ‬
	‫ﺍﻗﺎﻤﺘﻬﻡ‬ ‫ﺍﻤﺎﻜﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﺒﻘﺭﺏ‬ ‫ﺍﺠﺎﺒﻭ‬ ‫ﻋﻤﻠ‬ ‫ﻰ‬ . ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ , ٣٠ ‫ﻤﻊ‬ ‫ﺘﺘﻌﺎﺭﺽ‬ ‫ﻻ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺒﺄﻥ‬ ‫ﺍﺠﺎﺒﻭ‬ ‫٪ﻤﻨﻬﻡ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻯ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒﻤ‬ ‫ﻜﺎﻨﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﻭﺘﺤﻘﻴﻕ‬ ‫ﻭﺍﻟﺭﻏﺒﺎﺕ‬ ‫ﺍﻟﺤﺎﺠﺎﺕ‬ ‫ﻤﻘﺎﺒﻠﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻷﺨﺼﺎﺌﻰ‬ ‫ﻭﻴﺴﺎﻋﺩﻫﺎ‬ ‫ﺍﻻ‬ ‫ﻫﺩﺍﻑ‬ ) ‫ﺍﺤﻤﺩ‬ , ١٩٨٢ , ‫ﺹ‬ . ٣٠٢ .( -‫ﺍﻻ‬ ‫ﻨﺸﻁﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﻟﻤﻤﺎﺭﺱ‬ ‫ﺒﻬﺎ‬ ‫ﻴﻘﻭﻡ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻁﻼ‬ ‫ﺏ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ . ‫ﻴﻠﻰ‬ ‫ﻤﺎ‬ ‫ﺩﺭﺍﺴﺘﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺒﺎﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻴﻘﺼﺩ‬ : ١ -‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻤ‬ ‫ﻜﺎﻨﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ٢ -‫ﺍﻟﺒﺸﺭ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻋﻴﻨ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺨﺘﺎﺭ‬ ‫ﺔ‬ ‫ﺩﺭﺍﺴﺘ‬ ‫ﺔ‬ ‫ﺍﻟﻤﻨﺘﻅﻤﺔ‬ ‫ﺍﻟﻌﺸﻭﺍﺌﻴﺔ‬ ‫ﺒﺎﻟﻁﺭﻴﻘﺔ‬ ١٥ ‫ﺍﺘﺒﺎﻉ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻁﺎﻟﺏ‬ ‫ﻯ‬ ‫ﻭﻫ‬ ‫ﺒﺎﻟﺘﺴﺎﻭﻱ‬ ‫ﻰ‬ :
	‫ﻤﻥ‬ ‫ﻭﻟﻤﺯﻴﺩ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﻌﺽ‬ ‫ﻭﻋﺩﺩﻫﻡ‬ ١٠ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺩﺭﺍﺴﻪ‬ ‫ﺍﻫﺩﺍﻑ‬ ‫ﺔ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺒﺎﺠﺭﺍﺀ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴ‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬ ‫ﺍﺠﺭﺍﺀ‬ ‫ﺍﺜﻨﺎﺀ‬ ‫ﻟﻠﻤﻌﻬﺩ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺔ‬ ‫ﻜﻌﻴﻨ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺔ‬ ‫ﻋﺸﻭﺍﺌﻴ‬ ‫ﺔ‬ . ١ -‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﺒﺤﻭﺜﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺨﺼﺎﺌﺹ‬ . ٢ -‫ﺍﻟﻭﻗﻭﻑ‬ ‫ﺍﻻﺯﻫﺭﻴ‬ ‫ﺒﺎﻟﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﻤﺘﻜﺭﺭ‬ ‫ﺍﻟﺭﺴﻭﺏ‬ ‫ﺍﺴﺒﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺔ‬ . ٣ -‫ﺍﻟﻭﻗﻭﻑ‬ ‫ﺍﻻ‬ ‫ﻋﻠﻰ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻻﻟﺘﺤﺎﻕ‬ ‫ﻟﻁﻠﺏ‬ ‫ﺩﻓﻌﺘﻬﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺴﺒﺎﺏ‬ . ٤ -‫ﺘﺤﺩﻴﺩ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻌﺎﺌﺩ‬ ‫ﻭﻋﻴﻬﻡ‬ ‫ﻤﺩﻯ‬ . ٥ -‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻫﻡ‬ ‫ﺘﺤﺩﻴﺩ‬ . * ‫ﺍﻟﻤﺴﺘﺨﺩﻤ‬ ‫ﺍﻻﺩﺍﻩ‬ ‫ﺔ‬ ‫ﻓ‬ ‫ﻰ‬ ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ : ‫ﻤﻘﺎﺒﻠﺔ‬ ‫ﺍﺴﺘﻤﺎﺭﻩ‬ ‫ﺍﻭﻻ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻭﺼﻑ‬ ١ -‫ﻋﺸ‬ ‫ﻋﻴﻨﻪ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﻭﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺌﻴﻪ‬ " ‫ﺘﻘﺩﻴﺭ‬ ‫ﺔ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﻟﻠﻘﺒﻭل‬ ‫ﻜﺸﺭﻁ‬ ‫ﻟﻬﻡ‬ ‫ﻤﻭﻗﻑ‬ " ‫ﻋﻠﻰ‬ ‫ﻁﺒﻘﺕ‬ ١٠ ‫ﺘﺘﺭﺍﻭﺡ‬ ‫ﺍﻋﻤﺎﺭﻫﻡ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺒﻴﻥ‬ ‫ﻤﺎ‬ ٢٠ : ٢٣ ‫ﺍﻟﺭﺴﻭﺏ‬ ‫ﻤﺭﺍﺕ‬ ‫ﻭﺍﺴﺘﻨﻔﺯﻭﺍ‬ ‫ﺍﺯﻫﺭﻴﻪ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﺘﺤﻘﻭﺍ‬ ‫ﻭﺠﻤﻴﻌﻬﻡ‬ ‫ﺴﻨﻪ‬ . ٢ -‫ﻭﺍﻟﻠﻐﻪ‬ ‫ﺍﻻﺴﻼﻤﻴﻪ‬ ‫ﻭﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻭﺍﻟﻘﺎﻨﻭﻥ‬ ‫ﺍﻟﺸﺭﻴﻌﻪ‬ ‫ﺒﻜﻠﻴﺎﺕ‬ ‫ﻤﻠﺘﺤﻘﻴﻥ‬ ‫ﻜﺎﻨﻭﺍ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻌﻅﻡ‬ ‫ﺍﻟﺩﻴﻥ‬ ‫ﻭﺍﺼﻭل‬ ‫ﺍﻟﻌﺭﺒﻴﻪ‬ . ٣ -‫ﻨﺴﺒﻪ‬ ٦٠ % ‫ﻤﻥ‬ ‫ﻜﺎﻨﻭﺍ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻤﻥ‬ ‫ﻭﺒﺎﻟﻨﺴﺒﻪ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ٤٠ % ‫ﺍﻨﺎﺙ‬ . ‫ﺭﺍﺒﻌﺎ‬ : ‫ﺒ‬ ‫ﺎﻟﻨﺴﺒ‬ ‫ﻪ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻤﻥ‬ ‫ﺒﺎﻟﻌﺎﺌﺩ‬ ‫ﻭﻋﻴﻬﻡ‬ ‫ﻟﻤﺩﻯ‬ ٨٠ % ‫ﻴﺭﻴﺩﻭﻥ‬ ‫ﺍﻨﻤﺎ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻋﻥ‬ ‫ﺸﻴﺌﺎ‬ ‫ﻴﻌﺭﻓﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻤﻥ‬ ‫ﻓﻘﻁ‬ ‫ﻤﺅﻫل‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺤﺼﻭل‬ , ٢٠ % ‫ﺒﺎﻨﻨ‬ ‫ﺍﺠﺎﺒﻭﺍ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻤﻥ‬ ‫ﻰ‬ ‫ﺍﺨﺼﺎﺌ‬ ‫ﺍﻜﻭﻥ‬ ‫ﺴﻭﻑ‬ ‫ﻰ‬ ‫ﺍﺠﺘﻤﺎﻋ‬ ‫ﻰ‬ , ٧٠ % ‫ﺍﻻ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ‬ ‫ﻋﻤل‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻋﻥ‬ ‫ﺸﻴﺌﺎ‬ ‫ﻴﻌﻠﻤﻭﻥ‬ ‫ﻻ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻋﻴﻨﻪ‬ ‫ﻤﻥ‬ ‫ﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻭﻤﺭﺍﻜﺯ‬ ‫ﺍﻟﻤﺩﺍﺭﺱ‬ ‫ﺴﻭﻱ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻤﺠﺎﻻﺕ‬ ‫ﻋﻥ‬ ‫ﻴﻌﺭﻑ‬ ‫ﻻ‬ ‫ﻤﻨﻬﻡ‬ ‫ﻭﺍﻟﺒﺎﻗﻲ‬ . ‫ﺨﺎﻤﺴﺎ‬ : ‫ﺒﺎﻟﻨﺴﺒ‬ ‫ﺔ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻡ‬ ٦٠ % ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻴﺱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺒﺎﻥ‬ ‫ﺍﺠﺎﺒﻭﺍ‬ , ٤٠ % ‫ﺒﺎﻨﻬﻡ‬ ‫ﻗﺎﻟﻭﺍ‬ ‫ﺒﺎﻫﻤﻴﺘﻬﺎ‬ ‫ﻻﻴﺸﻌﺭﻭﻥ‬ , ٧٠ % ‫ﺴﻭﻑ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻤﻭﺍﺩ‬ ‫ﻋﻥ‬ ‫ﺸﻰ‬ ‫ﻻﻴﻌﺭﻓﻭﻥ‬ ‫ﺒﺎﻨﻬﻡ‬ ‫ﺍﺠﺎﺒﻭﺍ‬ ‫ﻴﺘﻡ‬ ‫ﺩﺭﺍﺴﺘﻬﺎ‬ , ٥٠ % ‫ﺍﻫﻤﻴﺔ‬ ‫ﻟﻬﺎ‬ ‫ﻟﻴﺱ‬ ‫ﻨﻅﺭﻴﺔ‬ ‫ﻤﻭﺍﺩ‬ ‫ﺒﺎﻨﻬﺎ‬ ‫ﻴﺭﻭﻥ‬ , ٦٠ % ‫ﺍﻟﻌﻤل‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻋﻥ‬ ‫ﺸﻰ‬ ‫ﻻﻴﻌﻠﻤﻭﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ , ٧٠ % ‫ﻭﺍﻟﻤﺤﺘﺎﺠﻴﻥ‬ ‫ﺍﻟﻔﻘﺭﺍﺀ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻓﻰ‬ ‫ﻴﻜﻤﻥ‬ ‫ﺍﻟﺘﺨﺭﺝ‬ ‫ﻋﻤﻠﻬﻤﺒﻌﺩ‬ ‫ﺒﺎﻥ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﺸﻜﻠﻪ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻋﺭﻀ‬ ‫ﺘﻡ‬ ‫ﻤﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﺔ‬ ‫ﺍﻟﺴﺎﺒﻘ‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ‬ ‫ﻤﻥ‬ ‫ﺔ‬ ‫ﺍﺴﺘﺨﻼﺼ‬ ‫ﺘﻡ‬ ‫ﻭﻤﺎ‬ ‫ﺔ‬ ‫ﺘ‬ ‫ﻭﻤﺎ‬ ‫ﺍﻟﻴﻪ‬ ‫ﻭﺼﻠﺕ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ " ‫ﺍﻟﻤﻭﻗﻑ‬ ‫ﺘﻘﺩﻴﺭ‬ " ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻤﻼﺤﻅﺎﺕ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻭﻗﻑ‬ ‫ﻭﻜﺫﻟﻙ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﻤﺸﻜﻠ‬ ‫ﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺘﻲ‬ ‫ﺍﻟﺘﺴﺎﺅل‬ : ‫ﻓﻌﺎﻟﻴ‬ ‫ﻤﺎ‬ ‫ﺔ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﺭﺸﺎﺩﻯ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ : ‫ﻴﻠ‬ ‫ﻓىﻤﺎ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻰ‬ : -١ -‫ﺘﻨﺒﻊ‬ ‫ﺍﻫﻤﻴ‬ ‫ﺔ‬ ٢ -‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻌﺎﻟﻴ‬ ‫ﻤﺩﻯ‬ ‫ﺔ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻔ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺎﻫﻴﻡ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻯ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ٣ -‫ﺘﺤﺩﻴﺩ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻓﻌﺎﻟﻴﺔ‬ ‫ﻤﺩﻯ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻟﺘﺼﺤﻴﺢ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻯ‬ ‫ﺍ‬ ‫ﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺒ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻻﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ . ‫ﺭﺍﺒﻌﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻓﺭﻭﺽ‬ : ‫ﻴﻠ‬ ‫ﻓىﻤﺎ‬ ‫ﺘﺘﻤﺜل‬ ‫ﻰ‬ : ‫ﻋﻼﻗ‬ ‫ﺘﻭﺠﺩ‬ ‫ﺔ‬ ‫ﺍﻴﺠﺎﺒﻴ‬ ‫ﺔ‬ ‫ﺩﻻﻟ‬ ‫ﺫﺍﺕ‬ ‫ﺔ‬ ‫ﺍﺤﺼﺎﺌﻴ‬ ‫ﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺘﺼﺤﻴﺢ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﻯ‬ ‫ﻟ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻪ‬ . ‫ﺍﻟﻰ‬ ‫ﺘﻬﺩﻑ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻨﻪ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻤﺭﻴﻜﻴﺔ‬ ‫ﺍﻟﻨﻔﺱ‬ ‫ﻋﻠﻡ‬ ‫ﺠﻤﻌﻴﺔ‬ ‫ﺘﻌﺭﻓﺔ‬ ‫ﺍﻻﺭﺸﺎﺩ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻭﺍﻓﻕ‬ ‫ﻭﺘﺤﺴﻴﻥ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻨﻤﻴﺔ‬ ‫ﺍﻜﺘﺴﺎﺏ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﻓﺭﺍﺩ‬ ‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻌﺩﻴﺩ‬ ‫ﻭﺍﻜﺘﺴﺎﺏ‬ ‫ﺍﻟﺒﻴﺌﻪ‬ ‫ﻤﻊ‬ ‫ﺍﻟﻨﺎﺠﺢ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﻭﺘﻌﺯﻴﺯ‬ ‫ﺍﻟﻤﺘﻐﻴﺭﺓ‬ ‫ﺍﻟﺤﻴﺎﺓ‬ ‫ﻤﺘﻁﻠﺒﺎﺕ‬ ‫ﻗﺩﺭ‬ ‫ﺍﻟﻘﺭﺍﺭ‬ ‫ﻭﺍﺘﺨﺎﺫ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﺤل‬ ‫ﺍﺕ‬ ) ‫ﺍﻟﺒﺒﻼﻭﻯ‬ , ٢٠٠٧ , ‫ﺹ‬ . ٧ .( ‫ﻟﻼﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﺍﻟﺩﻭﻟﻰ‬ ‫ﺍﻻﺘﺤﺎﺩ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺼﺎﺩﺭ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻗﺎﻤﻭﺱ‬ ‫ﻭﻴﻌﺭﻑ‬ ٢ -‫ﻤﻔﻬﻭﻡ‬ ٢ -‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﺍﻟﺘﺎﻟﻴﻪ‬ ‫ﺍﻟﺨﻁﻭﺍﺕ‬ : ‫ﺍ‬ -‫ﻭﻫﻲ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﺨﺘﻴﺎﺭ‬ ‫ﺸﺭﻭﻁ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻭﻀﻊ‬ : ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻫ‬ ‫ﻰ‬ ‫ﺍﻟﻤﻬﻨ‬ ‫ﻭﺍﻟﻘﻴﻡ‬ ‫ﺍﻻﻨﺘﻘﺎﺌﻴﺔ‬ ‫ﺍﻟﻤﻌﺭﻓﺔ‬ ‫ﻗﺎﻋﺩﺓ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻴ‬ ٣ -‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟ‬ ‫ﺍﻹﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ . ١ -‫ﻤﺴﺘﺠﺩ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺒﺎﻟﻔﺭﻗﻪ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻥ‬ . ‫ﻭﺍﻟﻤﺩﻯ‬ ‫ﺔ‬ ‫ﺤﺠﻡ‬ ‫ﺍﻱ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻨﺴﺎﻕ‬ ‫ﺍﻨﻅﻤﺔ‬ ‫ﻻﺴﺘﻬﺩﺍﻑ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻭﺍﺴﻊ‬ . ١ -‫ﺍﻥ‬ ‫ﺍﻟﻜﺜﻴﺭ‬ ‫ﻭﻓﻌل‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻲ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺩﺍﺨل‬ ‫ﺒﻜﻔﺎﺀﺓ‬ ‫ﺍﻟﻌﻤل‬ ‫ﺘﻀﻤﻥ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﺘﺤﺕ‬ ‫ﺍﻻﺸﺭﺍﻑ‬ . ‫ﺍﻟﻤﻨﻬﺠﻴ‬ ‫ﺍﻻﺠﺭﺍﺀﺍﺕ‬ ‫ﺔ‬ ‫ﻟﻠﺩﺭﺍﺴ‬ ٢ -‫ﻴﻜ‬ ‫ﺍﻥ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻤﺤﻭل‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻭﻥ‬ ‫ﻯ‬ ‫ﺍﻟﺭﺴﻭﺏ‬ ‫ﻤﺭﺍﺕ‬ ‫ﺍﺴﺘﻨﻔﺎﺫ‬ ‫ﺒﻌﺩ‬ ‫ﺔ‬ ‫ﺍﻭﻻ‬ : ٣ -‫ﺍﻻﻨﺎﺙ‬ ‫ﺍﻭ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﻤﻥ‬ ‫ﻜﺎﻥ‬ ‫ﺴﻭﺍﺀ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻟﺘﻠﻘﻲ‬ ‫ﺍﺴﺘﻌﺩﺍﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻥ‬ . ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻨﻭﻉ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻫﺫﻩ‬ ‫ﺘﻨﺘﻤﻲ‬ ‫ﻗﻴﺎﺱ‬ ‫ﺩﺭﺍﺴﺎﺕ‬ ‫ﺍﻟﻰ‬ ‫ﻓ‬ ‫ﺍﻟﻤﻬﻨﻰ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﻋﺎﺌﺩ‬ ‫ﻰ‬ ‫ﺍ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻟﺨﺩﻤﺔ‬ ‫ﺏ‬ -‫ﺍﻨ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺸﺭﻭﻁ‬ ‫ﻁﺒﻘﺕ‬ ١٥٠ ‫ﻭﻁﺎﻟﺒ‬ ‫ﻁﺎﻟﺏ‬ ‫ﺔ‬ ‫ﻋﺩﺩ‬ ‫ﺍﺴﺘﺒﻌﺎﺩ‬ ‫ﺒﻌﺩ‬ ٥ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻻﺤﻅ‬ ‫ﻁﻼﺏ‬ ‫ﺘﻭﺠﻴﺔ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻷﺨﺼﺎﺌﻰ‬ ‫ﻴﺴﺘﺨﺩﻤﺔ‬ ‫ﺍﺠﺭﺍﺀ‬ ‫ﺍﻭ‬ ‫ﺍﺴﻠﻭﺏ‬ ‫ﺒﺎﻨﺔ‬ ‫ﺍﻻﺭﺸﺎﺩ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﻨ‬ ‫ﻤﻥ‬ ‫ﻤﺘﻨﻭﻋﺔ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺒﻭﺍﺴﻁﺔ‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﻭﺍﻻﺴﺭ‬ ‫ﻭﺍﻟﺠﻤﺎﻋﺎﺕ‬ ‫ﺍﻻﻓﺭﺍﺩ‬ ‫ﻭﺍﻻﻋﻤﺎل‬ ‫ﺸﻁﺔ‬ ‫ﺘﻭﻀﻴﺢ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻟﻤﺴﺎﻋﺩﻩ‬ ‫ﺍﻟﺒﺩﺍﺌل‬ ‫ﻭﺘﺤﺩﻴﺩ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻭﺘﻭﻓىﺭ‬ ‫ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ‬ ‫ﺍﻟﻨﺼﺎﺌﺢ‬ ‫ﻜﺘﻘﺩﻴﻡ‬ ‫ﺍﻻﻫﺩﺍﻑ‬ .(Baker,1995) ‫ﺒﻴﻥ‬ ‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺒﻴﺌﺔ‬ ‫ﺍﻁﺎﺭ‬ ‫ﻓﻰ‬ ‫ﺘﺘﻡ‬ ‫ﺘﻌﻠﻴﻤﻴﺎ‬ ‫ﻤﻭﺠﻬﺔ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻭﺍﻻﺭﺸﺎﺩ‬ ‫ﻓﻰ‬ ‫ﻭﻤﺎﻫﺭ‬ ‫ﻤﺘﺨﺼﺹ‬ ‫ﺸﺨﺹ‬ ‫ﻫﻭ‬ ‫ﻭﺍﻟﻤﺭﺸﺩ‬ ‫ﺍﺸﺨﺎﺹ‬ ‫ﻭﻤﺠﻤﻭﻋﻪ‬ ‫ﺸﺨﺹ‬ ‫ﺍﻭ‬ ‫ﺸﺨﺼﻴﻥ‬ ٢ -‫ﺍﻥ‬ ‫ﺍﻟﻤﻬﻨىﺔ‬ ‫ﺍﻻﺩﻭﺍﺭ‬ ‫ﻤﻥ‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻭﺠﻭﺩ‬ ‫ﻴﻔﺘﺭﺽ‬ ‫ﺍﻟﺘﻌﺭﻴﻑ‬ ‫ﻫﺫﺍ‬ . ٣ -‫ﺍﻥ‬ ‫ﺍﻟﻤﺨﻁﻁ‬ ‫ﺍﻟﺘﻐﻴﻴﺭ‬ ‫ﻟﻌﻤﻠﻴﻪ‬ ‫ﺍﻟﻨﻅﺭﻱ‬ ‫ﺍﻟﺘﻔﻜﻴﺭ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﺘﺘﻀﻤﻥ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ . ٤ -‫ﺍﻥ‬ ‫ﺍﻟﻌﻤﻴل‬ ‫ﺘﻤﻜﻴﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺘﺅﻜﺩ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ (Karen,Ashman,2002,p.6) ‫ﺍﻟﻤﻤﺎﺭﺴﻪ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ : ‫ﻫ‬ ‫ﻲ‬ ‫ﻴﻭﻓ‬ ‫ﻟﻠﻤﻤﺎﺭﺴﻪ‬ ‫ﺍﻁﺎﺭ‬ ‫ﻭﺍﻟﺘ‬ ‫ﻰ‬ ‫ﻓﻌﺎﻟﻴ‬ ‫ﻤﺩﻯ‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻰ‬ ‫ﺘﺴﻌﻰ‬ ‫ﺔ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﻰ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﻤﺴﺘﻘل‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﻤﻥ‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺘﺎﺒﻊ‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﻪ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﺍﻟﺠﺩﻴ‬ ‫ﻋﺩﻡ‬ ‫ﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﺸﺎﺭﻜﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻟ‬ ‫ﺍﻻ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ . ‫ﺝ‬ -‫ﻋﻠﻴﻬﻡ‬ ‫ﺍﻨﻁﺒﻘﺕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺒﺎﺴﻤﺎﺀ‬ ‫ﺒﺎﻟﻤﻌﻬﺩ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺸﺌﻭﻥ‬ ‫ﺍﺩﺍﺭﻩ‬ ‫ﻤﻥ‬ ‫ﻜﺸﻑ‬ ‫ﺍﺴﺘﺨﺭﺍﺝ‬ ‫ﺘﻡ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻯ‬ ‫ﻟ‬ ‫ﺩﺭﺍﺴ‬ ‫ﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻭﻋﺩﺩﻫﻡ‬ ‫ﺍﻟﺸﺭﻭﻁ‬ ١٥٠ ‫ﺍﻟﺩﺭﺍﺴﻲ‬ ‫ﻟﻠﻌﺎﻡ‬ ‫ﺍﻻﻭﻟﻰ‬ ‫ﺍﻟﻔﺭﻗﻪ‬ ‫ﺒﻘﺎﺌﻤﻪ‬ ‫ﺘﺭﺘﻴﺒﻬﻡ‬ ‫ﺤﺴﺏ‬ ‫ﻁﺎﻟﺏ‬ ‫ﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺔ‬ ‫ﺍﻟﻌﻤﻠﻴ‬ ‫ﺔ‬ ‫ﻭﻫ‬ ‫ﺍﻟﺘﺎﺒﻊ‬ ‫ﻟﻠﻤﺘﻐﻴﺭ‬ ‫ﺍﺒﻌﺎﺩ‬ ‫ﺜﻼﺙ‬ ‫ﻋﺩﺩ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ ‫ﺤﻴﺙ‬ ‫ﻰ‬ : ٢٠١٨ / ٢٠١٩ . ‫ﻓﻰ‬ ‫ﺍﻨﺘﻘﺎﺌﻴﺎ‬ ‫ﻨﻅﺭﻴﺎ‬ ‫ﺍﺴﺎﺱ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﻟﻼﺨﺼﺎﺌﻲ‬ ‫ﺭ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﺴﻴﺴﺎﻫﻡ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻰ‬ ‫ﺍﻟﻔﺭﺩ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﻪ‬ ‫ﻤﺴﺘﻭﻴﺎﺕ‬ ‫ﻜﺎﻓﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﺍﺤﺩﺍﺙ‬ -‫ﺒ‬ ‫ﺍﻟﺨﺎﻁﺌﺔﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻤ‬ ‫ﻜﺎﻨﺔ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺩ‬ -‫ﺭﻗﻡ‬ ‫ﺒﺎﺨﺘﻴﺎﺭ‬ ‫ﺍﻟﺒﺎﺤﺙ‬ ‫ﻗﺎﻡ‬ ) ١ ( ‫ﻜل‬ ‫ﻤﻥ‬ ) ١٠ ( ‫ﺍﻥ‬ ‫ﺍﺘﻀﺢ‬ ‫ﺍﻟﻜﺸﻑ‬ ‫ﻓﻰ‬ ‫ﻜﻤﺎ‬ ‫ﺒﺎﻟﺘﺭﺘﻴﺏ‬ ‫ﻁﻼﺏ‬ ‫ﺍﻟﺸﺒﺎﺏ‬ ‫ﻤﺭﺤﻠﻪ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻓﺌﺔ‬ ‫ﻭﻫﻲ‬ ‫ﻤﻌﻬﺎ‬ ‫ﻨﺘﻌﺎﻤل‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﻔﺌﻪ‬ ‫ﺃﻫﻤﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺩﻋﺎﻤ‬ ‫ﺒﺎﻋﺘﺒﺎﺭﻫﻡ‬ ‫ﺔ‬ ‫ﺍﻻﺴﺎﺴﻴ‬ ‫ﺔ‬ ‫ﺍﻟﺘ‬ ‫ﻰ‬ ‫ﺍﻟﺘﻨﻤﻴ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﺍﺠل‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺔ‬ ‫ﺍﻟﺸﺎﻤﻠ‬ ‫ﺔ‬ . ‫ﺍﺨﺘ‬ ‫ﻭﻴﻤﻜﻥ‬ ‫ﺒ‬ ‫ﺍﻟﺭﺌﻴﺴ‬ ‫ﺍﻟﻔﺭﺽ‬ ‫ﻫﺫﺍ‬ ‫ﺎﺭ‬ ‫ﻰ‬ ‫ﺍﺨﺘ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺒ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻔﺭﻭﺽ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺎﺭ‬ ‫ﻭﻫﻲ‬ : ‫ﻤﺴﺎﻋﺩ‬ ‫ﻴﺤﺎﻭل‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﺍﻁﺎﺭ‬ ‫ﻓﻰ‬ ‫ﺤﺎﺠﺎﺘﻪ‬ ‫ﻤﻊ‬ ‫ﺘﺘﻨﺎﺴﺏ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺎﻟﻁﺭﻕ‬ ‫ﺍﻟﻤﺴﺘﺭﺸﺩ‬ ‫ﻩ‬ ‫ﻭﺤل‬ ‫ﺍﻟﻤﺨﻁﻁ‬ ‫ﺍﻟﺘﻐﻴﺭ‬ ‫ﻭﺘﻨﻤﻴﻪ‬ ‫ﻟﺘﻭﺠﻴﻪ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﺴﺌﻭﻟﻴﺔ‬ ‫ﺍﻟﻤﺸﻜﻠﺔ‬ ) ‫ﺍﺒﻭﺍﻟﻤﻌﺎﻁ‬ ‫ﻰ،‬ ‫ﻤﻘﺩﻤﻪ‬ -‫ﺩﺭﺍﺴﺔ‬ ‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﺨﺎﻁﺌﺔﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺍﻟﺫﻜﻭﺭ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻋﺩﺩ‬ ) ٩ ( ‫ﻁﺎﻟ‬ ‫ﺍﺠﻤﺎﻟﻲ‬ ‫ﻤﻥ‬ ‫ﺏ‬ ) ١٠٨ ( ‫ﺍﻟﻁﺎﻟﺒﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﻭ‬ ‫ﻁﺎﻟﺏ‬ ) ٦ ( ‫ﺍﺠﻤﺎﻟﻲ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻭﻗﻑ‬ ‫ﺍﺭﺒﻊ‬ ‫ﻟﻤﺩﺓ‬ ‫ﺘﺴﺘﻤﺭ‬ ‫ﺩﺭﺍﺴﺔ‬ ‫ﻋﺒﺭ‬ ‫ﻴﺘﻡ‬ ‫ﻜﺎﻤل‬ ‫ﺒﺸﻜل‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻻﺨﺼﺎﺌﻰ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﺍﻥ‬ ‫ﺨﻼﻟﻬﺎ‬ ‫ﻴﺨﻀﻊ‬ ‫ﺴﻨﻭﺍﺕ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻌﺎﺭﻑ‬ ‫ﺍﻜﺴﺎﺒﺔ‬ ‫ﺒﻐﺭﺽ‬ ‫ﻭﻋﻤﻠﻰ‬ ‫ﻨﻅﺭﻯ‬ ‫ﻻﻋﺩﺍﺩ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻭﺍﺨﻼﻗﻴﺎﺕ‬ ‫ﻭﻗﻴﻡ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻜﺴﺎﺒﺔ‬ ‫ﺠﺎﻨﺏ‬ ‫ﺍﻟﻰ‬ ‫ﺒﻬﺎ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻭﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻟﻠﺨﺩﻤﺔ‬ ‫ﺍﻟﻤﻬﻨﻴﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻭﻤﺠﺎﻻﺕ‬ ‫ﻤﻴﺎﺩﻴﻥ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻤﺎﺭﺴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﺍ‬ ‫ﺘﺠﻌﻠﺔ‬ ‫ﻭﺍﻟﺘﻰ‬ ٢ -‫ﻀﺭﻭﺭﻩ‬ ‫ﺒﺈ‬ ‫ﺍﻟﻤﻌﻬﺩ‬ ‫ﻗﻴﺎﻡ‬ ‫ﻋﺘﺒﺎﺭ‬ ‫ﺓ‬ ‫ﺍﻟﻤﺅﺴﺴ‬ ‫ﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ‬ ‫ﺍﻻﺨﺼﺎﺌﻴﻴﻥ‬ ‫ﺍﻋﺩﺍﺩ‬ ‫ﻓىﻬﺎ‬ ‫ﻴﺘﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺒﺩﻭﺭ‬ ‫ﺓ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻨﺤﻭ‬ ‫ﻁﺒﻴﻌﺔ‬ ‫ﻭﻋﻥ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻤﻜﺎﻨﺔ‬ ‫ﻋﻥ‬ ‫ﻟﺩﻴﻬﻡ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺘﺼﺤﻴﺢ‬ ‫ﻓﻰ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻰ‬ ‫ﺍﻟﻌﻤل‬ ‫ﻭﻁﺒﻴﻌﺔ‬ ‫ﺩﺭﺍﺴﺘﻬﺎ‬ . -١ -‫ﺘﻭﺠﺩ‬ ‫ﺩﻻﻟ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻴﺠﺎﺒﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺔ‬ ‫ﺒﻴﻥ‬ ‫ﺍﺤﺼﺎﺌﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺭﺸﺎﺩﻯ‬ ‫ﻤﻨﻅﻭﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﺍﻟﻤﻤﺎﺭﺴﺔ‬ ‫ﻟﺩﻯ‬ ‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﻭﺘﺼﺤﻴﺢ‬ ‫ﺍ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﺍﻻﺯﻫﺭ‬ ‫ﺍﻟﺘﻌﻠﻴﻡ‬ ‫ﻤﻥ‬ ‫ﻟﻤﺤﻭﻟﻴﻥ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﻯ‬ ‫ﺒﻤﻜﺎﻨﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ . ‫ﺴﻌﺎﺩﻩ‬ ‫ﺍﻜﺜﺭ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺍﻥ‬ ‫ﺍﻟﻰ‬ ‫ﺘﻭﺼﻠﻪ‬ ‫ﻤﺤﺩﺩﻩ‬ ‫ﻭﺍﻗﻌﻴﺔ‬ ‫ﺍﻫﺩﺍﻑ‬ ‫ﺘﺤﻘﻴﻕ‬ ‫ﻓﻰ‬ ‫ﺘﺴﺎﻫﻡ‬ ‫ﺍﻟﺘﻰ‬ ‫ﺍﻟﺘﻭﺠﻴﻪ‬ ‫ﺒﺭﺍﻤﺞ‬ ‫ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﻓﻰ‬ ‫ﻭﺍﻨﺘﺎﺠﻴﺔ‬ ) ‫ﺍﻟﺸﻨﺎﻭﻯ‬ , ١٩٩٤ , ‫ﺹ‬ . ٧٥ .( ‫ﺍﻟﺘﻌﻠﻡ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻤﺅﻜﺩﺓ‬ ‫ﺍﻻﻓﺭﺍﺩ‬ ‫ﺍﺴﺘﺒﺼﺎﺭ‬ ‫ﺯﻴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺭﺸﺎﺩﻴﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﻭﺘﻘﻭﻡ‬ ‫ﺒ‬ ‫ﻭﺍﻫﺘﻤﺎﻤﻬﺎ‬ ‫ﻨﺤﻭ‬ ‫ﻭ‬ ‫ﺫﺍﺘﻬﻡ‬ ‫ﻨﺤﻭ‬ ‫ﻭﺴﻠﻭﻜﻬﻡ‬ ‫ﻭﻤﺸﺎﻋﺭﻫﻡ‬ ‫ﺍﻓﻜﺎﺭﻫﻡ‬ ‫ﺘﻌﺩﻴل‬ ‫ﺍﻻﺨﺭﻴﻥ‬ ) ‫ﻜﻔﺎﻓﻰ‬ , ١٩٩٩ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﻓﻰ‬ ، ٢٠٠٢ ‫ﺹ‬ ، . ٣٥٨ ( -‫ﺒﻁﺒﻴﻌﺔ‬ ‫ﺍﻟﻤﺭﺘﺒﻁﺔ‬ ‫ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ‬ ‫ﺍﻟ‬ ‫ﺍﻹﺠﺘﻤﺎﻋ‬ ‫ﻌﻤل‬ ‫ﻰ‬ ‫ﻋﺩﺩ‬ ) ٤٢ ( ‫ﻁﺎﻟﺒﻪ‬ . . -‫ﻟﻠﻤﻤﺎ‬ ‫ﺍﻁﺎﺭ‬ ‫ﻫﻲ‬ ‫ﺭﺴ‬ ‫ﺔ‬ ‫ﻤﻬﻨﻪ‬ ‫ﺘﻨﺘﺠﻬﺎ‬ ‫ﺍﻟﺘﻰ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻤﻌﺎﺭﻑ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻡ‬ ‫ﺍﺴﺎﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻴﻌﺘﻤﺩ‬ ‫ﺍﻻﺨﺼﺎﺌﻲ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺭﻋﺎﻴﻪ‬ ‫ﺨﺩﻤﺎﺕ‬ ‫ﺘﻘﺩﻴﻡ‬ ‫ﻓﻰ‬ ‫ﺍﻹﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺨﺩﻤﺔ‬ ‫ﺜﺎﻨﻴﺎ‬ : ‫ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﻤﻨﻬﺞ‬ ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﺸﺒﻪ‬ ‫ﺍﻟﻤﻨﻬﺞ‬ ‫ﻫﻭ‬ ‫ﻰ‬ ‫ﺍﻟﻘﺒﻠ‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﻰ‬ ‫ﻭﺍﻟﺒﻌﺩ‬ ‫ﻯ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﻟﻤﺠﻤﻭﻋﺔ‬ ٣ -‫ﺍﺍﻟﺯﻤﻨ‬ ‫ﺍﻟﻤﺠﺎل‬ ‫ﻰ‬ ‫ﺍﺴﺘﻐﺭﻕ‬ ‫ﺍﻟ‬ ‫ﺒﺭﻨﺎﻤﺞ‬ ‫ﺍﻻﺭﺸﺎﺩﻯ‬ ‫ﻤﺩ‬ ‫ﺓ‬ ‫ﺯﻤﻨﻴ‬ ‫ﺔ‬ ‫ﺤﻭﺍﻟ‬ ‫ﻰ‬ ‫ﻤﻥ‬ ‫ﺘﻘﺭﻴﺒﺎ‬ ‫ﺸﻬﻭﺭ‬ ‫ﺍﺭﺒﻊ‬ ١٦ / ١ / ٢٠١٩ , ‫ﺹ‬ . ١١ ‫ﺍﺤﺘﻴ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺴﻊ‬ ‫ﻤﺩﻯ‬ ‫ﺍﺸﺒﺎﻉ‬ ‫ﻋﻠﻰ‬ ‫ﻗﺎﺩﺭﺍ‬ ‫ﻴﻜﻭﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﺘﺩﺨل‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﻭﺨﺩﻤﺘﻬﻡ‬ ‫ﺍﻟﻌﻤﻼﺀ‬ ‫ﺎﺠﺎﺕ‬ ‫ﻭﺘﺠﺭﻴﺒﻴ‬ ‫ﻀﺎﺒﻁﺔ‬ ‫ﻜﻤﺠﻤﻭﻋﻪ‬ ‫ﺍﻟﻁﻼﺏ‬ ‫ﻤﻥ‬ ‫ﻭﺍﺤﺩﻩ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﺔ‬ ‫ﻓ‬ ‫ﻰ‬ ‫ﻴﺠﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻟﻭﻗﺕ‬ ‫ﻨﻔﺱ‬ ‫ﻯ‬ ‫ﻋﻠﻴﻬﺎ‬ .( ‫ﺸﺎﻤل‬ ‫ﺒﺸﻜل‬ ‫ﺤﻠﻬﺎ‬ ‫ﻭﺍﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ‬ ‫ﻤﻊ‬ ‫ﺍﻟﺘﻌﺎﻤل‬ ‫ﺘﺤﻠﻴل‬ ‫ﻓﻰ‬ ‫ﻤﺘﻌﺩﺩﻩ‬ ‫ﺍﺴﺎﻟﻴﺏ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻤﺴﺘﻘل‬ ‫ﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺴﺒﺒﻴﺔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺃﺠل‬ " ‫ﺍﻟﺘﺠﺭﻴﺒ‬ ‫ﻰ‬ " ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺨﻼل‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺎﺒﻊ‬ ‫ﻭﺍﻟﻤﺘﻐﻴﺭ‬ ‫ﺤﺘﻰ‬ ١٥ / ٥ / ٢٠١٩ ‫ﻡ‬ .
									٥١ ٥٦
‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ٤١ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١ ‫اﻻﻟﻴﻜﺘﺮوﻧﻲ‬ ‫اﻟﻤﻮﻗﻊ‬ : eg . ekb . journals . jsswh :// https ‫إﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ﺑﺮﻳﺪ‬ : com . gmail @ eg . jsswh ‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﻟﺨﺪﻣﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺎت‬ ‫ﻣﺠﻠﺔ‬ ‫اﻟﻌﺪد‬ ٥٤ ‫اﻻول‬ ‫اﻟﺠﺰء‬ ‫اﺑﺮﻳﻞ‬ ٢٠٢١