‫ﻋـﺩﺩ ‪ ،4‬ﺠﻭﺍﻥ ‪2010‬‬ ‫ﺩﺭﺍﺳﺎﺕ ﻧﻔﺴﻴﺔ ﻭ ﺗﺮﺑﻮﻳﺔ‬

‫ﺍﻹﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ‬

‫ﺍﻝﻤﺼﺎﺩﺭ ﻭ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﻭ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ‬

‫ﺩ‪ .‬ﺒﻥ‬
‫ﺯﺭﻭﺍل ﻓﺘﻴﺤﺔ‬
‫ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻝﺒﻭﺍﻗﻲ‬

‫‪Negative‬‬ ‫‪effects‬‬ ‫‪of‬‬ ‫‪:‬‬

‫‪occupational stress cost to‬‬
‫ﺘﻜﻤﻥ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﻅﺎﻫﺭﺓ ﺍﻹﺠﻬﺎﺩ‬
‫‪the different organizations‬‬
‫‪and societies over the world‬‬ ‫ﺍﻝﻤﻬﻨﻲ ﻭﺭﺍﺀ ﺘﻜﺒﺩ ﺍﻝﻤﻨﻅﻤﺎﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ‬
‫‪important losses. During a‬‬ ‫ﺃﻨﺸﻁﺘﻬﺎ ﻭﺍﻝﻤﺠﺘﻤﻌـﺎﺕ ﻋﻠـﻰ ﺍﺨـﺘﻼﻑ‬
‫‪European‬‬ ‫‪ministerial‬‬ ‫ﺠﻨﺴﻴﺎﺘﻬﺎ ﺨﺴﺎﺌﺭ ﻫﺎﻤﺔ‪ ،‬ﻗـﺩﺭﺘﻬﺎ ﻤﻨﻅﻤـﺔ‬
‫‪conference on mental health‬‬
‫‪in the European Union-15‬‬ ‫ﺍﻝﺼﺤﺔ ﺍﻝﻌﺎﻝﻤﻴـﺔ ‪ OMS‬ﺨـﻼل ﻨـﺩﻭﺓ‬
‫‪(2004), the World Health‬‬ ‫ﻭﺯﺍﺭﻴﺔ ﺃﻭﺭﻭﺒﻴﺔ ﺤﻭل ﺍﻝﺼﺤﺔ ﺍﻝﻌﻘﻠﻴﺔ ﻓﻲ‬
‫‪Organization has estimated‬‬ ‫ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺨﻤﺴﺔ ﻋﺸـﺭ ﺃﻋﻀـﺎﺀ ﺍﻻﺘﺤـﺎﺩ‬
‫‪these losses between 3 and‬‬
‫ـﻲ‬
‫ـل ﻓـ‬
‫ـﺎ ﺘﻤﺜـ‬
‫ـﻲ )‪ (2004‬ﺒﺄﻨﻬـ‬
‫ﺍﻷﻭﺭﻭﺒـ‬
‫‪4% of GDP.‬‬
‫‪The purpose of this paper is‬‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﻤﺎ ﺒﻴﻥ ‪ 3‬ﻭ‪ %4‬ﻤـﻥ ﺍﻝﻤﻨﺘـﻭﺝ‬
‫‪to illustrate how stress affects‬‬ ‫ﺍﻝﻭﻁﻨﻲ ﺍﻝﺼﺎﻓﻲ‪ .‬ﻭﻋﻠﻴﻪ ﻴﻬﺩﻑ ﻫﺫﺍ ﺍﻝﻌﻤل‬
‫‪the organization performance.‬‬
‫ﺇﻝﻰ ﺘﺒﻴﺎﻥ ﺴﻴﺭﻭﺭﺓ ﺘﺄﺜﻴﺭ ﻅﺎﻫﺭﺓ ﺍﻹﺠﻬـﺎﺩ‬
‫‪By analyzing the main‬‬
‫‪components of this process,‬‬ ‫ﻋﻠﻰ ﺃﺩﺍﺀ ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﻨﺎﻭل‬
‫‪including its sources, effects‬‬ ‫ﻤﻔﺼل ﻝﻤﻜﻭﻨﺎﺘﻬﺎ ﺍﻝﺭﺌﻴﺴﺔ ﻭﻫﻲ ﺍﻝﻤﺼـﺎﺩﺭ‬
‫‪and coping strategies; it would‬‬ ‫ﺍﻝﺘﻲ ﺘﻭﻝﺩﻫﺎ‪ ،‬ﻭﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻨﺠﻡ ﻋﻨﻬـﺎ‬
‫‪be shown how important is to‬‬
‫‪deeply study stress in our‬‬ ‫ﺇﻴﺠﺎﺒﻴــﺔ ﻜﺎﻨــﺕ ﺃﻡ ﺴــﻠﺒﻴﺔ‪ ،‬ﻭﻜــﺫﺍ‬
‫‪organizations, in order to‬‬ ‫ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﺘﺒﻨﺎﺓ ﻝﻠﺘﻌﺎﻤل ﻤـﻊ ﻫـﺫﻩ‬
‫‪reduce the costs every‬‬ ‫ﺍﻷﺨﻴﺭﺓ‪ .‬ﺴﻌﻴﺎ ﻤﻨﺎ ﻝﻠﺘﺄﻜﻴـﺩ ﻋﻠـﻰ ﺃﻫﻤﻴـﺔ‬
‫‪organization has to bear‬‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﻌﻤﻘﺔ ﻝﻬـﺫﻩ ﺍﻝﻅـﺎﻫﺭﺓ ﻋﻠـﻰ‬
‫‪because of it.‬‬
‫ﻤﺴﺘﻭﻯ ﻤﺨﺘﻠﻑ ﺘﻨﻅﻴﻤﺎﺘﻨﺎ؛ ﺒﻐﻴﺔ ﺍﻝﻌﻤل ﻋﻠﻰ‬
‫ﺘﺨﻔﻴﺽ ﻤﺎ ﺘﺘﻜﺒﺩﻩ ﻜل ﻤﻨﻅﻤﺔ ﻤﻥ ﺘﻜـﺎﻝﻴﻑ‬

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‫ﻤﻨﺫ ﺇﻀﻔﺎﺀ ﺴﻴﻼﻱ ‪ Hans Selye‬ﺍﻝﺼﺒﻐﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﻤﻔﻬـﻭﻡ ﺍﻹﺠﻬـﺎﺩ‬

‫‪ ،stress‬ﺍﻨﺘﺸﺭ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻭﺘﺯﺍﻴﺩ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻪ ﺇﻝﻰ ﺩﺭﺠﺔ ﺠﻌﻠﺕ ﺴﻴﻼﻱ ﻨﻔﺴﻪ ﻴﺫﻜﺭ ﺴﻨﺔ‬
‫‪ 1982‬ﺃﻨﻪ " ﺸﺎﻉ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﻀﻭﻉ ﺍﻹﺠﻬﺎﺩ ﺤﺘـﻰ ﺃﺼـﺒﺢ ﻤﻭﻀـﻭﻋﺎ ﻝﻠﻤﺤﺎﺩﺜـﺎﺕ‬
‫ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﻭﻤﺎﺩﺓ ﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺘﻠﻔﺎﺯ ﻭﺍﻹﺫﺍﻋﺔ ﻭﺍﻝﺼﺤﺎﻓﺔ ﻭﺍﻝﻤﺠﻼﺕ ﻭﺍﻝـﺩﻭﺭﻴﺎﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﻠﻘﺎﺀﺍﺕ ﻭﺍﻝﻤﻘﺭﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﺤﻠﻘﺎﺕ ﺍﻝﺘﺩﺭﻴﺏ " )ﻫﻴﺠﺎﻥ‪ ،1998 ،‬ﺹ‪.(44‬‬
‫ﻭ ﻝﻡ ﻴﻨﺸﺄ ﻫﺫﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﻤﺴﺘﻤﺭ ﻭﺍﻝﻤﺘﻨﺎﻤﻲ ﺒﺎﻹﺠﻬﺎﺩ ﻤﻥ ﻓﺭﺍﻍ‪ ،‬ﺒل ﺇﻥ ﻤـﺎ‬
‫ﺘﺘﻜﺒﺩﻩ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺠﺭﺍﺀ ﺘﺄﺜﻴﺭﺍﺘﻪ ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻤﻥ ﺨﺴﺎﺌﺭ ﺘﻘـﺩﺭ ﺒﺎﻝﻤﻠﻴـﺎﺭﺍﺕ‪،‬‬
‫ﻜﻔﻴل ﺒﺠﻌﻠﻪ ﺒﺅﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺘﻨﻅﻴﻤﺎﺕ ﻤﺘﻨﻭﻋﺔ‪ ،‬ﺘﻨﻭﻉ ﺃﻨﺸﻁﺔ ﺍﻹﻨﺴـﺎﻥ ﻭﻤﻨـﺎﺤﻲ ﺤﻴﺎﺘـﻪ‬
‫)ﺴﻴﺎﺴﻴﺔ‪ ،‬ﺍﻗﺘﺼﺎﺩﻴﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﺠﺘﻤﺎﻋﻴﺔ‪(...‬؛ ﻓﻬﺎ ﻫﻲ ﻤﻨﻅﻤﺔ ﺍﻝﺼـﺤﺔ ﺍﻝﻌﺎﻝﻤﻴـﺔ‬
‫‪ OMS‬ﺘﻭﺭﺩ ﻓﻲ ﻨﺩﻭﺓ ﻭﺯﺍﺭﻴﺔ ﺃﻭﺭﻭﺒﻴﺔ ﺤﻭل ﺍﻝﺼﺤﺔ ﺍﻝﻌﻘﻠﻴﺔ ﺃﻥ ﻜﻠﻔـﺔ ﺍﻹﺠﻬـﺎﺩ ﻓـﻲ‬
‫ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺨﻤﺴﺔ ﻋﺸﺭ ﺃﻋﻀﺎﺀ ﺍﻻﺘﺤﺎﺩ ﺍﻷﻭﺭﻭﺒﻲ )‪ (2004‬ﺘﻤﺜل ﻓﻲ ﺍﻝﻤﺘﻭﺴﻁ ﻤﺎ ﺒﻴﻥ ‪3‬‬
‫ﻭ‪ % 4‬ﻤﻥ ﺍﻝﻤﻨﺘﻭﺝ ﺍﻝﻭﻁﻨﻲ ﺍﻝﺼﺎﻓﻲ‪ ،‬ﺃﻱ ﻤﺎ ﻴﻌﺎﺩل ‪ 265‬ﻤﻠﻴﺎﺭ ﺴﻨﻭﻴﺎ)‪ .(2004, p03‬ﻭ‬
‫ﻗﺩﺭ ﻜﺎﺭﺍﺯﻙ ‪ Karasek‬ﻭ ﺜﻴـﻭﺭﺍل ‪ 1990 Theorell‬ﻫﺫﻩ ﺍﻝﻜﻠﻔـﺔ ﻓـﻲ ﺍﻝﻭﻻﻴـﺎﺕ‬
‫)‪(Massoudi, 2005, p5‬‬ ‫ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺒـ ‪ 150‬ﻤﻠﻴﺎﺭ ﺩﻭﻻﺭ‪.‬‬
‫ﺃﻤﺎ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ ﻓﺨﻼل ﻤﺅﺘﻤﺭ ﺩﻭﻝﻲ ﻨﻅﻤﺘﻪ ﺍﻝﺠﻤﻌﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻝﻠﻁﺏ ﺍﻝﻨﻔﺴﻲ‬
‫ﻓﻲ ﻨﻭﻓﻤﺒﺭ ‪ ،2007‬ﻜﺸﻔﺕ ﺩﺭﺍﺴﺔ ﺃﺠﺭﻴﺕ ﺒﺎﻝﺠﺯﺍﺌﺭ ﺃﻥ ﻤـﺎﻻ ﻴﻘـل ﻋـﻥ ‪ %10‬ﻤـﻥ‬
‫ﺍﻝﺠﺯﺍﺌﺭﻴﻴﻥ ﻓﻲ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺭﻋﺎﻴﺔ ﻨﻔﺴﻴﺔ‪) ،‬ﻤﻠﻭﻙ‪ ،2007 ،‬ﺹ‪ .(24‬ﻜﻤﺎ ﺃﺤﺼﺕ ﺇﺤﺩﻯ‬
‫ﺍﻝﺼﺤﻑ ﺍﻝﻭﻁﻨﻴﺔ )ﺍﻝﺸﺭﻭﻕ( ﻤﺘﻭﺴﻁ ‪ 10‬ﺤﺎﻻﺕ ﺍﻨﺘﺤﺎﺭ ﺴﻨﻭﻴﺎ ﻓﻲ ﺼﻔﻭﻑ ﺍﻝﺸﺭﻁﺔ ﻤﻨﺫ‬
‫ﺍﻨﺩﻻﻉ ﺃﻋﻤﺎل ﺍﻝﻌﻨﻑ ﺴﻨﺔ ‪) 1991‬ﻨﺎﺌﻠﺔ‪.‬ﺏ‪ ،2006 ،‬ﺹ‪.(09‬‬
‫ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻝﻤﺅﺸﺭﺍﺕ ﺒﻤﺜﺎﺒﺔ ﺠﺭﺱ ﺇﻨﺫﺍﺭ ﻴﻠﻔﺕ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﻤﺴـﺘﻭﻯ‬
‫ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﺒﺎﻝﺠﺯﺍﺌﺭ‪ ،‬ﻭﻴﻠﻘﻲ ﺍﻝﻀﻭﺀ ﻋﻠﻰ ﻅﺎﻫﺭﺓ ﺍﻹﺠﻬﺎﺩ ﺍﻝﺘﻲ ﺼﺎﺭﺕ ﻤﻨﺫ ﻋﻘـﻭﺩ‬
‫ﺍﻫﺘﻤﺎﻡ ﺍﻝﺨﺎﺹ ﻭﺍﻝﻌﺎﻡ ﻓﻲ ﺤﻴﻥ ﺍﺤﺘﺠﻨﺎ ﻨﺤﻥ ﻓﻲ ﺍﻝﺠﺯﺍﺌﺭ ﺇﻝﻰ ﺒـﺩﺍﻴﺎﺕ ﺍﻝﻘـﺭﻥ ﺍﻝﻭﺍﺤـﺩ‬
‫ﻭﺍﻝﻌﺸﺭﻴﻥ‪ ،‬ﻭﺘﻌﺎﻗﺏ ﺸﺩﺍﺌﺩ ﻋﺩﺓ ﻝﻼﻝﺘﻔﺎﺕ ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺍﻝﺒﺩﺀ ﻓﻲ ﺴﺒﺭ ﺘﺄﺜﻴﺭﺍﺘﻬﺎ ﺍﻝﺴﻠﺒﻴﺔ ﻋﻠـﻰ‬
‫ﺍﻷﺨﺹ‪ .‬ﻓﻤﺎ ﻫﻭ ﺍﻹﺠﻬﺎﺩ؟‬

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‫ﺘﻌﺭﻴﻑ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫ﻋﺭﻑ ﺍﻝﻌﻠﻤﺎﺀ ﺍﻹﺠﻬﺎﺩ ﻤﻥ ﺯﻭﺍﻴﺎ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﺇﻝﻰ ﺩﺭﺠﺔ ﺠﻌﻠﺕ ﺍﻝﺒﻌﺽ ﻤﻨﻬﻡ ﻤﺜـل‬
‫ﻴﻭﻀﺤﻭﻥ ﺼﻌﻭﺒﺔ ﻭﻀﻊ ﺘﻌﺭﻴﻑ ﻤﻨﺎﺴﺏ ﻝﻪ ﻴﺘﻔﻕ ﻋﻠﻴﻪ ﺍﻝﺠﻤﻴـﻊ‪Lobson .‬ﻝﻭﺒﺴﻭﻥ‬
‫‪ 2002‬ﻋﻠﻰ ﺭﺃﺴﻬﺎ ﻜﻭﻨﻪ ﺒﺭﻨﺎﻤﺠﺎ ‪Dantzer‬ﻴﻌﻭﺩ ﺫﻝﻙ ﺇﻝﻰ ﺃﺴﺒﺎﺏ ﻋﺩﺓ‪ ،‬ﻴﻀﻊ ﺩﺍﻨﺘﺯﺭ‬
‫ﻜﺎﻤﻼ‪ ،‬ﺒﻤﺎ ﺃﻨﻪ ﻴﺸﻴﺭ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﺇﻝﻰ ﺍﻝﻌﺎﻤل ﺍﻝﻤﺴﺅﻭل‪ ،‬ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﻝﻬﺫﺍ ﺍﻝﻌﺎﻤـل‪،‬‬
‫‪ http://fr.wikipedia.org/wiki/Stress‬ﻭﺤﺎﻝﺔ ﺍﻝﻤﺴﺘﺠﻴﺏ‪:‬‬
‫ﻭ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﺘﻔﺤﺼﺔ ﺘﺠﻌل ﺒﺈﻤﻜﺎﻨﻨـﺎ ﺘﺼـﻨﻴﻑ ﻫـﺫﻩ‬
‫ﺍﻝﺘﻌﺎﺭﻴﻑ ﻓﻲ ﺜﻼﺜﺔ ﺍﺘﺠﺎﻫﺎﺕ‬
‫‪ .1‬ﺍﻹﺠﻬﺎﺩ ﻋﺒﺎﺭﺓ ﻋﻥ ﻗﻭﺓ )ﻋﺎﻤل ﻁﺒﻴﻌﻲ ﺃﻭ ﻨﻔﺴﻲ( ﺘﻤﺎﺭﺱ ﻋﻠﻰ ﺠﺴﻡ ﻤﺎ‪ ،‬ﻓﺘﺅﺩﻱ ﺇﻝﻰ‬
‫ﻅﻬﻭﺭ ﺘﻭﺘﺭ ﻭﺘﺸﻭﻩ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺨﻴﺭ؛ ﺃﻱ ﺘﻌﺎﺭﻴﻑ ﺘﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﻤﻨﺒﻪ‪.‬‬
‫‪ .2‬ﺍﻹﺠﻬﺎﺩ ﻫﻭ ﻨﺘﻴﺠﺔ ﺘﺄﺜﻴﺭ ﻋﺎﻤل )ﻁﺒﻴﻌﻲ ﺃﻭ ﻨﻔﺴﻲ ﺃﻭ ﺍﺠﺘﻤﺎﻋﻲ( ﺘﻅﻬﺭ ﻓﻲ ﺘﻌـﺎﺒﻴﺭ‬
‫ﻤﺘﻨﻭﻋﺔ )ﻤﻅﻬﺭ ﻋﻘﻠﻲ‪ ،‬ﻨﻔﺴﻲ‪ ،‬ﺒﻴﻭﻝﻭﺠﻲ(‪ ،‬ﻓﻲ ﻭﺠﻭﺩ ﻋﻭﺍﻤل ﻤﺴـﺎﻋﺩﺓ )ﺍﻝـﺯﻤﻥ‪،‬‬
‫ﺍﻻﺴﺘﻌﺩﺍﺩ ﺍﻝﻭﺭﺍﺜﻲ‪(...‬؛ ﺃﻱ ﺘﻌﺎﺭﻴﻑ ﺘﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻻﺴﺘﺠﺎﺒﺔ‪.‬‬
‫‪ .3‬ﺍﻹﺠﻬﺎﺩ ﻋﺒﺎﺭﺓ ﻋﻥ ﺘﻔﺎﻋل ﺩﻴﻨﺎﻤﻴﻜﻲ ﺒﻴﻥ ﺍﻝﻌﺎﻤل ﺍﻝﺨﺎﺭﺠﻲ ﻴﻭﺍﺠﻪ ﺍﻝﻔﺭﺩ ﻓﻲ ﺯﻤـﺎﻥ‬
‫ﻭﻤﻜﺎﻥ ﻤﻌﻴﻨﻴﻥ‪ ،‬ﻓﻴﺴﺘﺨﺩﻡ ﺩﻓﺎﻋﺎﺘﻪ ﺍﻝﺫﻫﻨﻴﺔ ﻭﺍﻝﺒﺩﻨﻴﺔ ﻓﻲ ﻤﻭﺍﺠﻬﺘﻪ‪ ،‬ﻓﻴﺼـﻴﺭ ﻤﻌﺭﻀـﺎ‬
‫ﻝﻤﺨﺎﻁﺭ ﺠﺴﺩﻴﺔ ﺘﺒﻌﺎ ﻝﺤﺎﻝﺔ ﺒﻨﻴﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﻝﻠﺴـﻴﺎﻕ ﺍﻝﺠﺴـﺩﻱ ﻭﺍﻻﺠﺘﻤـﺎﻋﻲ‪ ،‬ﺃﻱ‬
‫ﺘﻌﺎﺭﻴﻑ ﻋﻠﻰ ﺃﺴﺎﺱ ﺘﻔﺎﻋﻠﻲ )‪.(Bee&Bjorklund, 2004, pp336-340‬‬
‫ﻤﺼـﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫ﺘﺘﻌﺩﺩ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﺒﺘﻌﺩﺩ ﺍﻝﺒﻴﺌﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻔﺎﻋل ﻤﻌﻬﺎ ﺍﻝﻔﺭﺩ‪ ،‬ﻓﻬﺫﺍ ﺍﻷﺨﻴﺭ ﻴﺘـﺄﺜﺭ‬
‫ﺒﻤﺎ ﻴﺤﺩﺙ ﻓﻲ ﻋﺎﺌﻠﺘﻪ ﻭﻓﻲ ﻋﻤﻠﻪ‪ ،‬ﻭ ﺒﻤﺎ ﻴﻌﺘﺭﻱ ﻤﺠﺘﻤﻌﻪ ﻤﻥ ﺘﻐﻴﺭﺍﺕ‪ ،‬ﻝﺫﻝﻙ ﺸﻜﻠﺕ ﻫـﺫﻩ‬
‫ﺍﻝﺒﻴﺌﺎﺕ ﺍﻝﺜﻼﺙ ﻤﻨﺒﻌﺎ ﻝﻤﺼﺎﺩﺭ ﺘﺴﺒﺏ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﻔﺭﺩ؛ ﻭﺒﺈﻤﻜﺎﻨﻬﺎ ﺃﻥ ﺘﺅﺜﺭ ﻓـﺭﺍﺩﻯ ﺃﻭ‬
‫ﻤﺘﺠﻤﻌﺔ )‪ .(Horvilleur& Barbancey 1988, p82‬ﺃﺨﺫﺍ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻥ ﻫـﺫﻩ‬
‫ﺍﻝﺒﻴﺌﺎﺕ ﺘﺸﻜل ﺃﻨﺴﺎﻗﺎ ﻤﻔﺘﻭﺤﺔ ﻋﻠﻰ ﺒﻌﻀﻬﺎ ﺘﺘﺒﺎﺩل ﺍﻝﺘﺄﺜﻴﺭ ﻭﺍﻝﺘﺄﺜﺭ ﻭﺘﺘﺸﺎﺒﻙ ﻓـﻲ ﺤـﺩﻭﺩ‬
‫ﻴﺼﻌﺏ ﺘﺤﺩﻴﺩﻫﺎ‪.‬‬
‫ﻭﺘﺸﻤل ﻤﺼﺎﺩﺭ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺸﺨﺼﻴﺔ‪ :‬ﺩﻭﺭﺍﺕ ﺍﻝﻁﺎﻗﺔ ﺍﻝﺤﻴﻭﻴﺔ‪ ،‬ﺍﻝﺘﺭﻜﻴﺏ ﺍﻝﺠﻴﻨﻲ‪) :‬ﺠﻴﺒﺭ‪،‬‬
‫‪ ،1999‬ﺹ‪ ،(12‬ﺍﻝﻨﺴﻕ ﺍﻝﻘﻴﻤﻲ )ﺤﻤﺩﺍﺵ‪ ،2003 ،‬ﺹ‪ ،(150‬ﺃﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻜﺒﻴـﺭﺓ‬

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‫)ﺸﻴﺨﺎﻨﻲ‪ ،2003 ،‬ﺹ‪ ،(28‬ﺃﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﻤﺯﻋﺠـﺔ )‪) (hassles‬ﻫﻴﺠـﺎﻥ‪،‬‬

‫‪،1998‬ﺹ‪.(124‬‬
‫ﺃﻤﺎ ﻤﺼﺎﺩﺭ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ‪ ،‬ﻓﺘﺸﻤل‪ :‬ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴـﺔ‪ ،‬ﻭﺍﻝﻅـﺭﻭﻑ‬
‫ﺍﻻﻗﺘﺼــﺎﺩﻴﺔ‪ ،‬ﻭﻓﺘــﺭﺍﺕ ﺍﻝﺤــﺭﻭﺏ‪ ،‬ﻭﻋــﺩﻡ ﺍﻻﺴــﺘﻘﺭﺍﺭ ﺍﻝﺴﻴﺎﺴــﻲ‪ ،‬ﻭﺍﻝﺘﻐﻴــﺭﺍﺕ‬
‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺔ‪.(Yousef, 2005, p09)...‬‬
‫ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ‪:‬‬
‫ﺇﻥ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﻬﻨﻴﺔ ﻫﻲ ﻗﺩﺭ ﻴﺘﻘﺎﺴﻤﻪ ﻤﻼﻴﻴﻥ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﻴﻤﻜﻥ ﻝﻠﺒﻴﺌﺔ ﺍﻝﻤﻬﻨﻴﺔ ﺃﻥ ﺘﻔﺭﺯ‬
‫ﻤﺼﺎﺩﺭ ﻜﺜﻴﺭﺓ ﻭﻤﺘﻨﻭﻋﺔ ﺍﻹﺠﻬﺎﺩ‪ .‬ﻓﻘﺩ ﻜﺎﻥ ﺍﻹﺠﻬﺎﺩ ﻤﻭﻀﻭﻉ ﻤـﺩﺍﺨﻼﺕ ﻋﺩﻴـﺩﺓ ﻓـﻲ‬
‫ﺍﻝﻤﺅﺘﻤﺭ ﺍﻝﺩﻭﻝﻲ ﺍﻝﺭﺍﺒﻊ ﻭﺍﻝﻌﺸﺭﻴﻥ ﻝﻠﺼﺤﺔ ﻓﻲ ﺍﻝﻌﻤل )ﻨﻴﺱ‪/‬ﻓﺭﻨﺴﺎ ‪ ،(1993‬ﻭﺍﺸـﺘﺭﻜﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻘﺎﺩﻤﺔ ﻤﻥ ﺍﻝﻘﺎﺭﺍﺕ ﺍﻝﺨﻤﺱ ﻓﻲ ﺍﻋﺘﺒﺎﺭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﺎﻝﻴﺔ ﻜﻤﺼـﺎﺩﺭ ﻝﻺﺠﻬـﺎﺩ‬
‫ﺍﻝﻤﻬﻨﻲ‪ :‬ﺼﺭﺍﻉ ﺍﻷﺩﻭﺍﺭ‪ ،‬ﻭﺍﻹﺭﻫﺎﻕ‪ ،‬ﻭﻋﺩﻡ ﺜﺒﺎﺕ ﺍﻝﻌﻤل‪ ،‬ﻭﺨﺎﺼﺔ ﻤﺸﻜﻼﺕ ﺍﻝﺘﻨﻅﻴﻡ ﻓﻲ‬
‫ﺍﻝﺤﻴﺎﺓ ﺍﻝﻤﻬﻨﻴﺔ‪.‬‬
‫ﻭ ﻴﺩﺨل ﻀﻤﻥ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل‪ :‬ﺭﺘﺎﺒﺔ ﺍﻝﻌﻤل‪ ،‬ﻭﻏﻴﺎﺏ ﺍﻻﺴﺘﻘﻼﻝﻴﺔ‪ ،‬ﻭﻜﺜﺭﺓ ﺃﻭ ﻗﻠﺔ ﺍﻝﻌﻤل‬
‫ﻭﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ ﻭﻨﻘﺹ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻷﻫﺩﺍﻑ ﻭﺍﻝﻭﺴﺎﺌل‪ ،‬ﻭﺍﻝﻐﻤﻭﺽ ﻓـﻲ ﺍﻝﺘﺨﻁـﻴﻁ‬
‫ﻭﺍﻝﺘﻨﻅﻴﻡ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻨﻘﺹ ﺍﻝﺩﻋﻡ ﻭﺍﻝﻤﺴﺎﻨﺩﺓ ﻤﻥ ﻁﺭﻑ ﺍﻝﺭﺅﺴﺎﺀ ﻭﺍﻝﺯﻤﻼﺀ‪ ،‬ﻭﻗﻠﺔ ﻓﺭﺹ‬
‫ﻝﻜﻔﺎﺀﺍﺘﻪ ﻭﻤﻬﺎﺭﺍﺘﻪ ﺃﻭ ﻝﺘﻁﻭﻴﺭ ﺃﺨﺭﻯ ﺠﺩﻴـﺩﺓ ) ‪Carnegie, 1993,‬‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺭﺩ‬
‫‪.(pp19-20‬‬
‫ﻭﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻭﺘﻌﺩﺩﻫﺎ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﻬﻨﻴﺔ‪ ،‬ﻗﺎﻡ ﻋﻠﻤـﺎﺀ ﻜﺜﻴـﺭﻭﻥ‬
‫ﺒﺘﺼﻨﻴﻔﻬﺎ ﺘﺼﻨﻴﻔﺎﺕ ﺘﺸﺘﺭﻙ ﻓﻲ ﻤﻌﻅﻡ ﺍﻝﻨﻘﺎﻁ ﺍﻷﺴﺎﺴﻴﺔ ﺭﻏﻡ ﺍﺨﺘﻼﻓﻬﺎ ﺍﻝﻅﺎﻫﺭﻱ‪.‬‬
‫ﺤﻴﺙ ﺫﻜﺭ ﻜل ﻤﻥ ﻜﺎﺭﻱ ﻜـﻭﺒﺭ ﻭ ﺠـﻭﺩﻱ ﻤﺎﺭﺸـﺎل ‪C.Cooper&J.Marshall‬‬
‫‪ 1978‬ﺃﻥ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨﻲ ﻴﻤﻜﻥ ﺘﺼﻨﻴﻔﻬﺎ ﺇﻝﻰ )ﺍﻨﻅﺭ ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ ‪:(01‬‬
‫ﻋﻭﺍﻤل ﺘﺘﻌﻠﻕ ﺒﺎﻝﻌﻤل ﺫﺍﺘﻪ ﻤﻥ ﺤﻴﺙ ﻗﻠﺔ ﺃﻭ ﻜﺜﺭﺓ ﺍﻝﻤﻬﺎﻡ‪ ،‬ﺍﻝﻅﺭﻭﻑ ﺍﻝﻔﻴﺯﻴﻘﻴﺔ‪ ،‬ﺤﻤل‬ ‫‪-‬‬
‫ﺍﻝﻭﻗﺕ‪...‬ﺍﻝﺦ‪.‬‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺩﻭﺭ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺔ ﻤﻥ ﺤﻴﺙ ﺍﻝﻐﻤﻭﺽ‪ ،‬ﺍﻝﺼﺭﺍﻉ‪ ،‬ﺍﻝﻤﺴـﺅﻭﻝﻴﺔ‬
‫ﻋﻠﻰ ﺍﻵﺨﺭﻴﻥ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ‪.‬‬
‫ﻋﻭﺍﻤل ﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻨﻤﻭ ﺍﻝﻭﻅﻴﻔﻲ ﻤﻥ ﺤﻴﺙ ﺯﻴﺎﺩﺓ ﺃﻭ ﻨﻘﺼﺎﻥ ﺍﻝﺘﺭﻗﻴﺔ‪ ،‬ﻓﻘﺩﺍﻥ ﺍﻝﺸـﻌﻭﺭ‬ ‫‪-‬‬
‫ﺒﺎﻷﻤﻥ ﺍﻝﻭﻅﻴﻔﻲ ﺇﻋﺎﻗﺔ ﺍﻝﻁﻤﻭﺡ ‪...‬ﺍﻝﺦ‬

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‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺒﻨﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻭﺍﻝﻤﻨﺎﺥ ﺍﻝﺴﺎﺌﺩ ﻓﻴﻬﺎ ﻤﻥ ﺤﻴﺙ ﻓﻘﺩﺍﻥ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﻔﻌﻠﻴـﺔ‬
‫ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ‪ ،‬ﺘﺤﻔﻅﺎﺕ ﺤﻭل ﺴﻴﺎﺴﺎﺕ ﺍﻝﻤﻨﻅﻤﺔ‪...‬ﺍﻝﺦ‪.‬‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺩﺍﺨل ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﻜﻌﻼﻗﺎﺕ ﺴﻴﺌﺔ ﻤﻊ ﺍﻝﺭﺅﺴﺎﺀ ﺃﻭ ﺍﻝﺯﻤﻼﺀ ﺃﻭ‬
‫ﺍﻝﻤﺭﺅﻭﺴﻴﻥ‪ ،‬ﺼﻌﻭﺒﺎﺕ ﻓﻲ ﺘﻔﻭﻴﺽ ﺍﻝﻤﺴﺅﻭﻝﻴﺎﺕ‪...‬ﺍﻝﺦ‪.‬‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺘﻌﻠﻘﺔ ﺒﺘﺸﺎﺒﻙ ﺤﺩﻭﺩ ﺍﻝﻤﻨﻅﻤﺔ ﺒﺤﺩﻭﺩ ﺨﺎﺭﺠﻴﺔ ﺘﺘﻭﺍﺠﻪ ﻓﻴﻬﺎ ﻤﻁﺎﻝﺏ ﺍﻝﻤﻨﻅﻤﺔ‬
‫ﺒﻤﻁﺎﻝــﺏ ﻋﺎﺌﻠــﺔ ﺍﻝﻔــﺭﺩ‪ ،‬ﻭﺍﻫﺘﻤﺎﻤــﺎﺕ ﺍﻝﻤﻨﻅﻤــﺔ ﺒﺎﻫﺘﻤﺎﻤــﺎﺕ ﺍﻝﻔــﺭﺩ ‪...‬ﺍﻝــﺦ‬
‫)‪.(Cooper&Marshall, 1978, pp 81-93‬‬
‫ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ ‪ :01‬ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﺍﻝﺘﻨﻅﻴﻤﻲ ﻋﻨﺩ ﻜﻭﺒﺭ ﻭﻤﺎﺭﺸﺎل‬
‫)ﺍﻝﻤﺼﺩﺭ‪(C.Cooper & J.Marshall in C.Cooper &R.Payne,1978 ,p 83 :‬‬

‫ا "‪/ J:‬آ‪+b‬ة ا ‪a‬م ‪+B‬وف‬

‫=‪U7‬ی‪ +70 7#‬ﺱ‪_[P X‬‬
‫ا‪‘ cJ/‬ا‪3‬ذ ا‪+#‬ار‪....‬ا@‬ ‫اور ‪+,:‬اع ‘‪/ 0‬ض‬
‫‪,‬ا ‪ 56 789‬ا'ﺵ‪3‬ص ‘‪6‬م‬
‫ا رآ =< ا‪3‬ذ ا‪+#‬ار ‪...‬ا@‬

‫‪ Z7‬ا‪+A‬د ‪:‬ا‪7H3‬‬ ‫ا ‪ /‬ا‪ : <A7B/‬زیدة ‪/‬ﻥ‪H#‬ن‬

‫\ " ا[ ‪/‬ض ا‪#‬رة‬ ‫ا‪#=, 7J+%‬ان ا'‪ K‬ا‪ <A7B/‬ا‪J6‬‬
‫‪ 56‬ا‪  O7]%‬ا[‪+7‬‬ ‫‪/ M‬ح ‪.........‬ا@‬
‫ا=‪ 76‬ﻥ _ ا‪/9‬ك‬
‫ا‪ 7X‬وا خ ا‪#=: < 7%‬ان‬
‫ا'ﺱ‪%‬رة ا‪ 7A‬ﺱ‪7‬ﺱت‬
‫ا   ‪...........‬ا‪Y‬‬

‫ ود ا    ا  ‬ ‫اﻝت داﺥ اﻝ ‪:‬‬

‫   ‪ ! "#‬ا‬ ‫‪ OP‬ا‪JN‬ت ‬
‫ا   ‪ "#‬ا'ه‪ %‬ت‬ ‫ا‪+‬ؤﺱء ا‪NU‬ء‪،‬‬
‫‪/A‬ی‪V‬ﻤﻥ ﺯﻴﻼﺠﻲ ﻭ ﻭﺍﻻﺱ ‪ 1987 Szilagy & Wallace‬ﻓـﻲ ﺜﻼﺜـﺔ‬‫ﻴﺼﻨﻔﻬﺎ ﻜل‬
‫ا ‪+‬ؤوﺱ‪K7‬ﻭ‪/,‬‬
‫ﺃﺼﻨﺎﻑا@ﺭﺌﻴﺴﺔ ﻴﻭﻀﺤﻬﺎ ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪) (01‬ﺤﺘﺎﻤﻠﺔ‪ ،2002 ،‬ﺹ‪(204‬‬
‫ا ‪89‬و‪7‬ت‪...‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ‪ :01‬ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ‪1987 Szilagy&Wallace‬‬

‫ﺍﻝﻤﺼـــــﺎﺩﺭ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻭﻅﻴﻔﻴﺔ‬ ‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ‬
‫ﺍﻝﺸﺨﺼﻴﺔ‬
‫ﺍﻝﻤﺸــــﻜﻼﺕ‬ ‫ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻝﻠﻌﻤل‬ ‫ﺯﻴﺎﺩﺓ ﺃﻭ ﻨﻘﺹ ﻋﺏﺀ ﺍﻝﻌﻤل‬
‫ﺍﻷﺴﺭﻴﺔ‬ ‫ﺍﻝﻤﺤﻔــﺯﺍﺕ‪ ،‬ﻏﻴﺎﺒﻬــﺎ‪ ،‬ﺃﻭ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﻋﻥ ﺍﻝﻐﻴﺭ‬
‫ﻤﺤﺩﻭﺩﻴﺔ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓـﻲ ﺼـﻨﻊ ﺍﻝﻤﺸــــﻜﻼﺕ‬ ‫ﻀﻌﻔﻬﺎ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬ ‫ﺍﻝﻘﺭﺍﺭ‬ ‫ﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل‬
‫ﺍﻝﻨﻤﻁ ﺍﻝﺴـﻠﻭﻜﻲ‬ ‫ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺴﻼﻤﺔ ﺍﻝﻤﻬﻨﻴﺔ‬ ‫ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻨﻅﻴﻡ‬
‫ﺍﻝﺸﺨﺼﻲ‬ ‫ﻤﺤﺩﻭﺩﻴﺔ ﺍﻝﻭﻗﺕ‬ ‫ﻏﻤﻭﺽ ﺍﻝﺩﻭﺭ‬
‫ﻋﻭﺍﻤل ﺍﻝﻀـﻐﻁ‬ ‫ﻀﻌﻑ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ‬ ‫ﺘﻌﺎﺭﺽ ﺍﻝﺩﻭﺭ‬
‫ﺍﻝﻭﺴﻴﻁﺔ‬ ‫ﺍﻝﻤﺴﺘﻘﺒل ﺍﻝﻭﻅﻴﻔﻲ‬

‫ﻭ ﺘﻤﺨﻀﺕ ﺃﻋﻤﺎل ﺩﻭﺠﻭﺭ ‪ Dejours‬ﻋﻥ ﺨﻤﺴﺔ ﻤﺼﺎﺩﺭ ﺭﺌﻴﺴﺔ ﻝﻺﺠﻬـﺎﺩ ﻫـﻲ‪:‬‬

‫ﻭﻗﺘﻴﺔ ﺍﻝﻌﻤل ﻭﻋﺩﻡ ﺜﺒﺎﺘﻪ‪ ،‬ﻁﺭﻴﻘﺔ ﺘﻘﻭﻴﻡ ﺍﻝﻌﻤل‪ ،‬ﺍﻝﻤﻨﺎﻓﺴﺔ‪ ،‬ﺤﻤل ﺍﻝﻌﻤل‪ ،‬ﻭﺘـﺩﻫﻭﺭ ﻗﻴﻤـﺔ‬
‫ﺍﻝﻌﻤل )‪.(Hoareau, 2001, pp 74-75‬‬
‫ﻭ ﻓـﻲ ﺩﺭﺍﺴـﺔ ﺃﻨﺠﺯﺘﻬـﺎ ‪Société Française d'Etudes par ) SOFRES‬‬
‫‪ (Sondages‬ﻝﻤﺠﻠﺔ "‪ "Usine Nouvelle‬ﻓﻲ ﺃﻓﺭﻴل ‪ 1997‬ﺤﻭل ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬـﺎﺩ‬
‫ﻝﺩﻯ ‪ 500‬ﺇﻁﺎﺭ ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﻤﺎ ﺘﻡ ﺴﺒﺭﻩ ﻝﺩﻴﻬﻡ ﺴﻨﺔ ‪ ،1996‬ﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻭﻀـﺤﻬﺎ‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪(02‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ :02‬ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ‪ 1997 SOFRE‬ﺤﻭل ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻹﻁﺎﺭﺍﺕ‬
‫)ﺍﻝﻤﺼﺩﺭ‪(Esposito&Biseau, 1997, pp 58-67 :‬‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘـﻲ ﺍﻨﺨﻔـﺽ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘـﻲ ﺜﺒـﺕ‬ ‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﺍﺭﺘﻔﻊ ﺘﺄﺜﻴﺭﻫﺎ‬
‫ﺘﺄﺜﻴﺭﻫﺎ‬ ‫ﺘﺄﺜﻴﺭﻫﺎ‬
‫‪ -‬ﻀـــﻐﻁ ﺍﻝﻭﺴـــﺎﺌل ‪ -‬ﻀﻐﻁ ﺍﻝﺘﺴﻠﺴل ﺍﻝﻬﺭﻤﻲ ‪ -‬ﻋﺏﺀ ﺍﻝﻌﻤل‬
‫‪ -‬ﻨﻘـــﺹ ﻜﻔـــﺎﺀﺓ‬ ‫ﻭ‬ ‫ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬
‫ﺍﻝﻤﻭﻅﻔﻴﻥ‬ ‫ﻁﺭﻴﻘﺔ ﺇﺩﺍﺭﺘﻪ‬ ‫ـﻕ‬
‫ـﺘﺨﺩﻤﺔ ﻝﺘﺤﻘﻴــ‬
‫ﺍﻝﻤﺴــ‬
‫‪ -‬ﺍﻝﺤﻴــﺎﺓ ﺍﻝﺨﺎﺼــﺔ‬ ‫‪ -‬ﺘﻨﻅﻴﻡ ﺍﻝﻌﻤل‬ ‫ﺍﻷﻫﺩﺍﻑ‬
‫ﻭﺍﻝﻌﺎﺌﻠﻴﺔ‬ ‫‪ -‬ﺇﻋﺩﺍﺩ ﻭ ﺘﻁﻭﻴﺭ ﺴﻴﺎﺴـﺔ ‪ -‬ﺍﻹﻀﺭﺍﺒﺎﺕ‬
‫ﺍﻝﻤﺅﺴﺴﺔ‬
‫‪ -‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﻝﻤﺘﻘﻠﺏ ﻝﻠﺒﻼﺩ‬

‫ﺤﻴﺙ ﺘﻭﺼل ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﺍﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨـﺔ ﺇﻝـﻰ ﺍﻷﺴـﺒﺎﺏ‬
‫ﺍﻝﺤﻘﻴﻘﻴﺔ ﻝﻺﺠﻬﺎﺩ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺈﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻭﺘﻨﻅﻴﻤﻬﺎ ﺍﻝﺩﺍﺨﻠﻲ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺸﺨﺼﻴﺔ ﻭﺼﻌﻭﺒﺔ ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻝﺤﻴﺎﺓ ﺍﻝﺨﺎﺼﺔ ﻭﺤﻤﺎﻴﺘﻬﺎ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺘﻨﻅﻴﻡ ﺍﻝﺸﺨﺼﻲ ﻓﻲ ﺍﻝﻌﻤل‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺘﻘﻠﺏ ﺍﻝﺴﻭﻕ ﻭﻋﺩﻡ ﺍﺴﺘﻘﺭﺍﺭﻩ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻨﺎﻓﺴﺔ ﺩﺍﺨل ﺍﻝﻤﻨﻅﻤﺔ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺘﺴﻠﺴل ﺍﻝﻬﺭﻤﻲ‬
‫‪ -‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ )‪.(Esposito&Biseau,97, pp 58-67‬‬
‫ﺃﻤﺎ ﺭﻭﺒﻨﺯ ﻭ ﺩﻴﺴـﻨﺯﻭ ‪ ،2004 Robbins & DeCenso‬ﻓﻴﺭﻴـﺎﻥ ﺃﻥ ﻤﺼـﺎﺩﺭ‬
‫ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨﻲ ﻴﻤﻜﻥ ﺤﺼﺭﻫﺎ ﻓﻲ ﺜﻼﺙ ﻓﺌﺎﺕ ﺭﺌﻴﺴﺔ ﻫﻲ‪:‬‬
‫‪ º1‬ﻀﺭﻭﺭﺍﺕ ﺍﻝﻤﻬﻤﺔ ‪:les obligations de la tâche‬‬
‫ﻋﻭﺍﻤل ﺘﺭﺘﺒﻁ ﺒﺎﻝﻤﻨﺼﺏ‪ ،‬ﺘﺸﻤل ﺍﻝﻨﺸﺎﻁ ﺫﺍﺘﻪ ﻤﻥ ﺤﻴﺙ ﺍﻻﺴﺘﻘﻼﻝﻴﺔ‪ ،‬ﺘﻨـﻭﻉ ﺍﻝﻤﻬـﺎﻡ‪،‬‬
‫ﻭﺩﺭﺠﺔ ﺍﻵﻝﻴﺔ‪ ،‬ﻓﺎﻻﺴﺘﻘﻼﻝﻴﺔ ﻤﺜﻼ ﺘﺸﻜل ﻋﺎﻤﻼ ﻤﻌﺩﻻ ﻝﻺﺠﻬﺎﺩ؛ ﻜﻤﺎ ﺘﺘﻀـﻤﻥ ﺍﻝﻅـﺭﻭﻑ‬

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‫ﺍﻝﻔﻴﺯﻴﻘﻴﺔ ﻝﻠﻌﻤـل ﺤﻴﺙ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺤﺭﺍﺭﺓ ﻭﺍﻝﻀﺠﻴﺞ ﺃﻭ ﻋﻨﺎﺼﺭ ﺃﺨﺭﻯ ﻓـﻲ ﻤﺴـﺘﻭﻴﺎﺕ‬
‫ﻤﻌﻴﻨﺔ ﺃﻥ ﺘﻨﺘﺞ ﺤﺼﺭﺍ ﻭﻴﻨﻁﺒﻕ ﻨﻔﺱ ﺍﻷﻤﺭ ﻋﻠﻰ ﺍﻝﻤﺴﺎﺤﺎﺕ ﺍﻝﻤﻔﺘﻭﺤﺔ ﺍﻝﺘﻲ ﺘﺴﻬل ﺤﺩﻭﺙ‬
‫ﺍﻝﻤﻘﺎﻁﻌﺎﺕ ﺍﻝﻤﺘﻜﺭﺭﺓ ﻝﻠﻌﻤل‪.‬‬
‫‪ º2‬ﻀﺭﻭﺭﺍﺕ ﺍﻝﺩﻭﺭ ‪:les obligations de rôle‬‬
‫ﺘﺘﻌﻠﻕ ﺒﺎﻝﻀﻐﻭﻁ ﺍﻝﻤﻤﺎﺭﺴﺔ ﻋﻠﻰ ﺍﻝﻔﺭﺩ ﺤﺴﺏ ﺩﻭﺭﻩ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺔ؛ ﻜﺼﺭﺍﻋﺎﺕ ﺍﻝﺩﻭﺭ‬
‫ﺍﻝﺘﻲ ﺘﺨﻠﻘﻬﺎ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻔﺭﺩ ﺘﻭﻗﻌﺎﺕ ﻻ ﻴﻤﻜﻨﻪ ﺘﻠﺒﻴﺘﻬﺎ ﺒﺴﺒﺏ ﺘﻨﺎﻗﻀﻬﺎ ﺃﻭ ﻋـﺩﻡ ﺘﻼﺅﻤﻬـﺎ‪،‬‬
‫ﻭﻴﻨﺘﺞ ﻋﺏﺀ ﺍﻝﺩﻭﺭ ﻋﻨﺩﻤﺎ ﻴﺠﺩ ﺍﻝﻔﺭﺩ ﻨﻔﺴﻪ ﺃﻤﺎﻡ ﻤﻬﻤﺔ ﻻ ﻴﺴﻤﺢ ﻝﻪ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺘـﻭﻓﺭ ﻝﻬـﺎ‬
‫ﺒﺈﻨﺠﺎﺯﻫﺎ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ‪ ،‬ﺃﻤﺎ ﻏﻤﻭﺽ ﺍﻝﺩﻭﺭ ﻓﻴﻅﻬﺭ ﻋﻨﺩﻤﺎ ﻻ ﻴﻜﻭﻥ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺩﺭﺍﻴﺔ‬
‫ﺩﻗﻴﻘﺔ ﺒﻤﺎ ﻫﻭ ﻤﻁﻠﻭﺏ ﻤﻨﻪ‪.‬‬
‫‪ º3‬ﺍﻝﺘﻭﺘﺭﺍﺕ ﺍﻝﺒﻴﻨﺸﺨﺼﻴﺔ ‪:les tensions interpersonnelles‬‬
‫ﻤﺼﺩﺭﻫﺎ ﺍﻝﻌﻼﻗﺎﺕ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﻝﻨﻘﺹ ﺍﻝﺩﻋﻡ ﺒﻴﻥ ﺍﻝـﺯﻤﻼﺀ‪ ،‬ﻭﺍﻝﻌﻼﻗـﺎﺕ‬
‫ﺍﻝﺒﻴﻨﻴﺔ ﺍﻝﻀﻌﻴﻔﺔ ﺃﻥ ﺘﺸﻜل ﻤﺼﺩﺭﺍ ﻤﻬﻤﺎ ﻝﻺﺠﻬﺎﺩ‪ ،‬ﺨﺎﺼﺔ ﻝﺩﻯ ﻤﻥ ﻫﻡ ﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ ﻗﺩﺭ‬
‫ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺩﻋﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫‪ º4‬ﺍﻝﺒﻨﻴﺔ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ‪:la structure organisationnelle‬‬
‫ﺒﺈﻤﻜﺎﻨﻬﺎ ﺃﻴﻀﺎ ﺃﻥ ﺘﻜﻭﻥ ﻤﺠﻬﺩﺓ ﻤﻥ ﺨـﻼل ﺍﻝﻤﺒﺎﻝﻐـﺔ ﻤـﺜﻼ ﻓـﻲ ﺴـﻥ ﺍﻝﻘﻭﺍﻋـﺩ‬
‫ﻭﺍﻹﺠﺭﺍﺀﺍﺕ‪ ،‬ﺃﻭ ﻗﻠﺔ ﻓﺭﺹ ﻤﺸﺎﺭﻜﺔ ﺍﻝﻤﺴﺘﺨﺩﻡ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻌﻨﻴﻪ‪.‬‬
‫‪ º5‬ﻨﻤﻁ ﺍﻹﺩﺍﺭﺓ ‪:le mode de direction‬‬
‫ﺃﻱ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻤﺘﺒﻊ ﻓﻲ ﺘﺴﻴﻴﺭ ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﺤﻴﺙ ﻴﻤﻴل ﺒﻌﺽ ﺍﻝﻤﺴﻴﺭﻴﻥ )ﻋﻠـﻰ ﻁـﻭل‬
‫ﺍﻝﺴﻠﻡ ﺍﻝﻬﺭﻤﻲ ﻝﻠﻤﻨﻅﻤﺔ( ﺇﺭﺍﺩﻴﺎ ﺇﻝﻰ ﺨﻠﻕ ﺜﻘﺎﻓﺔ ﺘﺘﻤﻴﺯ ﺒﺈﺭﺴﺎﺀ ﺍﻝﺘﻭﺘﺭﺍﺕ ﻭﻨﺸﺭ ﺠﻭ ﻤـﻥ‬
‫ﺍﻝﺨﻭﻑ ﻭﺍﻝﻘﻠﻕ ﺍﻝﺩﺍﺌﻡ؛ ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﺁﺠﺎل ﻤﻥ ﺍﻝﻤﺴـﺘﺤﻴل ﺍﺤﺘﺭﺍﻤﻬـﺎ‪ ،‬ﻭﻤﺭﺍﻗﺒـﺎﺕ‬
‫ﻤﺘﺸﺩﺩﺓ‪ ،‬ﻁﺭﺩ ﻤﻥ ﻝﻴﺴﻭﺍ ﻓﻲ ﺍﻝﻤﺴﺘﻭﻯ‪.(pp204-205)...‬‬
‫ﻭ ﺃﺸﺎﺭ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﻭﻨﻲ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﺎ ﺃﺜﺒﺘﺕ ﻭﺠﻭﺩ ﻋﻼﻗـﺔ‬
‫ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻹﺠﻬﺎﺩ ﻭﺒﻴﻥ ﺒﻌﺽ ﺍﻝﻤﻬﻥ ﺍﻝﺘﻲ ﺘﺘﺼﻑ ﺒﺎﻝﺭﺘﺎﺒﺔ‪ ،‬ﺃﻭ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ﻋﻠﻰ ﺍﻝﻐﻴﺭ‪،‬‬
‫ﺃﻭ ﺍﻝﺨﻁﻭﺭﺓ‪ :‬ﻜﻤﺭﺍﻗﺒﻲ ﺍﻝﻤﻼﺤﺔ ﺍﻝﺠﻭﻴﺔ‪ ،‬ﻭﺭﺠﺎل ﺍﻝﻤﻁﺎﻓﺊ‪ ،‬ﻭﺍﻝﻁﻴﺎﺭﻴﻥ‪ ،‬ﻭﺍﻝﻌﺎﻤﻠﻴﻥ ﻋﻠﻰ‬
‫ﺍﻝﻜﻤﺒﻴﻭﺘﺭ‪ ،‬ﻭﺍﻷﺴﺎﺘﺫﺓ‪ ،‬ﻭﻋﻤﺎل ﺍﻝﻤﻨﺎﻭﺒﺔ ﻭﺃﻁﺒﺎﺀ ﺍﻷﺴﻨﺎﻥ‪ ،‬ﻭﻤـﻭﻅﻔﻲ ﺍﻝﻘﻭﺍﻋـﺩ ﺍﻝﻨﻭﻭﻴـﺔ‬
‫)ﻋﺒﺩﻭﻨﻲ‪ ،1994 ،‬ﺹ ‪.(215‬‬

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‫ﻭ ﻓﻲ ﻫﺫﺍ ﺍﻝﺼﺩﺩ ﺃﺜﺒﺕ ﺒﺤﺙ ﺃﺠﺭﻱ ﻓﻲ ﻜﻠﻴﺔ ﺍﻝﻁﺏ ﺒﺠﺎﻤﻌﺔ ﻜﻭﺭﻨﻴل ﺴـﻨﺔ‬
‫‪ 1990‬ﺃﻥ ﻤﺴﺘﻭﻯ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﺭﺘﺒﻁ ﺒﺎﻝﻭﻅﺎﺌﻑ ﺍﻝﺘﻲ ﺘﺸﺘﻤل ﻋﻠﻰ ﻜﺜﺭﺓ ﺍﻝﻤﻁﺎﻝﺏ‪ ،‬ﻭﻨﻘﺹ‬
‫ﺍﻻﺴﺘﻘﻼﻝﻴﺔ ﻜﻭﻅﺎﺌﻑ ﺍﻝﺴﻜﺭﺘﺎﺭﻴﺔ ﺍﻝﺘﻨﻔﻴﺫﻴﺔ ﻭﺍﻹﻨﺘﺎﺝ‪ ،‬ﺃﻜﺜﺭ ﺍﺭﺘﻔﺎﻋﺎ ﻤﻤـﺎ ﺘﺸـﺘﻤل ﻋﻠﻴـﻪ‬
‫ﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﺨﻁﻴﺭﺓ ﻭﻜﺜﻴﺭﺓ ﺍﻝﻤﺸﺎﻏل ﻜﺎﻝﻨﻘل ﺍﻝﺠﻭﻱ ﻭﺍﻝﺸﺭﻁﺔ ﻭﺍﻷﻁﺒﺎﺀ ) ﺠﻴﺒﺭ‪،1999 ،‬‬
‫ﺹ ‪.(17‬‬
‫ﻫﺫﺍ ﻭﻗﺩ ﺼﻨﻔﺕ ﺍﻝﻤﻬﻥ ﺍﻝﺘﺎﻝﻴﺔ ﻜﺄﻜﺜﺭ ﺍﻝﻤﻬﻥ ﺘﻌﺭﻀﺎ ﻝﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻤﻥ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫‪ º1‬ﻤﻭﻅﻔﻭ ﺍﻝﻤﺭﺍﻗﺒﺔ ﺍﻝﺠﻭﻴﺔ‬
‫‪ º2‬ﺍﻝﻤﺩﺭﺴﻭﻥ )‪(collèges et lycées‬‬
‫‪ º3‬ﺍﻝﻤﺘﻔﺎﻭﻀﻭﻥ ﺍﻝﺘﺠﺎﺭﻴﻭﻥ‬
‫‪ º4‬ﻤﺩﻴﺭﻭ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫‪ º5‬ﺭﺒﺎﺒﻨﺔ ﺍﻝﻁﺎﺌﺭﺍﺕ‬
‫‪ º6‬ﺍﻝﺸﺭﻁﺔ‬
‫‪ º7‬ﺍﻝﻤﻤﺭﻀﺎﺕ‬
‫‪ º8‬ﺍﻝﻤﺴﺎﻋﺩﺍﺕ ﺍﻹﺩﺍﺭﻴﺎﺕ‬
‫‪ º9‬ﻋﺎﻤﻼﺕ ﺍﻝﻬﺎﺘﻑ‬
‫‪ º10‬ﺍﻝﺴﻌﺎﺓ )‪.(http://stanb.club.fr/Stress/stress.htm‬‬
‫ﺃﻤﺎ ﻋﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺒﺒﺔ ﻝﻺﺠﻬﺎﺩ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻓﻘﺩ ﻝﺨﺼـﻬﺎ ﻓـﺎﺨﺭ‬
‫ﻋﺎﻗل ﻓﻲ ﺃﻥ ﺒﻌﻀﻬﺎ ﻴﺄﺘﻲ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﻌﻀﻬﺎ ﻴﺼﺩﺭ ﻤﻥ ﺍﻝﻌﻼﻗـﺎﺕ ﺍﻝﻤﻬﻨﻴـﺔ ﻤـﻊ‬
‫ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻵﺨﺭﻴﻥ ﻭﺍﻹﺩﺍﺭﻴﻴﻥ ﻭﺍﻝﺒﻌﺽ ﺍﻵﺨﺭ ﻴﺘﺄﺘﻰ ﻋﻥ ﺍﻝﻁـﻼﺏ )ﻋﺎﻗـل‪،1982 ،‬‬
‫ﺹ‪.(546‬‬
‫ﻭ ﺫﻜﺭﺕ ﻗﺎﻝﻴﻭﺱ ‪ 1982 Wallius‬ﺃﻥ ﺃﻫﻡ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻓـﻲ ﻤﻬﻨـﺔ‬
‫ﺍﻝﺘﻌﻠﻴﻡ ﻫﻲ‪ :‬ﻨﻭﻋﻴﺔ ﺍﻝﻌﻼﻗﺔ ﻤﻊ ﺍﻵﺨﺭﻴﻥ ﺨﺎﺼﺔ ﻤﻊ ﺍﻝﻁﻠﺒﺔ ﻭﺍﻝﺘﻼﻤﻴـﺫ ﻭﻤـﻊ ﺍﻝـﺯﻤﻼﺀ‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﺃﻴﻀﺎ؛ ﻭﺘﺄﺘﻲ ﻓﻴﻤﺎ ﺒﻌﺩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﺘﻲ ﻴﻅﻬﺭ ﺃﻨﻬـﺎ ﺃﻗـل‬
‫ﺃﻫﻤﻴﺔ)‪.(Brenner&all,1985, p01‬‬

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‫ﻭ ﻫﻲ ﺒﺫﻝﻙ ﺘﺘﻔﻕ ﻤﻊ ﺩﺭﺍﺴﺔ ﻴﻭﺴﻑ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ﻤﺤﻤﺩ ‪ 1999‬ﺍﻝﺘﻲ ﺃﺠﺭﺍﻫـﺎ‬

‫ﻋﻠﻰ ‪ 189‬ﻤﻌﻠﻤﺎ ﻭﻤﻌﻠﻤﺔ‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬـﺎﺩ ﻝـﺩﻯ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻓـﻲ‪:‬‬
‫ﺍﻝﻀﻐﻭﻁ ﺍﻹﺩﺍﺭﻴﺔ ﻋﻠﻰ ﺭﺃﺱ ﺍﻝﻘﺎﺌﻤﺔ‪ ،‬ﻓﺎﻝﻀﻐﻭﻁ ﺍﻝﻁﻼﺒﻴﺔ‪ ،‬ﺜﻡ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻌﻼﻗـﺔ‬
‫ﺒﺎﻝﺯﻤﻼﺀ )ﺹ ﺹ‪.(227-195‬‬
‫ﻭ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﻤﺩﻴﺭﻴﻥ ﺩﺭﺍﺴﺔ ﻜﻭﺒﺭ‬
‫ﻭ ﺴﻠﻭﺍﻥ ‪ Cooper & Sloan‬ﺍﻝﺘﻲ ﺘﻭﺼﻠﺕ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺜﻼﺙ ﻤﺼﺎﺩﺭ ﻫﻲ‪ :‬ﺍﻝﻌﻼﻗﺎﺕ‬
‫ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻭﻗﺭﺍﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻭﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ )ﺍﻝﻌﻭﺍﻤﻠﺔ ﻓﻲ ﻤﺯﻴﺎﻨﻲ‬
‫ﻭﺒﻭﺴﻨﺔ‪ ،1998 ،‬ﺹ ‪.(617‬‬
‫ﻭ ﻜﺎﻨﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ ﻜﻭﺒﺭ ﻭ ﺴﻠﻭﺍﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ‪ 442‬ﻁﻴـﺎﺭﺍ‬
‫ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ ‪ 21‬ﻭ‪ 60‬ﺴﻨﺔ‪ ،‬ﻭ‪ %78‬ﻤﻨﻬﻡ ﻤﺘﺯﻭﺠﻭﻥ؛ ﺃﻥ ﺍﻝﻁﻴﺎﺭﻴﻥ ﺍﻷﻜﺜﺭ‬
‫ﺘﻌﺭﻀﺎ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻤﻴﺎﻝﻴﻥ ﺇﻝﻰ ﺍﻝﺘﻌﺭﺽ ﻝﺤﻭﺍﺩﺙ ﻤﺅﺴﻔﺔ ﻤﻥ ﺒﻴﻥ ﺍﻷﻜﺒﺭ ﺴـﻨﺎ ﻭﺍﻝـﺫﻴﻥ‬
‫ﻜﺎﻨﺕ ﺴﺎﻋﺎﺕ ﻁﻴﺭﺍﻨﻬﻡ ﺃﻗل ﻤﻤﺎ ﻜﺎﻨﻭﺍ ﻴﺭﻏﺒﻭﻥ‪ ،‬ﻭﻜﺎﻨﻭﺍ ﻤﺘﻀﺎﻴﻘﻴﻥ ﻤﻥ ﺘﻜـﺭﺍﺭ ﻤﺭﺍﻗﺒـﺔ‬
‫ﺍﻝﻁﻴﺭﺍﻥ‪ .‬ﻭﻜﺎﻥ ﺫﻝﻙ ﻴﺘﺭﺠﻡ ﻓﻲ ﺸﻜل ﻋﻴﺎﺀ ﻋﻨﺩ ﺍﻹﻗﻼﻉ‪ ،‬ﻜﻤﺎ ﻜﺎﻨﺕ ﻫـﺫﻩ ﺍﻝﻔﺌـﺔ ﻤـﻥ‬
‫ﺍﻝﻁﻴﺎﺭﻴﻥ ﻗﻠﻤﺎ ﺘﻠﻘﻰ ﺍﻝﺩﻋﻡ ﺍﻝﻤﻌﻨﻭﻱ ﻤﻥ ﻋﺎﺌﻼﺘﻬﺎ ﻭﺃﺼﺩﻗﺎﺌﻬﺎ ﻭﺯﻤﻼﺌﻬﺎ‪.‬‬
‫ﻭ ﻜﺸﻑ ﺒﺎﺤﺜﻭﻥ ﺁﺨﺭﻭﻥ ﻋﻥ ﺃﻥ ‪ %43‬ﻤﻥ ﺤﻭﺍﺩﺙ ﺍﻝﻁﻴﺭﺍﻥ ﻜﺎﻨﺕ ﺒﺴﺒﺏ‬
‫ﺃﺨﻁﺎﺀ ﺍﻝﻁﻴﺎﺭﻴﻥ ﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ ﻋﻭﺍﻤل ﻫﻲ‪ :‬ﺍﻝﺘﻌﺏ‪ ،‬ﺠﻭ ﺍﻝﻌﻤل‪ ،‬ﻜﺜﺎﻓﺔ ﺍﻝﻌﻤل‪ ،‬ﺍﻝﻤﺸـﻜﻼﺕ‬
‫ﺍﻝﻌﺎﺌﻠﻴﺔ )ﺴﺘﻭﺭﺍ‪ ،1997 ،‬ﺹ ﺹ‪.(41-40‬‬
‫ﻜﻤﺎ ﺘﺸﻴﺭ ﺩﺭﺍﺴﺎﺕ ﻗﺎﻤﺕ ﺒﻬﺎ ﺠﻤﻌﻴﺔ ﺃﻁﺒـﺎﺀ ﺍﻷﺴـﻨﺎﻥ ﺍﻷﻤﺭﻴﻜﻴـﺔ ﻓـﻲ‬
‫ﺍﻝﺴﺒﻌﻴﻨﻴﺎﺕ ﻭﺍﻝﺜﻤﺎﻨﻴﻨﻴﺎﺕ ﻋﻠﻰ ﺃﻥ ﺃﺴﺒﺎﺏ ﺍﻝﻭﻓﻴﺎﺕ ﻝﺩﻯ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﺘﻌـﻭﺩ ﺇﻝـﻰ ﺃﻤـﺭﺍﺽ‬
‫ﺍﻝﻘﻠﺏ)ﺨﺎﺼﺔ ﺍﻝﺘﺎﺠﻴﺔ(‪ ،‬ﻭﺃﻤﺭﺍﺽ ﺍﻝﺘﻨﻔﺱ‪ ،‬ﻭﺍﻻﻨﺘﺤﺎﺭ‪ .‬ﻭﻤـﻥ ﺒـﻴﻥ ﺍﻷﺴـﺒﺎﺏ ﺍﻝﻌﺩﻴـﺩﺓ‬
‫ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻥ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻴﻬﻡ ﻴﺫﻜﺭ ﻜﻴﻤل ‪ 1974 Kimmel‬ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺌﻡ ﺍﻝﺫﻱ ﻴﺘﻌﺭﺽ ﻝﻪ‬
‫ﻫﺅﻻﺀ ﺒﺎﻋﺘﺒﺎﺭﻫﻡ ﺃﺸﺨﺎﺼﺎ ﻴﺴﺒﺒﻭﻥ ﺍﻵﻻﻡ ﻝﻠﻨﺎﺱ‪.‬‬
‫ﻭ ﺃﺠﺭﺕ ﻨﻔﺱ ﺍﻝﺠﻬﺔ ﺒﺤﺜﺎ ﻓﻲ ﻜﺎﻝﻴﻔﻭﺭﻨﻴﺎ ﻋﻠﻰ ‪ 150‬ﻁﺒﻴﺒﺎ ﺘﺘﺭﺍﻭﺡ ﺃﻋﻤﺎﺭﻫﻡ‬
‫ﺒﻴﻥ ‪ 27‬ﻭ‪ 73‬ﺴﻨﺔ‪ ،‬ﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺠﻪ ﺃﻥ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻴﻬﻡ ﻴﺭﺘﺒﻁ ﺒﺎﻝﻤﺭﻀﻰ ﺫﻭﻱ ﺍﻝﻤـﺭﺍﺱ‬
‫ﺍﻝﺼﻌﺏ ﻭﺒﺎﻝﺘﻭﺘﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺜﻴﺭﻫﺎ ﻋﺏﺀ ﺍﻝﻌﻤل‪.‬‬
‫ﻭ ﻓﻴﻤﺎ ﻴﺨﺹ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﻤﻤﺭﻀﺎﺕ‪ ،‬ﻓﺈﻥ ﺃﻫﻡ ﻤﺼﺎﺩﺭﻩ ﻫﻲ‪:‬‬
‫‪ -‬ﻭﻁﺄﺓ ﺍﻝﻌﻤل ﻨﺘﻴﺠﺔ ﻨﻘﺹ ﻋﺩﺩﻫﻥ‪.‬‬

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‫‪ -‬ﻁﺒﻴﻌﺔ ﺍﻝﻌﻤل ﺫﺍﺘﻪ ﻤﺯﻋﺠﺔ ﺒﺎﻋﺘﺒﺎﺭ ﺍﻝﻤﻤﺭﻀﺔ ﺘﺘﻌﺎﻤل ﻤﻊ ﺃﺠﺴﺎﺩ ﺍﻝﻤﺭﻀﻰ‪ :‬ﻤـﻥ ﺩﻡ‪،‬‬
‫ﻭﻓﻀﻼﺕ‪ ،‬ﻭﻗﻲﺀ‪ ،‬ﻭﺭﻭﺍﺌﺢ‪...‬‬
‫‪ -‬ﺠﻭ ﺍﻝﻜﺂﺒﺔ ﺍﻝﺫﻱ ﻴﺴﻭﺩ ﻤﻜﺎﻥ ﺍﻝﻌﻤل‪.‬‬
‫‪ -‬ﺴﺎﻋﺎﺕ ﺍﻝﻌﻤل ﺍﻝﺘﻲ ﺘﻌﺯﻝﻬﻥ ﻋﻥ ﻭﺘﻴﺭﺓ ﺍﻝﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪ -‬ﺍﻝﻌﻤل ﺒﻨﻅﺎﻡ ﺍﻝﺩﻭﺭﻴﺎﺕ‪.‬‬
‫‪ -‬ﺍﻷﺠﺭ ﺍﻝﻀﺌﻴل‪.‬‬
‫‪ -‬ﺍﻻﻓﺘﻘﺎﺭ ﺇﻝﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﻤﺭﻜﺯ ﺍﻝﻌﻤل‪.‬‬
‫‪ -‬ﻏﻤﻭﺽ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻁﺎﺭﺌﺔ‪.‬‬
‫‪ -‬ﺍﻝﻌﻼﻗﺔ ﺒﺎﻝﻬﻴﺌﺔ ﺍﻝﻁﺒﻴﺔ ﻭﻤﺎ ﻴﺭﺍﻓﻘﻬﺎ ﻤـﻥ ﻜﺒـﺕ ﻭ ﺤﺭﻤـﺎﻥ )ﺴـﺘﻭﺭﺍ‪ ،1997 ،‬ﺹ‬
‫ﺹ‪.(46-44‬‬
‫ﻜﻤﺎ ﺤﺩﺩ ﻜﺎﻨﻭﻱ ﻭ ﺯﻤﻼﺅﻩ ‪ 2004 Canouï & al‬ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻓـﻲ‬ ‫•‬
‫ﺍﻝﻘﻁﺎﻉ ﺍﻻﺴﺘﺸﻔﺎﺌﻲ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﻤﺼﺎﺩﺭ ﺘﺘﻌﻠﻕ ﺘﻨﻅﻴﻡ ﺍﻝﻌﻤل‪ ،‬ﺘﺸﻤل ﺍﻝﻤﻘﺎﻁﻌﺎﺕ ﺍﻝﻤﺘﻜـﺭﺭﺓ ﻝﻠﻤﻬـﺎﻡ ﺍﻝﻤﺨﻁـﻁ ﻝﻬـﺎ‪،‬‬
‫ﻭﻏﻤﻭﺽ ﺍﻷﺩﻭﺍﺭ‪.‬‬
‫‪ -‬ﻤﺼﺎﺩﺭ ﺘﺘﻌﻠﻕ ﺒﻅﺭﻭﻑ ﺍﻝﻌﻤل‪ ،‬ﺘﺘﻀﻤﻥ ﻋﻼﻗﺔ ﺍﻝﻤﺴﺎﻋﺩﺓ‪ ،‬ﻭﺍﻝﻤﺴﺎﻓﺔ ﺍﻝﻤﻨﺎﺴـﺒﺔ ﺒـﻴﻥ‬
‫ﺍﻝﻤﺭﻴﺽ ﻭﺍﻝﻤﻌﺎﻝﺞ‪ ،‬ﻭﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺴﺘﻤﺭﺓ ﻝﻸﻝﻡ ﻭﺍﻝﻤﻭﺕ‪ ،‬ﻨﻘﺹ ﺍﻝﺩﻋﻡ )ﺍﻝﻤﺭﺘﺒﻁ ﺒﺎﻝﻁﺎﺒﻊ‬
‫ﺍﻻﺴﺘﻌﺠﺎﻝﻲ ﻝﻠﻤﻬﺎﻡ‪ ،‬ﻀﺭﻭﺭﺓ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻘﺎﻨﻭﻥ ﺍﻝﺼﻤﺕ‪ ،‬ﺍﻝﺼﺭﺍﻋﺎﺕ‪ ،‬ﻨﻘﺹ ﺍﻝﺘﻭﺍﺼـل‪،‬‬
‫ﺍﻝﺘﺴﻠﺴل ﺍﻝﻬﺭﻤﻲ‪ (...‬ﻭﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻷﻤﺭﺍﺽ‪.‬‬
‫‪ -‬ﻤﺼﺎﺩﺭ ﺒﻴﺌﻴﺔ ﺘﺸﻤل ﺍﻝﺘﺼﻤﻴﻡ ﺍﻹﺭﻏﻨﻭﻤﻲ ﻝﻠﻤﻜﺎﻥ ﻭﺍﻝﻅﺭﻭﻑ ﺍﻝﻔﻴﺯﻴﻘﻴﺔ ﺒـﻪ‪ ،‬ﻭﺍﻝﻤـﻭﺍﺩ‬
‫ﺍﻝﻤﺴﺘﻌﻤﻠﺔ‪ ،‬ﻭﻁﺭﻕ ﺍﻝﻌﻤل‪ ،‬ﻭﻋﺩﺩ ﺍﻝﻤﺴﺘﺨﺩﻤﻴﻥ )‪.(pp59-85‬‬
‫ﺃﻤﺎ ﺍﻹﺠﻬﺎﺩ ﻓﻲ ﺤﺎﻻﺕ ﺍﻝﺤﺭﺏ‪ ،‬ﻓﺘﺘﻌﺭﺽ ﻝﻪ ﺒﻌـﺽ ﺍﻝﻔﺌـﺎﺕ ﻤـﻥ ﺍﻝﻌﺴـﻜﺭﻴﻴﻥ‬
‫ﻭﺍﻝﻤﺩﻨﻴﻴﻥ ﺃﻜﺜﺭ ﻤﻥ ﻓﺌﺎﺕ ﺃﺨﺭﻯ‪ ،‬ﻭﻤﻥ ﻫﺅﻻﺀ‪:‬‬
‫‪ -‬ﺠﻨﻭﺩ ﺍﻝﻤﺅﺨﺭﺓ ﺍﻝﺫﻴﻥ ﻻ ﻴﺸﺎﺭﻜﻭﻥ ﻓﻌﻠﻴﺎ ﻓﻲ ﺍﻝﻘﺘﺎل‪ ،‬ﻝﻜﻨﻬﻡ ﻴﻌﻴﺸﻭﻥ ﺤﺎﻝﺔ ﺍﻝﺘﺄﻫﺏ ﺘﺤﺕ‬
‫ﺘﻬﺩﻴﺩ‬
‫ﻫﺠﻭﻡ ﻤﺘﻭﻗﻊ ﻤﻥ ﺍﻝﻌﺩﻭ‪.‬‬
‫‪ -‬ﺃﺴﺭﻯ ﺍﻝﺤﺭﺏ‪ ،‬ﻭﺍﻝﺫﻴﻥ ﻴﻤﻜﺜﻭﻥ ﻁﻭﻴﻼ ﺘﺤﺕ ﺍﻝﺤﺼﺎﺭ‪ ،‬ﺘﺤﻴﻁ ﺒﻬﻡ ﻗﻭﺍﺕ ﻤﻌﺎﺩﻴﺔ‪.‬‬
‫‪ -‬ﺍﻝﺠﻨﻭﺩ ﺍﻝﺫﻴﻥ ﻴﻨﺘﻘﻠﻭﻥ ﻤﻥ ﻭﺤﺩﺍﺘﻬﻡ ﺍﻷﺼﻠﻴﺔ ﺇﻝﻰ ﺃﻤﺎﻜﻥ ﺠﺩﻴﺩﺓ‪.‬‬

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‫‪ -‬ﻋﻨﺩ ﺼﺩﻭﺭ ﺍﻷﻭﺍﻤﺭ ﺒﺎﻻﻨﺴﺤﺎﺏ ﺍﻝﺴﺭﻴﻊ‪) ...‬ﺍﻝﺸﺭﺒﻴﻨﻲ‪ ،2003 ،‬ﺹ‪.(212‬‬

‫ﻭ ﻓﻲ ﺠﻭ ﻴﻜﺎﺩ ﻴﺸﺒﻪ ﺠﻭ ﺍﻝﺤﺭﺏ‪ ،‬ﻴﺨﻀﻊ ﻤﻭﻅﻔﻭ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﻤﻨﻴﺔ ﻜﺎﻝﺸـﺭﻁﺔ‪،‬‬
‫ﻭﺍﻝﺩﺭﻙ ﻭﺍﻝﺠﻤﺎﺭﻙ‪ ،‬ﻭﺍﻝﺴﺠﻭﻥ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻝﻠﻀﻐﻭﻁ‪ ،‬ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﺃﻫﻡ ﻤﺼﺎﺩﺭﻫﺎ ﻓﻲ‪:‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻁﺎﺭﺌﺔ ﻭﻤﻊ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺸﺤﻭﻨﺔ ﺒﺎﻝﺼﺭﺍﻋﺎﺕ‪.‬‬
‫‪ -‬ﻏﻴﺎﺏ ﺍﻋﺘﺭﺍﻑ ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬
‫‪ -‬ﺍﻨﺘﻘﺎﺩﺍﺕ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪.‬‬
‫‪ -‬ﺨﻴﺒﺔ ﺍﻷﻤل ﺍﻝﺘﻲ ﻴﺴﺒﺒﻬﺎ ﻋﺩﻡ ﺍﻝﺘﻭﺍﻓﻕ ﺒﻴﻥ ﺍﻝﺘﺼﻭﺭ ﻭﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﻴﻭﻤﻴﺔ‪.‬‬
‫‪ -‬ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻌﺠﺯ ﻭﻋﺩﻡ ﺍﻝﻤﻨﻔﻌﺔ ﺇﺯﺍﺀ ﺘﻔﺸﻲ ﺍﻹﺠﺭﺍﻡ‪.‬‬
‫‪ -‬ﺨﻼﻓﺎﺕ ﻤﻊ ﺯﻤﻼﺀ ﺍﻝﻌﻤل ﻭ ﺍﻝﺭﺅﺴﺎﺀ‪.‬‬
‫‪ -‬ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺯﻤﻨﻴﺔ ﻝﻠﻌﻤل ﻤﻥ ﺤﻴﺙ ﻤﺩﺘﻪ‪ ،‬ﺘﻭﻗﻴﺘﻪ‪ ،‬ﻭﺘﻨﻅﻴﻤﻪ‪)...‬ﺴـﺎﻴل‪ ،2003 ،‬ﺹ‬
‫ﺹ‪.(05-04‬‬
‫ﻭ ﺃﻓﻀﺕ ﺩﺭﺍﺴﺔ ﻗﺎﻡ ﺒﻬﺎ ﻫﻴﺞ ‪ Gareth Hughes‬ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻲ ﺒﻤﻜﺘـﺏ ﺍﻹﻓـﺭﺍﺝ‬
‫ﺍﻝﻤﺸﺭﻭﻁ ﻝﻤﻘﺎﻁﻌﺔ ﻜﻴﻨﻐﺴﺘﻭﻥ ‪ kingstone‬ﺍﻝﻜﻨﺩﻴﺔ ﺴﻨﺔ ‪ ،2004‬ﺤﻭل ﺍﻹﺠﻬـﺎﺩ ﻝـﺩﻯ‬
‫ﻋﻴﻨﺔ ﻤﻥ ‪ 109‬ﻤﻥ ﻤﻭﻅﻔﻲ ﺍﻝﺴﺠﻭﻥ‪ ،‬ﺇﻝﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﺎﻝﻴﺔ ﻤﺠﻬﺩﺓ ﺠﺩﺍ‪:‬‬
‫‪ -‬ﺍﻝﺘﺴﻴﻴﺭ ﻭﺍﻝﻤﺴﻴﺭﻴﻥ‪.‬‬
‫‪ -‬ﺍﻝﻤﺴﺎﺠﻴﻥ‪.‬‬
‫‪ -‬ﺍﻝﺯﻤﻼﺀ‪.‬‬
‫‪ -‬ﺍﻝﻤﻠل )‪.(www.csc.scc.gc.ca/textpblct/forum/e021b-f.html‬‬
‫ﻜﻤﺎ ﺘﺸﻴﺭ ﺩﺭﺍﺴﺎﺕ ﻋﺩﻴﺩﺓ ﺤﻭل ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﺎﻝﻤﺼﺎﻝﺢ ﺍﻝﻌﻤﻭﻤﻴﺔ ﻝﻠﻁﻭﺍﺭﺉ‬
‫)ﺍﻝﺸﺭﻁﺔ‪ ،‬ﺍﻝﺤﻤﺎﻴﺔ ﺍﻝﻤﺩﻨﻴﺔ‪ ،‬ﺍﻻﺴﺘﻌﺠﺎﻻﺕ‪ ،(...‬ﺇﻝﻰ ﺃﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺒﻨﻴﻭﻴـﺔ ‪structurels‬‬
‫ﻭﺍﻹﺩﺍﺭﻴﺔ ﺘﺴﺒﺏ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻴﻬﻡ ﺃﻜﺜﺭ ﻤﻥ ﻁﺒﻴﻌﺔ ﺃﻨﺸﻁﺘﻬﻡ؛ ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺔ ﺨﺼﺕ‬
‫ﻤﻭﻅﻔﻲ ﺍﻻﺴﺘﻌﺠﺎﻻﺕ ﺍﻝﻁﺒﻴﺔ ﺃﻥ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝـﺩﻴﻬﻡ ﺘﺸـﻤل ﺩﻭﺭﺍﻥ ﺍﻝﻤﻨﺎﺼـﺏ‪،‬‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻌﺎﺌﻠﻴﺔ ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﺘﻘﺎﻁ ﻋﺩﻭﻯ ﺃﻤﺭﺍﺽ ﻜﺎﻝﺴﻴﺩﺍ ﻭﺍﻝﺘﻬﺎﺏ ﺍﻝﻜﺒـﺩ‬
‫‪.hépatite‬‬
‫ﻭ ﺤﺴﺏ ﺩﺭﺍﺴﺔ ﺃﺠﺭﻴﺕ ﺒﺠﻨﻭﺏ ﺇﻓﺭﻴﻘﻴﺎ‪ ،‬ﻓﺈﻥ ‪ %70‬ﻤﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﻤﺼﺎﻝﺢ ﺍﻹﺴﻌﺎﻑ‬
‫ﺍﻝﻤﺘﻨﻘل ﻗﺩ ﺘﻌﺭﻀﻭﺍ ﻝﻌﻨﻑ ﺸﻔﻬﻲ‪ ،‬ﻭ‪ %50‬ﻝﻌﻨﻑ ﺠﺴﺩﻱ ﻭﺘﻬﺩﻴﺩ‪ ،‬ﻭ‪ %40‬ﻝﻤﻀـﺎﻴﻘﺎﺕ‬
‫ﻋﺭﻗﻴﺔ‪ ،‬ﻭ‪ %30‬ﻝﺘﺤﺭﺸﺎﺕ ﺠﻨﺴﻴﺔ‪.‬‬

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‫ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺔ ﺤﻭل ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﺤﻤﺎﻴﺔ ﺍﻝﻤﺩﻨﻴﺔ ﺒﺄﺴﺘﺭﺍﻝﻴﺎ‪ ،‬ﺃﻥ ﺍﻝﻌﻭﺍﻤـل‬
‫ﺍﻷﻜﺜﺭ ﺘﺄﺜﻴﺭﺍ ﻫﻲ ﺤﻭﺍﺩﺙ ﺍﻝﻤﺭﻭﺭ‪ ،‬ﺍﻝﻭﻓﻴﺎﺕ‪ ،‬ﺍﻝﺤﺭﺍﺌﻕ ﺍﻝﻭﺍﺴﻌﺔ‪ ،‬ﻭﺍﻝﺤﻭﺍﺩﺙ ﺍﻝﺘﻲ ﺘﺸـﻤل‬
‫ﺃﻁﻔﺎل ﺃﻭ ﺠﺭﺤﻰ‪ ،‬ﺩﻭﻥ ﺇﻏﻔﺎل ﺍﻝﻌﻭﺍﻤل ﺍﻹﺩﺍﺭﻴﺔ ﺃﻭ ﺍﻝﺒﻨﻴﻭﻴﺔ‪.‬‬
‫ﻓﻲ ﺃﻴﺭﻝﻨﺩﺍ ﺍﻝﺸﻤﺎﻝﻴﺔ ﺘﻡ ﺇﺤﺼﺎﺀ ‪ 376‬ﺤﺎﻝﺔ ﺍﻋﺘﺩﺍﺀ ﻋﻠﻰ ﻓﺭﻕ ﺍﻝﺤﻤﺎﻴﺔ ﺍﻝﻤﺩﻨﻴـﺔ ﺴـﻨﺔ‬
‫‪ 2001‬ﻭﺃﺸﺎﺭ ﺒﺤﺙ ﻭﻁﻨﻲ ﺒﺎﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺤﻭل ﺍﻝﻌﺎﻤﻼﺕ ﺒﺎﻝﺤﻤﺎﻴﺔ ﺍﻝﻤﺩﻨﻴﺔ‬
‫ﺇﻝﻰ ﺃﻥ ﺃﻜﺜﺭ ﻤﻥ ﻨﺼﻑ ﺍﻝﻌﻴﻨﺔ ﺘﻌﺭﻀﻥ ﻝﺘﺤﺭﺵ ﺠﻨﺴﻲ‪ ،‬ﻭ‪ %43‬ﻝﺘﻤﻴﻴﺯ ﺠﻨﺴﻲ ﻓﻲ ﺇﺴﻨﺎﺩ‬
‫ﺍﻝﻤﻬﺎﻡ‪ %16.5 ،‬ﻷﻋﻤﺎل ﻋﻨﻑ ﻀﺩﻫﻥ ﺃﻭ ﻀﺩ ﻤﻤﺘﻠﻜﺎﺘﻬﻥ؛ ﻭﻴﻌﻴﺩ ﺍﻝﺒﺤـﺙ ﺫﻝـﻙ ﺇﻝـﻰ‬
‫ﺃﺴﺒﺎﺏ ﻤﻥ ﺒﻴﻨﻬﺎ ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺒﻨﻴﺔ ﺍﻝﺘﻨﻅﻴﻡ ﻭ ﺨﺼﻭﺼﻴﺎﺕ ﺍﻷﻓﺭﺍﺩ‪.‬‬
‫ﻜﻤﺎ ﺫﻜﺭﺕ ﺩﺭﺍﺴﺔ ﺘﻨﺎﻭﻝﺕ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻝﺩﻯ ﺍﻝﺸـﺭﻁﺔ ﺍﻻﺴـﻜﺘﻠﻨﺩﻴﺔ‪ ،‬ﺃﻥ ﺃﻫـﻡ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺒﻨﻴﺔ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﻨﻘﺹ ﺍﻝﻤﻭﺍﺭﺩ ﺍﻝﺒﺸﺭﻴﺔ ﻭﺍﻝﻤﺎﺩﻴﺔ‪ ،‬ﻀـﻐﻁ ﺍﻝﻭﻗـﺕ‪،‬‬
‫ﻨﻘﺹ ﺍﻝﺘﻭﺍﺼل ﺃﻜﺜﺭ ﻤﻥ ﻁﺒﻴﻌﺔ ﻤﻬﻨﺘﻬﻡ‪ .‬ﻭﻜﺸﻔﺕ ﺃﻴﻀﺎ ﺃﻥ ﺒﺈﻤﻜﺎﻥ ﺍﻹﺠﻬﺎﺩ ﺃﻥ ﻴﺅﺜﺭ ﺴﻠﺒﺎ‬
‫ﻋﻠﻰ ﺍﻝﺘﻨﻅﻴﻡ ﻭ ﻋﻠﻰ ﻋﻼﻗﺎﺘﻪ ﺒﺎﻝﻤﻭﺍﻁﻨﻴﻥ‪ ،‬ﻭﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺠﻬﺩﻴﻥ ﻗﺩ ﻴﺸـﻜﻠﻭﻥ ﺘﻬﺩﻴـﺩﺍ‬
‫ﺤﻘﻴﻘﻴﺎ ﻷﻤﻨﻬﻡ ﻭﺃﻤﻥ ﺍﻵﺨﺭﻴﻥ)‪.(OIT, 2003A‬‬
‫ﻭ ﺃﺸﺎﺭﺕ ﺃﻴﻀﺎ ﺩﺭﺍﺴﺔ ﺃﺠﺭﺍﻫـﺎ ‪ Peter Finn & Sarah Kuck‬ﺤـﻭل ﻀـﺒﺎﻁ‬
‫ﺇﻁﻼﻕ ﺍﻝﺴﺭﺍﺡ ﺍﻝﻤﺸﺭﻭﻁ ﺒﺎﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺴﻨﺔ ‪ 2003‬ﺇﻝـﻰ ﺃﻥ ﺍﻹﺠﻬـﺎﺩ‬
‫ﻝﺩﻴﻬﻡ ﻴﺘﻤﺤﻭﺭ ﺤﻭل ﺜﻼﺜﺔ ﻤﺼﺎﺩﺭ ﻤﻬﻤﺔ ﻫﻲ‪:‬‬
‫‪ -‬ﻋﺏﺀ ﺍﻝﻌﻤل )ﻤﻌﺩل ‪ 139‬ﻗﻀﻴﺔ ﻝﻜل ﻀﺎﺒﻁ(‪.‬‬
‫‪ -‬ﻜﺜﺭﺓ ﺍﻷﻋﻤﺎل ﺍﻝﻤﻜﺘﺒﻴﺔ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﺘﻲ ﺘﻘﺩﻤﻬﺎ ﺍﻝﺘﻘﻨﻴﺎﺕ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴـﺔ‬
‫ﺍﻝﻤﺘﻁﻭﺭﺓ‬
‫‪ -‬ﻀﻐﻁ ﺍﻵﺠﺎل ﺍﻝﻤﺤﺩﺩﺓ ‪ deadlines‬ﺒﻜل ﻤﺎ ﻴﺭﺘﺒﻁ ﺒﻬﺎ ﻤﻥ ﺃﺤﺩﺍﺙ ﻏﻴﺭ ﻤﺘﻭﻗﻌـﺔ ﺃﻭ‬
‫ﺃﻤﻭﺭ ﻴﺼﻌﺏ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ )‪(National Institute of Justice, 2005‬‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻭﺴﻴﻁﺔ ﻓﻲ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫ﻴﺘﻭﻗﻑ ﺘﺄﺜﻴﺭ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺼﺎﺩﺭ ﺴﺎﻝﻔﺔ ﺍﻝﺫﻜﺭ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻭﺍﻤل‪ ،‬ﺍﻝﺘﻲ ﺘﻌﺘﺒﺭ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ ﺘﺤﺩﺩ ﻁﺒﻴﻌﺘﻬﺎ ﺍﻝﻤﺠﻬﺩﺓ‪ ،‬ﻭﻜﺫﺍ ﻁﺒﻴﻌﺔ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻔﺭﺩ ﺇﺯﺍﺀﻫـﺎ؛ ﻓـﻼ‬
‫ﻴﻜﻔﻲ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻤﺠﻬﺩﺍﺕ)ﺤﺘﻰ ﻭﺇﻥ ﺍﺴﺘﻤﺭﺕ( ﻝﻺﺼﺎﺒﺔ ﺒﺎﻝﻤﺭﺽ‪ ،‬ﺤﻴـﺙ ﺃﻥ ﺍﻝﻭﺭﺍﺜـﺔ‬
‫ﻭﺍﻝﺠﻨﺱ‪ ،‬ﻭﺍﻝﺴﻥ‪ ،‬ﻭﻁﺭﻴﻘﺔ ﺍﻝﻌﻴﺵ‪ ،‬ﻭﻨﻭﻉ ﺍﻝﺘﻨﺸﺌﺔ ﻭﺍﻝﻌﺎﺩﺍﺕ ﺍﻝﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻝﺸﺨﺼﻴﺔ‬
‫ﻭﺍﻹﺩﺭﺍﻙ‪ ،‬ﻭﺍﻝﺒﻨﻴﺔ ﺍﻝﺠﺴﺩﻴﺔ‪ ،‬ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﻤﻬﻨﻴﺔ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠـﻰ ﺘﺤﻤـل‬

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‫ﺍﻝﻐﻤﻭﺽ ﻭﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﺘﻐﻴﺭ‪ ،‬ﻭﺍﻝﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻝﻌﻤل‪...‬ﺍﻝﺦ‪ ،‬ﻜﻠﻬـﺎ ﺘﺸـﻜل ﻓﺭﻭﻗـﺎ‬
‫ﻓﺭﺩﻴﺔ ﺘﺘﻔﺎﻋل ﻤﻊ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ ﻭﺘﺘﺤﺩﺩ ﺒﻤﻭﺠﺒﻬﺎ ﺍﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻔﺭﺩ ﻤﻥ ﺤﻴﺙ ﻨﻭﻋﻬـﺎ‪،‬‬
‫ﻭﺸﺩﺘﻬﺎ‪ ،‬ﻭﺍﺴﺘﻤﺭﺍﺭﻴﺘﻬﺎ )‪.(Cooper&Marschall, 1978, pp81-83‬‬
‫ﺘﺄﺜﻴــﺭﺍﺕ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫ﺍﻹﺠﻬﺎﺩ ﻅﺎﻫﺭﺓ ﻁﺒﻴﻌﻴﺔ ﻻ ﻴﻤﻜﻥ ﻝﻺﻨﺴﺎﻥ ﺃﻥ ﻴﺘﺠﻨﺒﻬﺎ‪ ،‬ﻓﻭﺠﻭﺩ ﻤﺴـﺘﻭﻯ ﻤﻌـﻴﻥ ﻤﻨـﻪ‬
‫ﻀﺭﻭﺭﻱ ﻝﻼﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺤﺎﻝﺔ ﺘﻴﻘﻅ ﻭﻨﺸﺎﻁ‪ ،‬ﺤﻴﺙ ﺘﻭﻀﺢ ﺘﺠﺎﺭﺏ ﺍﻝﺤﺭﻤﺎﻥ ﺍﻝﺤﺴﻲ ﺃﻥ‬
‫ﻏﻴﺎﺏ ﺍﻝﺘﻨﺒﻴﻪ ﻗﺩ ﻴﺅﺩﻱ ﺇﻝﻰ ﻅﻬﻭﺭ ﺍﻝﻬﻼﻭﺱ ﻜﻭﺴﻴﻠﺔ ﻝﻠﺘﻨﺒﻴﻪ ﺍﻝـﺫﺍﺘﻲ )ﻴﻭﺴـﻑ‪،2001 ،‬‬
‫ﺹ‪ .(149‬ﻭ ﻴﻌﺒﺭ ﻋﻨﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ " ﺒﻤﻠﺢ ﺍﻝﺤﻴﺎﺓ " ﻨﻅﺭﺍ ﻝﻠﺩﻭﺭ ﺍﻝﻬﺎﻡ ﺍﻝﺫﻱ ﻴﻠﻌﺒﻪ ﻓﻲ‬
‫ﺘﻨﺸﻴﻁ ﺍﻝﻨﺴﻕ ﺍﻝﻔﺯﻴﻭﻝﻭﺠﻲ ﻝﻠﻌﻀﻭﻴﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺘﺠﻴﺏ ﻋﻥ ﻁﺭﻴﻘﻪ ﻝﻠﻤﻭﺍﻗﻑ ﺍﻝﻤﻬﺩﺩﺓ ﺍﻝﺘـﻲ‬
‫ﺘﻌﺘﺭﻀﻬﺎ )ﺍﻨﻅﺭ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪.(03‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ :03‬ﻤﻘﺎﺭﻨﺔ ﺍﻹﺠﻬﺎﺩ ﺍﻹﻴﺠﺎﺒﻲ ﻭ ﺍﻹﺠﻬﺎﺩ ﺍﻝﺴﻠﺒﻲ‬

‫)ﺍﻝﻤﺼﺩﺭ‪ :‬ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ﻫﻴﺠﺎﻥ ‪ 1994‬ﻓﻲ ﻝﻭﻜﻴﺎ ‪ ،2002‬ﺹ‪(13‬‬
‫ﺍﻹﺠﻬﺎﺩ ﺍﻝﺴﻠﺒﻲ‬ ‫ﺍﻹﺠﻬﺎﺩ ﺍﻻﻴﺠﺎﺒﻲ‬
‫‪ -1‬ﻴﺴﺒﺏ ﺍﻨﺨﻔﺎﻀﺎ ﻓﻲ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ‬ ‫‪ -1‬ﻴﻤﻨﺢ ﺩﺍﻓﻌﺎ ﻝﻠﻌﻤل‬
‫‪ -2‬ﻴﻭﻝﺩ ﺍﺭﺘﺒﺎﻜﺎ‬ ‫‪ -2‬ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ‬
‫‪ -3‬ﻴﺩﻋﻭ ﻝﻠﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻝﺠﻬﺩ ﺍﻝﻤﺒﺫﻭل‬ ‫‪ -3‬ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻨﺘﺎﺌﺞ‬
‫‪ -4‬ﻴﺠﻌل ﺍﻝﻔﺭﺩ ﻴﺸﻌﺭ ﺒﺘـﺭﺍﻜﻡ ﺍﻝﻌﻤـل‬ ‫‪ -4‬ﻴﺠﻌل ﺍﻝﻔﺭﺩ ﻴﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻌﻤل ﺒﺘﺤﺩ‬
‫ﻋﻠﻴﻪ‬ ‫‪ -5‬ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻌﻤل‬
‫‪ -5‬ﻴﺸﻌﺭ ﺍﻝﻔﺭﺩ ﺒﺄﻥ ﻜل ﺸﻲﺀ ﻤﻤﻜﻥ ﺃﻥ‬
‫ﻴﻘﺎﻁﻌﻪ‬ ‫‪ -6‬ﺍﻝﻨﻭﻡ ﺍﻝﺠﻴﺩ‬
‫ﻭ ﻴﺸﻭﺵ ﻋﻠﻴﻪ‬ ‫‪ -7‬ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻻﻨﻔﻌﺎﻻﺕ‬
‫‪ -6‬ﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﺭﻕ‬ ‫ﻭ ﺍﻝﻤﺸﺎﻋﺭ‬
‫‪ -7‬ﻅﻬﻭﺭ ﺍﻻﻨﻔﻌﺎﻻﺕ ﻭ ﻋـﺩﻡ ﺍﻝﻘـﺩﺭﺓ‬ ‫‪ -8‬ﻴﻤﻨﺢ ﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﻤﺘﻌﺔ‬
‫ﻋﻠﻰ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻨﻬﺎ‬ ‫‪ -9‬ﻴﻤﻨﺢ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻹﻨﺠﺎﺯ‬
‫‪ -8‬ﺍﻹﺤﺴﺎﺱ ﺒﺎﻝﻘﻠﻕ‬ ‫‪ -10‬ﻴﻤﺩ ﺍﻝﻔﺭﺩ ﺒﺎﻝﻘﻭﺓ ﻭ ﺍﻝﺜﻘﺔ‬
‫‪ -9‬ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻔﺸل‬ ‫‪ -11‬ﺍﻝﺘﻔﺎﺅل ﺒﺎﻝﻤﺴﺘﻘﺒل‬
‫‪ -12‬ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﺤﺎﻝـﺔ ‪ -10‬ﻴﺴﺒﺏ ﻝﻠﻔﺭﺩ ﺍﻝﻀﻌﻑ‬
‫‪ -11‬ﺍﻝﺘﺸﺎﺅﻡ ﻤﻥ ﺍﻝﻤﺴﺘﻘﺒل‬ ‫ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﻋﻨﺩ ﺍﻝﻤﺭﻭﺭ ﺒﺘﺠﺭﺒـﺔ ‪ -12‬ﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺭﺠـﻭﻉ‪ ،‬ﻋﻨـﺩ‬
‫ﺍﻝﻤﺭﻭﺭ ﺒﺘﺠﺭﺒﺔ‬ ‫ﻏﻴﺭ ﺴﺎﺭﺓ‬
‫ﻏﻴﺭ ﺴﺎﺭﺓ‬

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‫ﺃﻭﻻ‪ :‬ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﻺﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻔﺭﺩ‬

‫ﻤﻥ ﺍﻝﻌﻠﻤﺎﺀ ﺃﻤﺜﺎل ‪ Gibson ، Yates ، Levi ،Dy‬ﻤﻥ ﻴﺼﻨﻔﻬﺎ ﺇﻝﻰ‪:‬‬
‫‪ /1‬ﺘﺄﺜﻴﺭﺍﺕ ﺴﻴﻜﻭﺴﻭﻤﺎﺘﻴﺔ‪:‬‬
‫ﻻﺤﻅ ﻫﺎﻨﺴﻥ ‪ 1996 Peter Hanson‬ﻤﻥ ﺨﻼل ﺨﻤﺴﺔ ﻋﺸﺭ ﻋﺎﻤﺎ ﻗﻀﺎﻫﺎ ﻓـﻲ‬
‫ﻤﻤﺎﺭﺴﺔ ﻤﻬﻨﺘﻪ ﻜﻁﺒﻴﺏ ﻋﺎﺌﻠﺔ ﺃﻥ ﻨﺴﺒﺔ ‪ %80‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻝﻤﺭﻀﻰ ﺍﻝﺫﻴﻥ ﻗﺎﻡ ﺒﻌﻼﺠﻬـﻡ‬
‫ﻜﺎﻨﻭﺍ ﻤﺼﺎﺒﻴﻥ ﺒﺤﺎﻻﺕ ﻤﺭﻀﻴﺔ ﻨﺎﺠﻤﺔ ﻋﻥ ﻀﻐﻭﻁ‪ ،‬ﻭﺃﻥ ﺍﻝﻐﺎﻝﺒﻴﺔ ﺍﻝﻌﻅﻤﻰ ﻤـﻥ ﻫـﺫﻩ‬
‫ﺍﻝﺤﺎﻻﺕ ﻤﻨﺸﺅﻫﺎ ﻤﻜﺎﻥ ﺍﻝﻌﻤل )ﺍﻝﻤﺸﻌﺎﻥ‪ ،2001 ،‬ﺹ‪.(68‬‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ : 04‬ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﺎﺠﻤﺔ ﻋﻥ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨﻲ‬
‫)ﺍﻝﻤﺼﺩﺭ‪ :‬ﻋﻭﻴﺩ ﺍﻝﻤﺸﻌﺎﻥ‪ 2001،‬ﻓﻲ ﻝﻴﻠﻰ ﺸﺭﻴﻑ‪ ،2003،‬ﺹ ﺹ‪ 59-58‬ﺒﺘﺼﺭﻑ(‬
‫ﺍﻻﻀــــﻁﺭﺍﺒﺎﺕ‬
‫‪%‬‬ ‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ‬ ‫‪%‬‬
‫ﺍﻝﺠﺴﺩﻴﺔ‬
‫‪69.6‬‬ ‫‪ 27.4‬ﺍﻝﺘﻌﺏ‬ ‫ﺍﻝﺼﺩﺍﻉ ﺍﻝﻨﺼﻔﻲ‬
‫‪60‬‬ ‫‪09.6‬‬
‫‪54.4‬‬ ‫‪ 08.1‬ﻋﺩﻡ ﺍﻝﺘﻌﻘل ‪irritation‬‬ ‫ﺍﺭﺘﻔﺎﻉ ﻀﻐﻁ ﺍﻝﺩﻡ‬
‫‪42.2‬‬ ‫‪ 05.9‬ﺍﻝﻘﻠﻕ‬ ‫ﺍﻝﻨﻘﺭﺱ‬
‫‪35.6‬‬ ‫‪04.4‬‬
‫ﺍﻝﺘﻭﺘﺭ‬ ‫ﺍﻹﻜﺯﻴﻤﺎ‬
‫‪34.8‬‬ ‫‪02.2‬‬
‫‪34.1‬‬ ‫ﺍﻝﻐﻀﺏ‬ ‫ﻗﺭﺤﺔ‬
‫‪34.1‬‬ ‫ﺍﻹﺤﺒﺎﻁ‬ ‫ﺍﻝﺭﺒﻭ‬
‫‪25.9‬‬
‫‪23.7‬‬ ‫ﺍﻷﺭﻕ‬
‫ﻋﺩﻡ ﺍﻝﺭﻀﺎ ﻋﻥ ﺍﻝﻌﻤـل ﻭ‬
‫ﺍﻝﺤﻴﺎﺓ‬
‫ﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ‬
‫ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﻭ ﺇﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺴﺒﻕ ﺫﻜـﺭﻩ ﻤـﻥ ﺍﻀـﻁﺭﺍﺒﺎﺕ ﻫﻨـﺎﻙ‪ :‬ﺍﻀـﻁﺭﺍﺒﺎﺕ ﺍﻝﺸـﻬﻴﺔ‪،‬‬
‫ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺠﻨﺴﻴﺔ‪ ،‬ﺍﻝﺘﻌﺏ‪ ،‬ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻜﻼﻡ‪ ،‬ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻭﻡ‪ ،‬ﺘﻌـﺭﻕ ﺸـﺩﻴﺩ‪،‬‬
‫ﺁﻻﻡ ﺍﻝﻅﻬﺭ ﻭﺍﻝﻌﻨﻕ ‪)...‬ﻋﺒﺩ ﺍﻝﺨﺎﻝﻕ‪ ،1993 ،‬ﺹ‪.(351‬‬

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‫‪ /2‬ﺘﺄﺜﻴﺭﺍﺕ ﻨﻔﺴﻴﺔ‪:‬‬
‫ﻴﻤﻜﻥ ﻝﻠﻤﻭﺍﻗﻑ ﺍﻝﻤﺠﻬﺩﺓ ﺃﻥ ﺘﺅﺜﺭ ﺃﻴﻀﺎ ﻋﻠﻰ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻝﻠﻔﺭﺩ‪ ،‬ﻓﺘﺠﻌﻠﻪ ﻴﺸـﻌﺭ‬
‫ﺒﻤﺸﺎﻋﺭ ﺴﻠﺒﻴﺔ ﻜﺎﻹﺤﺒﺎﻁ‪ ،‬ﻭﺍﻻﻜﺘﺌﺎﺏ )‪ ،(Erickson&al,2001,pp41-49‬ﻭﺴـﺭﻋﺔ‬
‫ﺍﻻﻨﻔﻌﺎل‪ ،‬ﻭﺘﻘﻠﺏ ﺍﻝﻤﺯﺍﺝ ﻭﺍﻝﻌﺼﺒﻴﺔ‪ ،‬ﻭﺍﻝﻐﻀﺏ ﻭﺍﻝﻌﺩﻭﺍﻨﻴﺔ‪ ،‬ﻭﺍﻝﻘﻠﻕ‪ ،‬ﻭﻓﻘـﺩﺍﻥ ﺍﻝﺸـﻌﻭﺭ‬
‫ﺒﺎﻷﻤﻥ‪ ،‬ﻭﺍﻨﺨﻔﺎﺽ ﺘﻘﺩﻴﺭ ﺍﻝﺫﺍﺕ ﻭﺍﻻﺭﺘﺒﺎﻙ‪ ،‬ﻭﺍﻝﻭﻫﻡ‪ ،‬ﻭﺍﻝﻤﻠـل‪ ،‬ﻭﺍﻨﺨﻔـﺎﺽ ﺍﻝﺩﺍﻓﻌﻴـﺔ‪،‬‬
‫ﻭﺍﻝﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻝﻜﻔﺎﺀﺓ ﻭﺒﻌﺩﻡ ﺍﻝﺠﺩﻭﻯ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻻﺤﺘﺭﺍﻕ ﺍﻝﻨﻔﺴﻲ‪ ،‬ﻭﻗﺩ ﻴﺼل ﺍﻷﻤﺭ ﺒﻪ‬
‫ﺇﻝﻰ ﺒﻼﺩﺓ ﻤﺸﺎﻋﺭ‬
‫)‪.(Cranwell-Ward 1987; Dore 1990 in Youssef, 2005, ,p17‬‬

‫‪ /3‬ﺘﺄﺜﻴﺭﺍﺕ ﻤﻌﺭﻓﻴﺔ‪:‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﺼﺤﺏ ﺍﻹﺠﻬﺎﺩ ﺍﻀﻁﺭﺍﺒﺎﺕ ﻤﻌﺭﻓﻴﺔ ﻜﺎﻝﺘﻲ ﺃﻅﻬﺭﺘﻬﺎ ﻨﺘـﺎﺌﺞ ﺩﺭﺍﺴـﺔ‬
‫ﺩﻴﻔﻴﺩ ﻓﻭﻨﺘﺎﻨﺎ ﺍﻝﺘﻲ ﺃﺸﺎﺭﺕ ﺇﻝﻰ ﺒﻌﺽ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺘﻌﺭﺽ ﻝﻠﻤﺠﻬﺩﺍﺕ‬
‫ﺍﻝﺤﺎﺩﺓ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻅﻬﺭ ﻓﻲ‪:‬‬
‫‪ -‬ﻨﻘﺹ ﻤﺩﻯ ﺍﻻﻨﺘﺒﺎﻩ‪ ،‬ﻓﻴﻘل ﺍﻝﺘﺭﻜﻴﺯ ﻭﺘﻀﻌﻑ ﺍﻝﻤﻼﺤﻅﺔ‪.‬‬
‫‪ -‬ﻴﺯﺩﺍﺩ ﺍﻀﻁﺭﺍﺏ ﺍﻝﻘﺩﺭﺓ‪ ،‬ﻓﻴﻔﻘﺩ ﺍﻝﻔﺭﺩ ﻨﺴﺒﻴﺎ ﻀﺒﻁ ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﺃﻭ ﻤﺎ ﻴﻔﻜﺭ ﻓﻴﻪ ﺃﻭ ﻤﺎ ﻴﻘﺎل‬
‫ﺤﺘﻰ ﻓﻲ ﻤﻨﺘﺼﻑ ﺍﻝﺠﻤﻠﺔ‪.‬‬
‫‪ -‬ﺘﺘﺩﻫﻭﺭ ﺍﻝﺫﺍﻜﺭﺓ ﻗﺼﻴﺭﺓ ﺍﻝﻤﺩﻯ ﻭ ﻁﻭﻴﻠﺔ ﺍﻝﻤﺩﻯ‪ ،‬ﻓﺘﺘﻨﺎﻗﺹ ﻤـﺩﻯ ﺍﻝـﺫﺍﻜﺭﺓ‪ ،‬ﻭﻴﻘـل‬
‫ﺍﻻﺴﺘﺩﻋﺎﺀ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﻫﻭ ﻤﺄﻝﻭﻑ‪.‬‬
‫‪ -‬ﻴﺼﺒﺢ ﻤﻥ ﺍﻝﺼﻌﺏ ﺍﻝﺘﻨﺒﺅ ﺒﺴﺭﻋﺔ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻓﺘﻘل ﺴﺭﻋﺔ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻔﻌﻠﻴﺔ‪ ،‬ﻜﻤﺎ ﺃﻥ‬
‫ﻤﺤﺎﻭﻻﺕ ﺍﻝﺘﻌﻭﻴﺽ ﻗﺩ ﺘﺅﺩﻱ ﺇﻝﻰ ﻗﺭﺍﺭﺍﺕ ﻤﺘﺴﺭﻋﺔ‪.‬‬
‫‪ -‬ﻴﺯﺩﺍﺩ ﻤﻌﺩل ﺍﻷﺨﻁﺎﺀ ﻓﻲ ﺍﻝﻤﻬﺎﻡ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﻭﺘﺼﺒﺢ ﻗﺭﺍﺭﺍﺕ ﺍﻝﻔﺭﺩ ﻤﺸﻜﻭﻜﺎ‬
‫ﻓﻴﻬﺎ‪.‬‬
‫‪ -‬ﺘﺘﺩﻫﻭﺭ ﻗﻭﻯ ﺍﻝﺘﻨﻅﻴﻡ ﻭﺍﻝﺘﺨﻁﻴﻁ ﻁﻭﻴل ﺍﻷﻤﺩ‪ ،‬ﻓﻴﺼﺒﺢ ﺍﻝﻌﻘل ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻝﺘﻘﻴـﻴﻡ‬
‫ﺒﺩﻗﺔ ﻝﻠﻅﺭﻭﻑ ﺍﻝﺭﺍﻫﻨﺔ‪ ،‬ﺃﻭ ﺍﻝﺘﻨﺒﺅ ﺒﺎﻝﺘﺘﺎﺒﻌﺎﺕ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
‫‪ -‬ﺘﺯﺩﺍﺩ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻔﻜﺭﻴﺔ ﻭﺍﻝﻭﻫﻡ‪ ،‬ﻓﻴﺼﺒﺢ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻭﺍﻗـﻊ ﺃﻗـل ﻜﻔـﺎﺀﺓ‪ ،‬ﻭﺘﻘـل‬
‫ﻋﻨﺎﺼﺭ ﺍﻝﻨﻘﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﻭﺘﺼﻴﺭ ﺃﻨﻤﺎﻁ ﺍﻝﺘﻔﻜﻴﺭ ﻤﻀـﻁﺭﺒﺔ‪ ،‬ﻭﻻﻋﻘﻼﻨﻴـﺔ ﺃﻭ ﻏﻴـﺭ‬
‫ﻤﻨﻁﻘﻴﺔ )ﺒﻭﻥ ﻭﻋﻠﻲ‪ ،2003 ،‬ﺹ ﺹ‪.(14-13‬‬

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‫‪ /4‬ﺘﺄﺜﻴﺭﺍﺕ ﺴﻠﻭﻜﻴﺔ‪:‬‬
‫ﻋﻼﺌﻘﻴﺔ ﻜﻌﺩﻡ ﺍﻝﺜﻘﺔ ﻏﻴﺭ ﺍﻝﻤﺒﺭﺭﺓ ﺒﺎﻵﺨﺭﻴﻥ‪ ،‬ﻭﻨﺴﻴﺎﻥ ﺍﻝﻤﻭﺍﻋﻴﺩ ﺃﻭ ﺇﻝﻐﺎﺌﻬﺎ ﻗﺒل ﻓﺘـﺭﺓ‬ ‫•‬
‫ﻭﺠﻴﺯﺓ ﻭﺘﺼﻴﺩ ﺃﺨﻁﺎﺀ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻝﺘﻬﻜﻡ ﻭ ﺍﻝﺴﺨﺭﻴﺔ ﻤﻥ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺘﺒﻨـﻲ ﺍﺘﺠـﺎﻩ‬
‫ﺩﻓﺎﻋﻲ ﻓﻲ ﺍﻝﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻝﺘﻔﺎﻋل ﻤﻌﻬﻡ ﺒﺸﻜل ﺁﻝﻲ‪.‬‬
‫ﺃﺩﺍﺌﻴﺔ ﻜﺎﻨﺨﻔﺎﺽ ﺍﻹﻨﺘﺎﺠﻴﺔ‪ ،‬ﻭﺇﻨﺠﺎﺯ ﺍﻝﻤﻬﺎﻡ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺘﺤﻔﻅ‪ ،‬ﻭﺘﺯﺍﻴﺩ ﻋـﺩﺩ‬ ‫•‬
‫ﺍﻷﺨﻁﺎﺀ ﻭﺍﻝﺘﺄﺨﺭ‪ ،‬ﻭﺍﻝﺘﻐﻴﺏ‪ ،‬ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻬﺩﺌﺎﺕ‪ ،‬ﻭﺍﻹﻓﺭﺍﻁ ﻓـﻲ ﺍﻝﺘـﺩﺨﻴﻥ ﺃﻭ‬
‫ﺍﻷﻜل‪ ،‬ﻭﺘﻌـﺎﻁﻲ ﺍﻝﻜﺤـﻭل ﺃﻭ ﺍﻹﺩﻤـﺎﻥ ﻋﻠﻴـﻪ‪) ...‬ﺍﻨﻅـﺭ ﺍﻝﺠـﺩﻭل ﺭﻗـﻡ ‪(05‬‬
‫)‪.(Pascale&al, 2000, p157‬‬
‫ﻭ ﻓﻲ ﻨﻔﺱ ﺍﻝﺴﻴﺎﻕ ﺃﺸﺎﺭﺕ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻓﻭﻨﺘﺎﻨﺎ ﺃﻴﻀﺎ ﺇﻝﻰ ﺠﻤﻠـﺔ ﻤـﻥ ﺍﻝﺘـﺄﺜﻴﺭﺍﺕ‬
‫ﺍﻝﺴﻠﻭﻜﻴﺔ ﺘﻤﺜﻠﺕ ﻓﻲ‪:‬‬
‫‪ -‬ﺘﺯﺍﻴﺩ ﻤﺸﻜﻼﺕ ﺍﻝﻜﻼﻡ ﻜﺎﻝﺘﻠﻌﺜﻡ‪ ،‬ﻭﺍﻝﺘﺄﺘﺎﺓ‪ ،‬ﻭﺍﻝﻔﺄﻓﺄﺓ‪ ،‬ﻭﻗﺩ ﺘﻅﻬﺭ ﻝﺩﻯ ﻷﻓﺭﺍﺩ ﻝﻡ ﺘﻜﻥ ﻝﺩﻴﻬﻡ‬
‫ﻤﺜل ﻫﺫﻩ ﺍﻻﻀﻁﺭﺍﺒﺎﺕ‪.‬‬
‫‪ -‬ﻨﻘﺹ ﺍﻝﻤﻴﻭل ﻭﺍﻷﻫﺩﺍﻑ ﻓﻴﺘﺨﻠﻰ ﺍﻝﻔﺭﺩ ﻋﻥ ﺃﻫﺩﺍﻓﻪ ﺍﻝﺤﻴﺎﺘﻴﺔ‪ ،‬ﻭﻗﺩ ﻴﺘﻭﻗﻑ ﻋﻥ ﻤﻤﺎﺭﺴﺔ‬
‫ﻫﻭﺍﻴﺎﺘﻪ‪ ،‬ﻭﻗﺩ ﻴﺘﺨﻠﺹ ﻤﻥ ﺃﻤﺘﻌﺘﻪ ﺃﻭ ﻤﻤﺘﻠﻜﺎﺘﻪ‪.‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ :05‬ﺘﺎﺜﻴﺭﺍﺕ ﺍﻹﺠﻬـﺎﺩ ﻋﻠـﻰ ﺍﻝﻤﺴـﺘﻭﻯ ﺍﻝﻔـﺭﺩﻱ‪ ،‬ﺍﻝﻌﻼﺌﻘـﻲ ﻭ‬

‫ﺍﻝﺘﻨﻴﻅﻴﻤﻲ‬
‫)ﺍﻝﻤﺼﺩﺭ‪( Pascale&al in Chmiel, 2000, p157 :‬‬
‫ﻤﺴﺘﻭﻯ‬
‫ﺘﻨﻅﻴﻤﻲ‬ ‫ﻋﻼﺌﻘﻲ‬ ‫ﻓﺭﺩﻱ‬
‫ﺍﻝﺘﺄﺜﻴﺭ‬
‫ﺘﻐﻴﺭﺍﺕ ﻫﺭﻤﻭﻨﻴﺔ‬
‫ﺍﻀــــــﻁﺭﺍﺒﺎﺕ‬
‫ﺴﻴﻜﻭﺴﻭﻤﺎﺘﻴﺔ‬
‫ﺍﻀــﻁﺭﺍﺏ ﺍﻝﺠﻬــﺎﺯ‬
‫ﺠﺴﺩﻱ‬
‫ﺍﻝﻤﻨﺎﻋﻲ‬
‫ﺁﻻﻡ ﺠﺴﻤﻴﺔ)ﺼـﺩﺍﻉ‪،‬‬
‫ﻏﺜﻴﺎﻥ‪(...‬‬

‫ـﻴﺔ‬
‫ﺤﺴﺎﺴـــ‬
‫ﻗﻠﻕ‪ ،‬ﺘﻭﺘﺭ‪ ،‬ﻏﻀـﺏ‪،‬‬
‫ﻤﻔﺭﻁﺔ‬
‫ﻋﺩﻡ ﺍﻝﺭﻀﺎ‬ ‫ﺒﻼﺩﺓ‬ ‫ﻋﺎﻁﻔﻲ‬
‫ﺴــــﺭﻋﺔ‬
‫‪ ،‬ﻤﺯﺍﺝ ﻤﻜﺘﺌﺏ‬
‫ﺍﻻﻨﻔﻌﺎل‬

‫ﻗﻠﺔ ﺍﻝﻤﺒـﺎﺩﺭﺓ‪ ،‬ﻤﻘﺎﻭﻤـﺔ‬ ‫ﻓﻘــﺩﺍﻥ ﺍﻝﺤﻤــﺎﺱ‪ ،‬ﻋﺩﻡ ﺍﻻﻫﺘﻤﺎﻡ‬

‫ﺍﻝﺫﻫﺎﺏ ﻝﻠﻌﻤـل‪ ،‬ﻓﻘـﺩﺍﻥ‬ ‫ﺒﺎﻵﺨﺭﻴﻥ‬ ‫ﺍﻨﺨﻔﺎﺽ ﺍﻝﺭﻭﺡ‬
‫ﺩﺍﻓﻌﻲ‬
‫ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻝﻌﻤل‬ ‫ﺍﻝﻤﻌﻨﻭﻴﺔ‪ ،‬ﺨﻴﺒﺔ ﺃﻤـل‪ ،‬ﺍﻝﻼﻤﺒﺎﻻﺓ‬
‫ﺘﺭﺩﻱ ﺍﻝﻭﺍﺯﻉ ﺍﻷﺨﻼﻗﻲ‬ ‫ﻓﺘﻭﺭ ﺍﻝﻬﻤﺔ‬ ‫ﺯﻫﺩ‪ ،‬ﻤﻠل‬

‫ﻋﺩﺍﺌﻴﺔ‬ ‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﻤﻌﺭﻓﻴﺔ‬

‫ﺍﺤﺘﻘﺎﺭ ﺍﻝﺩﻭﺭ‪ ،‬ﺍﻝﺸـﻌﻭﺭ‬ ‫ﺼﻌﻭﺒﺔ ﻓـﻲ ﺍﺘﺨـﺎﺫ ﺸﻙ‬ ‫ﻤﻌﺭﻓﻲ‬
‫ﺒﻌﺩﻡ ﺍﻝﺘﻘﺩﻴﺭ‪ ،‬ﻋﺩﻡ ﺍﻝﺜﻘـﺔ‬ ‫ﺇﺴﻘﺎﻁ‬ ‫ﺍﻝﻘﺭﺍﺭﺍﺕ‬

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‫ـﺎﺀ ﻭ‬
‫ـﺎﻝﺯﻤﻼﺀ ﻭﺍﻝﺭﺅﺴـ‬
‫ﺒـ‬
‫ﺍﻹﺩﺍﺭﺓ‬

‫ـﻠﻭﻙ‬
‫ﺴــــ‬
‫ﻨﺸﺎﻁ ﻤﻔﺭﻁ‪ ،‬ﺍﻹﻓﺭﺍﻁ‬
‫ﻋـــﺩﻭﺍﻨﻲ‪،‬‬
‫ﺃﺩﺍﺀ ﻀﻌﻴﻑ‬ ‫ﻓﻲ‬
‫ﺼﺭﺍﻋﺎﺕ‬
‫ﺍﻨﺨﻔﺎﺽ ﺍﻹﻨﺘﺎﺝ‬ ‫ﺍﺴﺘﻬﻼﻙ ﺍﻝﻤﻨﺒﻬـﺎﺕ ﻭ‬
‫ﻋﺯﻝـــــﺔ‬ ‫ﺴﻠﻭﻜﻲ‬
‫ﺘﺄﺨﺭ‪ ،‬ﺘﻐﻴﺏ‪ ،‬ﺘﻐﻴﻴﺭ ﺍﻝﻌﻤل‬ ‫ﺤﺘﻰ ﺍﻝﻤﺨﺩﺭﺍﺕ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺸـﻬﻴﺔ‪،‬‬
‫ﺍﻨﻔﺠـــﺎﺭﺍﺕ‬
‫ﺴﻠﻭﻙ ﺍﻨﺩﻓﺎﻋﻲ‬
‫ﻋﻨﻴﻔﺔ‬

‫‪ -‬ﺘﻀﻁﺭﺏ ﻋﺎﺩﺍﺕ ﺍﻝﻨﻭﻡ‪ ،‬ﻓﻴﻌﺎﻨﻲ ﺍﻝﻔﺭﺩ ﻤﻥ ﻤﺸﻜﻼﺕ ﺍﻝﻨﻭﻡ‪.‬‬

‫‪ -‬ﺘﺯﺍﻴﺩ ﺴﻭﺀ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻘﺎﻗﻴﺭ‪ ،‬ﻓﻴﺼﻴﺭ ﻭﺍﻀﺤﺎ ﻤﻴل ﺍﻝﻔـﺭﺩ ﻝﺘﻨـﺎﻭل ﺍﻝﻜﺤﻭﻝﻴـﺎﺕ‪ ،‬ﻭ‬
‫ﺍﻝﻜﺎﻓﻴﻴﻥ‪ ،‬ﺃﻭ ﻤﻭﺍﺩ ﻨﻴﻜﻭﺘﻴﻨﻴﺔ ﺴﻭﺍﺀ ﺒﻁﺭﻴﻘﺔ ﺸﺭﻋﻴﺔ ﺃﻭ ﻏﻴﺭ ﺸﺭﻋﻴﺔ‪.‬‬
‫‪ -‬ﺘﺯﺍﻴﺩ ﺘﺄﺨﺭ ﻭﺘﻐﻴﺏ ﺍﻝﻔﺭﺩ ﻋﻥ ﺍﻝﻌﻤل ﺒﺴﺒﺏ ﺍﻝﻤﺭﺽ ﺃﻭ ﺍﻝﺘﻤـﺎﺭﺽ )ﺒـﻭﻥ ﻭﻋﻠـﻲ‪،‬‬
‫‪ ،2003‬ﺹ‪.(14‬‬
‫ﻭﻫﻲ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﺼل ﻓﻲ ﺤﺎﻝﺘﻬﺎ ﺍﻝﻘﺼﻭﻯ ﺇﻝﻰ ﺴﻠﻭﻜﺎﺕ ﻜﺎﻻﻨﺘﺤﺎﺭ؛ ﺤﻴـﺙ‬
‫ﺃﺸﺎﺭ ﻓﻲ ﻫﺫﺍ ﺍﻝﺼﺩﺩ ﺘﻘﺭﻴﺭ ﺍﻝﻤﻜﺘﺏ ﺍﻝﺩﻭﻝﻲ ﻝﻠﻌﻤل)‪ 2003 (BIT‬ﺃﻥ ﻤﻌﺩﻻﺕ ﺍﻝﻭﻓﻴـﺎﺕ‬
‫ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﺸﺭﻁﺔ ﻗﺩ ﺃﻅﻬﺭﺕ ﻓﻲ ﺭﻭﻤﺎ ﺍﺭﺘﻔﺎﻉ ﻤﻌﺩل ﺍﻻﻨﺘﺤﺎﺭ ﻝﺩﻯ ﻫﺫﻩ ﺍﻝﻔﺌـﺔ ﺒــ‬
‫‪ 1.97‬ﻤﺭﺓ ﻤﻘﺎﺭﻨﺔ ﺒﺒﻘﻴﺔ ﺍﻝﺴﻜﺎﻥ ﻭﻓﻲ ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺒـ ‪ 1.8‬ﻤﺭﺓ ﻤﻘﺎﺭﻨﺔ‬
‫ﺒﺎﻝﻤﻬﻥ ﺍﻷﺨﺭﻯ )‪.(OIT, 2003B‬‬

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‫ﺜﺎﻨﻴﺎ‪ :‬ﺘﺄﺜﻴﺭﺍﺕ ﺍﻹﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ‬

‫ﺘﺘﺄﺜﺭ ﺍﻝﻤﻨﻅﻤﺔ ﺃﻴﻀﺎ ﺒﻤﺎ ﻴﻨﺠﺭ ﻋﻥ ﺍﻹﺠﻬﺎﺩ ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﺇﻴﺠﺎﺒﻴﺔ ﻜﺎﻨﺕ ﺃﻡ ﺴﻠﺒﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺴﺎﻫﻡ ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﻓﻲ ﺍﺭﺘﻔﺎﻉ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﺘﻲ ﺘﺘﻜﺒﺩﻫﺎ ﺍﻝﻤﻨﻅﻤﺔ )ﺍﻝﺨﺯﺍﻤـﻰ‪ ،‬ﺩﺕ‪ ،‬ﺹ‪(65‬‬
‫ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ‪ :06‬ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﻺﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ‬
‫)ﺍﻝﻤﺼﺩﺭ‪ :‬ﺍﻝﺨﺯﺍﻤﻰ‪ ،‬ﺩﺕ‪ ،‬ﺹ‪(65‬‬

‫ﺍﻝﺘﻜﻠﻔﺔ ﻏﻴﺭ ﺍﻝﻤﺒﺎﺸﺭﺓ‬ ‫ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺒﺎﺸﺭﺓ‬

‫ﺃ‪ .‬ﻓﻘﺩﺍﻥ ﺍﻝﺤﻤﺎﺱ ﻓﻲ ﺍﻷﺩﺍﺀ‪:‬‬ ‫ﺃ‪ .‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﻭ ﺍﻝﻌﻀﻭﻴﺔ‪:‬‬
‫ﺍﻨﺨﻔﺎﺽ ﺍﻝﻤﻌﻨﻭﻴﺎﺕ‪ ،‬ﻀﻌﻑ ﺍﻝﺘﺤﻔﻴﺯ‪ ،‬ﻋﺩﻡ‬ ‫ﺍﻝﻐﻴﺎﺏ‪ ،‬ﺍﻝﺘﺄﺨﻴﺭ‪ ،‬ﺍﻹﻀﺭﺍﺒﺎﺕ ﻭ ﺍﻝﺘﻭﻗﻔﺎﺕ‪،‬‬
‫ﺍﻝﺭﻀﺎ ﻋﻥ ﺍﻝﻌﻤل‬ ‫ﺍﺭﺘﻔﺎﻉ ﻤﻌﺩل ﺩﻭﺭﺍﻥ ﺍﻝﻌﻤل‬
‫ﺏ‪ .‬ﺠﻭﺩﺓ ﺍﻝﻌﻼﻗﺎﺕ ﻓﻲ ﺍﻝﻌﻤل‪:‬‬
‫ﻋﺩﻡ ﺜﻘﺔ‪ ،‬ﻋﺩﻡ ﺍﺤﺘﺭﺍﻡ‪ ،‬ﻜﺭﺍﻫﻴﺔ‬ ‫ﺏ‪ .‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﻭ ﺍﻝﻌﻀﻭﻴﺔ‪:‬‬
‫ﺇﻨﺘﺎﺠﻴﺔ ﺃﻗل ﻜﻤﺎ ﻭ ﻜﻴﻔﺎ‪ ،‬ﻤﻌﺩل ﺍﻝﺸـﻜﺎﻭﻯ ﺝ‪ .‬ﺍﻨﻬﻴﺎﺭ ﺨﻁﻭﻁ ﺍﻻﺘﺼﺎل‪:‬‬
‫ﺘﺩﻨﻰ ﻤﻌﺩﻻﺕ ﺍﻝﻠﻘﺎﺀﺍﺕ‪ ،‬ﺘﺤﺭﻴﻑ ﺍﻝﺭﺴﺎﺌل‬ ‫ﻤﺭﺘﻔﻊ‪،‬‬
‫ﻨﺴﺒﺔ ﺍﻝﺤﻭﺍﺩﺙ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﺃﻋﻁـﺎل ﺍﻵﻻﺕ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ‬
‫ﺩ‪ .‬ﻗﺭﺍﺭﺍﺕ ﺘﻨﻅﻴﻤﻴﺔ ﺨﺎﻁﺌﺔ‬ ‫ﻜﺜﻴﺭﺓ‪،‬‬
‫ﻫـ‪ .‬ﺘﻜﻠﻔﺔ ﺍﻝﻔﺭﺹ ﺍﻝﻀﺎﺌﻌﺔ‬ ‫ﺴﻭﺀ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻭﺍﺩ‪ ،‬ﻀﻴﺎﻉ ﺍﻝﻭﻗﺕ‬

‫ﻭ ﻓﻴﻤﺎ ﻴﻠﻲ ﺘﻨﺎﻭل ﻷﻫﻡ ﻫﺫﻩ ﺍﻝﻤﺅﺸﺭﺍﺕ‪:‬‬

‫
ﺍﻷﺩﺍﺀ‪:‬‬
‫ﺤﻴﺙ ﻜﺎﻥ ﺍﻻﻋﺘﻘﺎﺩ ﺍﻝﺴﺎﺌﺩ ﻓﻲ ﺍﻝﻤﺎﻀﻲ‪ ،‬ﺃﻥ ﻤﻌﺩﻻ ﻤﻨﺨﻔﻀﺎ ﻤﻥ ﺍﻹﺠﻬـﺎﺩ ﻴـﺭﺘﺒﻁ‬
‫ﺒﻤﻌﺩل ﺃﻋﻠﻰ ﻤﻥ ﺍﻷﺩﺍﺀ ﻭ ﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‪ .‬ﻭﺭﻏﻡ ﺼﺤﺔ ﻫﺫﺍ ﺍﻻﻋﺘﻘـﺎﺩ ﻓـﻲ ﺒﻌـﺽ‬
‫ﺍﻝﺤﺎﻻﺕ‪ ،‬ﺇﻻ ﺃﻨﻪ ﺜﺒﺕ ﻤﺅﺨﺭﺍ ﺃﻥ ﺍﻹﺠﻬﺎﺩ ﻴﺅﺜﺭ ﺴﻠﺒﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ ﺤﺘﻰ ﻓﻲ ﺃﻗل ﻤﻌﺩﻻﺘﻪ‬
‫)ﺴﻠﻁﺎﻥ‪ ،2002 ،‬ﺹ‪ ،(267‬ﻭﻫﻭ ﻤﺎ ﻴﻭﻀﺤﻪ ﻨﻤﻭﺫﺝ ﻫﺏ ‪ hebb‬ﻓـﻲ ﺍﻹﺠﻬـﺎﺩ ﻭ‬
‫ﻋﻼﻗﺘﻪ ﺒﺎﻷﺩﺍﺀ )ﺍﻨﻅﺭ ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ‪ (02‬ﺤﻴﺙ ﻴﺅﻜﺩ ﺃﻥ ﺍﻝﻌﻤل ﺫﻱ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻘﻠﻴﻠـﺔ‬
‫ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻝﻤﻠل‪ ،‬ﺇﺫ ﺘﻌﺘﺒﺭ ﺍﻝﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﻨﻭﻋﺎ ﻤﻥ ﺍﻝﺤـﻭﺍﻓﺯ ﻭﺍﻝﻤﻨﺸـﻁﺎﺕ؛‬

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‫ﻭﻝﻜﻥ ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﺇﺫﺍ ﺘﺠﺎﻭﺯﺕ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻰ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻝﻬﺎ ﻭﺍﻝﺘﻭﺍﻓﻕ ﻤﻌﻬﺎ‪ ،‬ﻓﺈﻨﻬﺎ‬
‫ﺘﺅﺩﻱ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻝﻘﻠﻕ ﺘﺅﺜﺭ ﺴﻠﺒﺎ ﻋﻠﻰ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﻗﺩ ﻴﺅﺩﻱ ﺍﻹﻓـﺭﺍﻁ ﻓـﻲ‬
‫ﺍﻝﻤﺘﻁﻠﺒﺎﺕ )ﺸﺩﺓ ﻭﺍﺴﺘﻤﺭﺍﺭﺍ( ﺇﻝﻰ ﺍﻝﺘﻌﺏ ﻭﻓﻘﺩﺍﻥ ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻷﺩﺍﺀ ﻜﻜـل‪ ،‬ﻭﺒﺎﻝﺘـﺎﻝﻲ‬
‫ﺍﻹﻨﻬﺎﻙ ﺍﻝﻨﻔﺴﻲ )ﻋﺜﻤﺎﻥ‪ ،2001 ،‬ﺹ‪.(104‬‬
‫ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ ‪ :02‬ﻋﻼﻗﺔ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﻤل ﺒﺎﻷﺩﺍﺀ ﺤﺴﺏ ﻨﻤﻭﺫﺝ ‪Hebb‬‬
‫)ﺍﻝﻤﺼﺩﺭ‪ :‬ﻋﺜﻤﺎﻥ‪ ،2001 ،‬ﺹ‪(104‬‬

‫ﺫﻭﺭﺓ ﺍﻷﺩﺍﺀ‬
‫ﺃﺩﺍﺀ ﺍﻷﻓﺭﺍﺩ‬
‫ﺇﻨﻬﺎﻙ‬
‫ﺍﻝﺩﺍﻓﻌﻴﺔ‬
‫ﺯﻴﺎﺩﺓ‬
‫ﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﻌﻤل‬

‫ﻜﺜﻴﺭﺓ ﺤﻭل ﺃﺨﻁﺎﺀ ﻋﻤـﺎل‬

‫ﻗﻠﻴﻠﺔ ﻴﺅﻜﺩ ﻭﺍﺵ ‪ wash‬ﻤﺎ ﺫﻫﺏ ﺇﻝﻴﻪ ﻫﺏ ‪ hebb‬ﻓﻲ ﺩﺭﺍﺴﺔ ﻗﺎﻡ‬‫ﻭ‬
‫ﻤﺤﻁﺔ ﻝﻠﻁﺎﻗﺔ ﺍﻝﺫﺭﻴﺔ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻁﺎﺭﺌﺔ )ﺍﻨﻅﺭ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ ،(07‬ﺤﻴﺙ ﺨﻠﺹ ﺇﻝـﻰ‬
‫ﺃﻥ‪:‬‬
‫‪ -‬ﺍﻝﺘﻔﺭﻴﻁ ﻓﻲ ﺍﻝﺘﻨﺒﻴﻪ ‪ sous–stimulation‬ﻴﺴﺒﺏ ﺍﻹﺠﻬﺎﺩ‪ ،‬ﺍﻝﺫﻱ ﻴﻅﻬﺭ ﻤـﻥ ﺨـﻼل‬
‫ﺍﻨﺨﻔﺎﺽ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻝﻠﻔﺭﺩ‪ ،‬ﻓﻤﻬﺎﻤﻪ ﺼﺎﺭﺕ ﺭﺘﻴﺒﺔ ﻏﻴﺭ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻝﺩﻴﻪ‪ .‬ﻭﺘﻌﺘﺒـﺭ‬
‫ﻭﻅﺎﺌﻑ ﻜﺩﻭﺭﻴﺎﺕ ﺍﻝﻤﺭﺍﻗﺒﺔ ﺍﻝﺭﻭﺘﻴﻨﻴﺔ ﻤﺜﺎﻻ ﺠﻴﺩﺍ ﻋﻠﻰ ﺫﻝﻙ‪ ،‬ﺤﻴﺙ ﺴﺠﻠﺕ ﻤﻌﺩﻻﺕ ﺃﺨﻁﺎﺀ‬
‫ﺘﻔﻭﻕ ‪.%50‬‬
‫‪ -‬ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺍﻝﺘﻨﺒﻴﻪ ‪ sur-stimulation‬ﻴﺯﻴﺩ ﻋﻥ ﻤﻌﺩﻻﺕ ﺍﻷﺨﻁﺎﺀ‪ ،‬ﺍﻝﺘﻲ ﺘﺸﺘﺩ ﻓـﻲ‬
‫ﺍﻝﺤﺎﻻﺕ ﺍﻝﻁﺎﺭﺌﺔ ﺍﻝﺘﻲ ﺘﺸﻜل ﺨﻁﺭﺍ ﻜﺒﻴﺭﺍ‪ ،‬ﻭﻴﻌﻁﻲ ﺍﻝﺠﺩﻭل ﺍﻝﻤﻭﺍﻝﻲ ﺃﻤﺜﻠﺔ ﻋﻥ ﺍﺤﺘﻤﺎﻻﺕ‬
‫ﺍﺭﺘﻜﺎﺏ ﺍﻝﻌﺎﻤل ﻷﺨﻁﺎﺀ ﻓﻲ ﻤﻭﻗﻑ ﻁﺎﺭﻯﺀ ) ‪.(Chaabane, 1989, p24‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ‪ :07‬ﺘﻘﺩﻴﺭ ﺍﺤﺘﻤﺎﻻﺕ ﺍﺭﺘﻜﺎﺏ ﺍﻝﻔﺭﺩ ﻝﻸﺨﻁﺎﺀ ﻤﻥ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻁﺎﺭﺌﺔ‪.‬‬

‫)ﺍﻝﻤﺼﺩﺭ‪(Wash, 1979 in Chaabane, 1989, p24 :‬‬
‫ﺍﺤﺘﻤﺎل ﺨﻁﺄ ﺍﻝﻌﺎﻤل‬ ‫ﺍﻝﻭﻗﺕ ﺒﺩﺀﺍ ﻤﻥ ﺤﺩﻭﺙ ﺍﻝﻤﻭﻗﻑ ﺍﻝﻁﺎﺭﺉ‬
‫ﺘﻘﺭﻴﺒﺎ ‪1.0‬‬ ‫ﺨﻼل ﺍﻝﺩﻗﻴﻘﺔ ﺍﻷﻭﻝﻰ‬
‫‪0.9‬‬ ‫ﺒﻌﺩ ﺨﻤﺱ ﺩﻗﺎﺌﻕ‬
‫‪0.1‬‬ ‫ﺒﻌﺩ ‪ 30‬ﺩﻗﻴﻘﺔ‬
‫‪0.01‬‬ ‫ﺒﻌﺩ ﻋﺩﺓ ﺴﺎﻋﺎﺕ‬

‫ﺃﻤﺎ ﺍﻴﻔﺎﻨﺴﻔﺘﺘﺵ ﻭ ﻤﺎﺘﻴﺴﻭﻥ ‪ 1980‬ﻓﻴﺭﻴﺎﻥ ﻤﻥ ﺨﻼل ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ)‪ (03‬ﺃﻨﻪ ﻋﻨﺩﻤﺎ‬

‫ﻴﻜﻭﻥ ﻤﺴﺘﻭﻯ ﺍﻹﺠﻬﺎﺩ ﻤﻨﻌﺩﻤﺎ ﺃﻭ ﻀﻌﻴﻔﺎ ﺠﺩﺍ ﻓﺈﻥ ﺍﻝﻔﺭﺩ ﺍﻝﻌﺎﻤل ﻴﻜﻭﻥ ﻓـﻲ ﺍﺴـﺘﻁﺎﻋﺘﻪ‬
‫ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻝﺤﺎﻝﻲ ﻝﻜﻥ ﺩﻭﻥ ﺃﻥ ﻴﺴﺘﺤﺙ ﺍﻝﻔﺭﺩ ﺃﻭ ﻴﻨﺸﻁ‬
‫ﺍﻝﻤﺨﻁﻁ ﺭﻗﻡ ‪ :03‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻹﺠﻬﺎﺩ ﻭ ﺍﻷﺩﺍﺀ‬
‫)ﺍﻝﻤﺼﺩﺭ‪ 1980 Ivancevich&Mattesson :‬ﻓﻲ ﻜﺸﺭﻭﺩ‪ ،1995 ،‬ﺹ‪(341‬‬

‫ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ‬

‫ﻤﺭﺘﻔﻊ‬

‫ﻋﺎل‬ ‫ﻤﺘﻭﺴﻁ‬

‫ﻤﻨﺨﻔﺽ‬ ‫ﻤﻨﺨﻔﺽ‬
‫ﺍﻹﺠﻬﺎﺩ‬ ‫ﻤﺴﺘﻭﻯ‬

‫ﺃﻤﺎ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻨﺨﻔﺽ‪ ،‬ﻓﻴﺘﻀﺢ ﺃﻥ ﺍﻝﻔﺭﺩ ﺍﻝﻌﺎﻤل ﻴﺴﺘﺤﺙ ﻭﻴﻨﺸﻁ ﺒﺩﺭﺠﺔ‬
‫ﻜﺎﻓﻴﺔ ﻝﺘﺤﻔﻴﺯﻩ ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ‪ .‬ﻝﻜﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﻌﺎﻝﻲ ﻤـﻥ ﺍﻹﺠﻬـﺎﺩ ﻴﻔﺴـﺢ‬
‫ﺍﻝﻤﺠﺎل ﺃﻤﺎﻡ ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﻠﻅﻬﻭﺭ ﻜﺎﻝﺘﻌﺏ‪ ،‬ﻭ ﺍﻝﺸﻌﻭﺭ ﺒﻌﺩﻡ ﺍﻝﺭﻀﺎ‪ ،‬ﻭ ﻋﺩﻡ ﺍﻝﺭﺍﺤﺔ‪،‬‬

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‫ﻭ ﺍﻝﺤﺴﺎﺴﻴﺔ‪...‬ﺍﻝﺦ‪ .‬ﻭ ﺘﻜﻭﻥ ﻨﺘﻴﺠﺔ ﺫﻝﻙ ﺃﻥ ﺍﻷﺩﺍﺀ ﻴﺒﺩﺃ ﻓﻲ ﺍﻻﻨﺨﻔﺎﺽ‪ ،‬ﻭﺴﺒﺏ ﺫﻝﻙ ﻫـﻭ‬
‫ﺃﻥ ﺤـﺩﺓ ﺍﻹﺠﻬـﺎﺩ ﺘﺴﺘﻬﻠﻙ ﻁﺎﻗﺔ ﻭﺍﻨﺘﺒﺎﻩ ﺍﻝﻌﺎﻤل‪ ،‬ﻓﻲ ﻤﺤﺎﻭﻝﺔ ﺘﺭﻜﻴـﺯ ﺠﻬـﻭﺩﻩ ﻋﻠـﻰ‬
‫ﺘﺨﻔﻴﺽ ﻤﺼﺎﺩﺭ ﺍﻹﺠﻬﺎﺩ )ﻜﺸﺭﻭﺩ‪ ،1995 ،‬ﺹ ﺹ‪.(342-341‬‬

‫ﻭ ﻴﻌﺘﺒﺭ ﺍﻨﺨﻔﺎﺽ ﺍﻻﻝﺘﺯﺍﻡ ﺍﻝﺘﻨﻅﻴﻤﻲ ﻤﻥ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﺩﺍﻝﺔ ﻋﻠـﻰ ﺍﺭﺘﻔـﺎﻉ ﻤﺴـﺘﻭﻯ‬ ‫
‬
‫ﺍﻹﺠﻬﺎﺩ‪ ،‬ﺤﻴﺙ ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺔ ﺘﻘﻲ ‪ 2002‬ﺤﻭل ﻋﻼﻗﺔ ﺍﻻﻝﺘﺯﺍﻡ ﺍﻝﺘﻨﻅﻴﻤـﻲ ﺒﺎﻹﺠﻬـﺎﺩ‬
‫ﺍﻝﻤﻬﻨﻲ ﻝﺩﻯ ‪ 230‬ﻤﻭﻅﻔﺔ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺎﺕ ﺍﻝﺼﺤﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺍﻝﻜﻭﻴﺘﻴﺔ‪ ،‬ﻭﺠـﻭﺩ ﻋﻼﻗـﺔ‬
‫ﻋﻜﺴﻴﺔ ﻤﻌﻨﻭﻴﺔ ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﺒﻴﻨﻬﻤﺎ‪ .‬ﻭﻫﻲ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘـﻲ ﺘﻭﺼـﻠﺕ ﺇﻝﻴﻬـﺎ‬
‫ﺩﺭﺍﺴــﺎﺕ ﺒــﺎﺤﺜﻴﻥ ﺁﺨــﺭﻴﻥ ﺃﻤﺜــﺎل‪،1992 Jamal&Baba ،1990Jamal :‬‬
‫‪) 1995 Jamal&Badawi‬ﺹ ﺹ ‪.(65-45‬‬

‫ﻜﻤﺎ ﺃﻥ ﺩﻭﺭﺍﻥ ﺍﻝﻌﻤل ‪ turnover‬ﻭﺍﻝﺘﻐﻴﺏ ‪ absenteism‬ﻤﻥ ﺍﻝﺴـﻠﻭﻜﺎﺕ ﺍﻝﺘـﻲ‬ ‫
‬

‫ﺘﻨﺎﺴﺏ ﺍﻝﻌﺎﻤل ﻝﻼﻨﺴﺤﺎﺏ ﻤﻥ ﺍﻝﻤﻬﺎﻡ ﺃﻭ ﺍﻝﻭﻅﺎﺌﻑ‪ ،‬ﺍﻝﺘﻲ ﻴﻭﺍﺠﻪ ﻓﻴﻬﺎ ﻤﺴﺘﻭﻴﺎﺕ ﻋﺎﻝﻴﺔ ﻤﻥ‬
‫ﺍﻹﺠﻬﺎﺩ‪ .‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﺼﺩﺩ ﺘﺸﻴﺭ ﻤﻌﻅﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺇﻝﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺩﺍﻝﺔ ﺒﻴﻥ ﺍﻹﺠﻬﺎﺩ‬
‫ﻓﻲ ﺍﻝﻌﻤل ﻭﺒﻴﻥ ﺘﺭﻙ ﺍﻝﻭﻅﻴﻔﺔ ﻭﺍﻝﺘﻐﻴﺏ‪ ،‬ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﺍﻝﺫﻱ ﺘﻭﺼﻠﺕ ﺩﺭﺍﺴﺔ ‪Swinnen,‬‬
‫‪ Moors, Govaert 1994‬ﺇﻝﻰ ﻨﺘﻴﺠﺔ ﻤﺅﺩﺍﻫﺎ ﺃﻥ ﺜﻠﺙ ﺤﺎﻻﺕ ﺍﻝﺘﻐﻴﺏ ﻋﻥ ﺍﻝﻌﻤل ﺘﺭﺠﻊ‬
‫ـﻐﻭﻁ‬
‫ـﺒﺒﻬﺎ ﺍﻝﻀـــــــ‬
‫ـﺭﺍﺽ ﺘﺴـــــــ‬
‫ﺇﻝــــــ ـﻰ ﺃﻤـــــــ‬
‫)‪ .(http://www.ulb.ac.be/soco/creatic/chp2astr.html‬ﻭ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﺅﻜــﺩ ﻫــﺫﻩ ﺍﻝﻌﻼﻗــﺔ ﺃﻭﺭﺩ ﺁﺩﻡ ﺍﻝﻌﺘﻴﺒــﻲ ﺩﺭﺍﺴــﺎﺕ‪،1981 Trivedi&al :‬‬
‫‪،1987‬‬ ‫‪Hendrix&al ،1987 Evans&al ،1983 Arnault&Dolan‬‬
‫ـﻲ ‪،1997) 1997‬‬
‫‪ ،1992 Tang&Hammontree ،1992 Ramanathan‬ﺍﻝﻌﺘﻴﺒـ‬
‫ﺹ ﺹ‪.(199-177‬‬
‫ﻭ ﺘﺭﺘﺒﻁ ﺤﻭﺍﺩﺙ ﺍﻝﻌﻤل ﺒﻌﻭﺍﻤل ﻤﻥ ﺒﻴﻨﻬﺎ ﺍﻹﺠﻬﺎﺩ ﻓﺎﻝﺩﻭﺭ ﺍﻝﻐﺎﻤﺽ ﻝﻠﻌﺎﻤل‪ ،‬ﻭﺴﻭﺀ‬ ‫
‬
‫ﺘﻨﻅﻴﻡ ﺍﻝﻌﻤل‪ ،‬ﻭﺍﻻﺘﺼﺎل ﺍﻝﻀﻌﻴﻑ‪ ،‬ﻭﺼﺭﺍﻉ ﺍﻝﺘﻭﻗﻌﺎﺕ ﻜﻠﻬﺎ ﺘﻤﻴل ﺇﻝﻰ ﺇﻨﺘﺎﺝ ﺴﻠﻭﻙ ﻏﻴﺭ‬
‫ﺁﻤﻥ؛ ﺒﺤﻴﺙ ﺍﻋﺘﺒﺭ ﺍﻹﺠﻬﺎﺩ ﻋﺎﻤﻼ ﻤﺴﺎﻫﻤﺎ ﻓﻲ ﻤﺎ ﻴﻘﺎﺭﺏ ﺍﻝﺨﻤﺴﺔ ﻤﻼﻴﻴﻥ ﺤﺎﺩﺙ ﻋﻤـل‬
‫ﺴﻨﺔ ‪ 1994‬ﺒﺎﻻﺘﺤﺎﺩ ﺍﻷﻭﺭﻭﺒﻲ‪ ،‬ﻭﻓﻲ ﺤﻭﺍﻝﻲ ‪ 48000‬ﺤﺎﻝـﺔ ﺍﻨﺘﺤـﺎﺭ ﺴـﻨﻭﻴﺎ‪ ،‬ﻭﻜـﺫﺍ‬
‫‪ 48000‬ﻤﺤﺎﻭﻝﺔ ﺍﻨﺘﺤـﺎﺭ) ‪SPF Emploi, Travail et Concertation Sociale,‬‬
‫‪.(2004, p19‬‬

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‫ﻭ ﻜﻤﻔﺎﺭﻗﺔ‪ ،‬ﻴﻤﻜﻥ ﻝﻠﺤﻀﻭﺭ ﺍﻝﺩﺍﺌﻡ )ﺃﻱ ﻀﺩ ﺍﻝﺘﻐﻴﺏ( ‪ présentéisme‬ﺃﻥ ﻴﺴـﺒﺏ‬ ‫
‬

‫ﻤﺸﻜﻼﺕ ﺠﻤﺔ ﻝﻠﻤﺅﺴﺴﺔ ﺃﻭ ﻝﻠﻤﺴﺘﺨﺩﻤﻴﻥ؛ ﻓﻜﻭﻥ ﺍﻝﻔﺭﺩ ﻤﻥ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻴﺘﻤﻴﺯ ﺒـ‪:‬‬
‫ﻋﺩﻡ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﺇﺯﺍﺀ ﻋﻤﻠﻪ‪.‬‬ ‫‪-‬‬
‫ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺇﻅﻬﺎﺭ ﺃﻨﻪ ﻴﺴﺘﺜﻤﺭ ﻁﺎﻗﺘﻪ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﺤﺘﻰ ﻋﻠـﻰ ﺤﺴـﺎﺏ ﺤﻴﺎﺘـﻪ‬ ‫‪-‬‬
‫ﺍﻝﻌﺎﺌﻠﻴﺔ‪ ،‬ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﺨﻼل ﺘﻁﻭﻋﻪ ﺍﻝﻤﺒﺎﻝﻎ ﻷﺩﺍﺀ ﺴﺎﻋﺎﺕ ﻋﻤل ﺇﻀﺎﻓﻴﺔ‪.‬‬
‫ﺍﻝﺤﺎﺠﺔ ﻝﺤﻀﻭﺭ ﻜل ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﻬﺎﻤﺔ ﺤﺘﻰ ﻭ ﺇﻥ ﻜﺎﻥ ﺤﻀﻭﺭﻩ ﺸﻜﻠﻴﺎ‪.‬‬ ‫‪-‬‬
‫ﺍﻝﺤﺎﺠﺔ ﻷﻥ ﻴﺭﻯ ﻴﺤﻀﺭ ﻗﺒل ﺍﻝﻭﻗﺕ ﻭﻴﻐﺎﺩﺭ ﻤﺘﺄﺨﺭﺍ‪.‬‬ ‫‪-‬‬
‫ﻴﺠﻌﻠﻪ ﻤﺼﺭﺍ ﻋﻠﻰ ﺍﻝﺫﻫﺎﺏ ﻝﻠﻌﻤل ﺤﺘﻰ ﻭﻫﻭ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻤﺭﺽ‪ .‬ﻭ ﻴﺘﺭﺠﻡ ﻫﺫﺍ ﺍﻝﺤﻀﻭﺭ‬
‫ﺍﻝﺩﺍﺌﻡ ﻤﻥ ﺨﻼل‪ :‬ﻨﺘﺎﺌﺞ ﺩﻭﻥ ﺍﻝﺠﻴﺩﺓ ‪ ،sub-optimaux‬ﺭﻓﺽ ﺇﻋﻁﺎﺀ ﺍﻝﺘﻨﻅﻴﻡ ﻓﺭﺼـﺔ‬
‫ﺍﻝﺘﻌﻭﻴﺽ‪ ،‬ﺘﻌﺭﻴﺽ ﺍﻝﺯﻤﻼﺀ ﻝﺴﻠﻭﻜﺎﺕ ﻭﻅﻴﻔﻴﺔ ﻤﻀﻁﺭﺒﺔ ‪ ،dysfonctionnels‬ﺍﺭﺘﻔﺎﻉ‬
‫ﺍﺤﺘﻤﺎل ﺍﻝﻌﺠﺯ ﻋﻥ ﺍﻝﻌﻤل‪ .‬ﻭﺒﺈﻤﻜﺎﻥ ﻜل ﻫﺫﺍ ﺃﻥ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﺭﺩﻱ ﻨﻭﻋﻴﺔ ﻭﻜﻤﻴﺔ ﺍﻝﻌﻤـل‪،‬‬
‫ﺸﻜﺎﻭﻯ ﻭﺤﻭﺍﺩﺙ ﺘﺭﻓﻊ ﻤﻥ ﻜﻠﻔﺔ ﺍﻝﺭﻋﺎﻴﺔ ﻭﺍﻝﺘﻌﻭﻴﻀﺎﺕ )‪.(Ibid, p30‬‬
‫ﻭ ﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺘﺄﺜﻴﺭﺍﺕ ﺍﻹﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ ﻓﻲ ﻋﺩﺓ ﻨﻘﺎﻁ‪:‬‬ ‫
‬
‫‪ -‬ﺍﻨﺨﻔﺎﺽ ﺍﻝﺭﻀﺎ ﺍﻝﻭﻅﻴﻔﻲ‪ ،‬ﻭﺩﻴﻨﺎﻤﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻭ ﺒﺎﻝﺘﺎﻝﻲ ﺍﻹﻨﺘﺎﺝ‪.‬‬
‫‪ -‬ﺘﻭﺘﺭﺍﺕ ﻭ ﺼﺭﺍﻋﺎﺕ ﺒﻴﻥ ﺍﻝﺯﻤﻼﺀ ﻭ ﻓﻲ ﻜل ﺍﻝﻤﺴﺘﻭﻴﺎﺕ‪.‬‬
‫‪ -‬ﺠﻭ ﻋﻤل ﻤﺘﺭﺩﻱ‪ ،‬ﻭﺃﻨﻅﻤﺔ ﻤﺭﺍﻗﺒﺔ ﻤﻜﻠﻔﺔ‪.‬‬
‫‪ -‬ﺨﺴﺎﺌﺭ ﻤﺎﻝﻴﺔ )ﺍﺸﺘﺭﺍﻜﺎﺕ ﺘﺄﻤﻴﻥ ﻤﻥ ﺍﻝﺤﻭﺍﺩﺙ‪ ،‬ﻋﻁل ﻤﺭﻀﻴﺔ‪ ،‬ﺨﺴـﺎﺌﺭ ﻤﺎﺩﻴـﺔ‬
‫ﻤﺘﻨﻭﻋﺔ ﺘﺘﻌﻠﻕ ﺒﺤﻭﺍﺩﺙ ﺍﻝﻌﻤل ﻤﺜﻼ‪.(...‬‬
‫‪ -‬ﺘﻐﻴﺏ‪ ،‬ﺩﻭﺭﺍﻥ ﺍﻝﻤﺴﺘﺨﺩﻤﻴﻥ‪ ،‬ﺍﺴﺘﻘﺎﻻﺕ‪ ،‬ﺇﻀﺭﺍﺒﺎﺕ‪...‬‬
‫‪ -‬ﺤﻀﻭﺭ ﺩﺍﺌﻡ )‪.(Ibidem‬‬
‫ﻭ ﻓﻲ ﺇﺸﺎﺭﺓ ﺇﻝﻰ ﻤﺎ ﻴﻤﻜﻥ ﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻹﺠﻬﺎﺩ ﺃﻥ ﺘﻠﺤﻘﻪ ﻤﻥ ﺨﺴﺎﺌﺭ ﺠﺴﻴﻤﺔ ﺒـﺎﻷﻓﺭﺍﺩ‬
‫ﻭﺍﻝﻤﻨﻅﻤﺎﺕ‪ ،‬ﻴﺫﻫﺏ ﻤﻌﻅﻤﻬﺎ ﻓﻲ ﺸﻜل ﺘﻜﺎﻝﻴﻑ ﺼﺤﻴﺔ‪ ،‬ﻗﺩﺭﺕ ﻓﻲ ﺍﻝﻭﻻﻴـﺎﺕ ﺍﻝﻤﺘﺤـﺩﺓ‬
‫ﺍﻷﻤﺭﻴﻜﻴﺔ ﺤﺴﺏ ﻜﺎﺭﺍﺯﻙ ‪ Karasek‬ﻭ ﺜﻴﻭﺭﺍل ‪ 1990 Theorell‬ﺒــ ‪ 150‬ﻤﻠﻴـﺎﺭ‬
‫ﺩﻭﻻﺭ)‪ (Massoudi, 2005,p5‬ﻭ‪ 200‬ﻤﻠﻴﺎﺭ ﺩﻭﻻﺭ ﺴﻨﻭﻴﺎ ﺤﺴﺏ ﺘﻘـﺩﻴﺭﺍﺕ ﺍﻝﻤﻜﺘـﺏ‬
‫ﺍﻝﺩﻭﻝﻲ ﻝﻠﻌﻤل ‪ BIT‬ﺴﻨﺔ ‪.1993‬‬
‫ﺃﻤﺎ ﺩﻭل ﺍﻻﺘﺤﺎﺩ ﺍﻷﻭﺭﻭﺒﻲ ﻓﻘﺩ ﻜﻠﻔﻬﺎ ﺍﻹﺠﻬﺎﺩ ﺴﻨﺔ ‪ 2000‬ﻤـﺎ ﻴﻘـﺎﺭﺏ ‪21517,3‬‬
‫ﻤﻠﻴﻭﻥ ﺃﻭﺭﻭ ﻜﻤﺎ ﻴﺒﻴﻥ ﺍﻝﺠـﺩﻭل ﺭﻗـﻡ)‪(Mouze-Amady&al, 2002, p19) (08‬؛‬

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‫ﺤﻴﺙ ﺃﻅﻬﺭ ﺍﻝﺘﺤﻘﻴﻕ ﺍﻷﻭﺭﻭﺒﻲ ﺍﻝﺜﺎﻝﺙ ﺤﻭل ﻅﺭﻭﻑ ﺍﻝﻌﻤل‪ ،‬ﺍﻝﺫﻱ ﻗﺎﻤﺕ ﺒﻪ ﺍﻝﻤﺅﺴﺴـﺔ‬
‫ﺍﻷﻭﺭﻭﺒﻴﺔ ﻝﺘﺤﺴﻴﻥ ﻅﺭﻭﻑ ﺍﻝﺤﻴﺎﺓ ﻭﺍﻝﻌﻤل ﺴﻨﺔ ‪ ،2000‬ﺃﻥ ﻨﺴﺒﺔ ‪ %28‬ﻤـﻥ ﺍﻷﺠـﺭﺍﺀ‬
‫ﺍﻷﻭﺭﻭﺒﻴﻴﻥ ﻴﻌﺎﻨﻭﻥ ﻤﺸﻜﻼﺕ ﺼﺤﻴﺔ ﺘﺭﺘﺒﻁ ﺒﻤﻭﺍﻗﻑ ﻤﺠﻬﺩﺓ ﻓﻲ ﺍﻝﻌﻤل‪ ،‬ﻭﻫﻲ ﺍﻝﻨﺴﺒﺔ ﺍﻝﺘﻲ‬
‫ﺒﻘﻴﺕ ﻤﺴﺘﻘﺭﺓ ﻤﻨﺫ ‪.(http://www.inrs.fr, 2005) 1995‬‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ :08‬ﺜﻤﻥ ﺍﻹﺠﻬﺎﺩ ﻓﻲ ﺒﻌﺽ ﺩﻭل ﺍﻻﺘﺤﺎﺩ ﺍﻷﻭﺭﻭﺒﻲ ﺴﻨﺔ ‪2000‬‬
‫)ﺍﻝﻤﺼﺩﺭ‪( Mouze-Amady&al, 2002, p19:‬‬
‫ﺍﻝﺘﻜﺎﻝﻴﻑ‬ ‫ﺍﻝﺒﻠﺩ‬
‫)ﺒﻤﻼﻴﻴﻥ ﺍﻷﻭﺭﻭ(‬
‫‪830,3‬‬ ‫ﻓﺭﻨﺴﺎ‬
‫‪2.067‬‬ ‫ﺍﻝﺩﻨﻤﺎﺭﻙ‬
‫‪2.217‬‬ ‫ﺍﻝﺴﻭﻴﺩ‬
‫‪5.700‬‬ ‫ﺒﺭﻴﻁﺎﻨﻴﺎ‬
‫‪16.465‬‬ ‫ﺴﻭﻴﺴﺭﺍ‬
‫ﻭ ﺘﻌﻜﺱ ﻫﺫﻩ ﺍﻷﺭﻗﺎﻡ ﺤﺠﻡ ﺍﻝﺨﺴﺎﺌﺭ ﺍﻝﺘﻲ ﻴﺘﻜﺒﺩﻫﺎ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻝﻀﺭﺭ ﺍﻝـﺫﻱ‬
‫ﻴﺼﻴﺏ ﺍﻝﺭﺃﺴﻤﺎل ﺍﻝﺒﺸﺭﻱ‪ ،‬ﻝﺫﻝﻙ ﺘﺘﺠﻠﻰ ﺤﺘﻤﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺃﻜﺜﺭ ﺒﺎﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻘﺎﻭﻤـﺔ‬
‫ﺍﻝﺠﻬﺎﺩ ﻭﺍﻝﻭﻗﺎﻴﺔ ﻤﻨﻪ‪ ،‬ﺴﻭﺍﺀ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻔﺭﺩ ﺃﻭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤـﺔ‪ ،‬ﻭﻫـﻭ ﻤـﺎ‬
‫ﺴﻴﺘﻀﺢ ﻓﻴﻤﺎ ﻴﻠﻲ‪.‬‬
‫ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ‪:‬‬
‫ﻻ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺘﻨﺎﻭل ﺍﻹﺠﻬﺎﺩ ﻤﺘﻜﺎﻤﻼ ﺩﻭﻥ ﺩﺭﺍﺴﺔ ﻤﺎ ﻴﺘﻤﺨﺽ ﻋﻥ ﺍﻝﻔﺭﺩ ﻤـﻥ‬
‫ﺴﻠﻭﻜﺎﺕ ﺘﻬﺩﻑ ﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺠﻬﺩﺓ‪ .‬ﻭﻗﺩ ﺘﻌﺩﺩﺕ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻤﻔﻬـﻭﻡ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ ‪ ،coping‬ﻭﺘﻨﻭﻋﺕ‪ ،‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻤﻌﺎﻝﻡ ﺃﺴﺎﺴﻴﺔ ﺘﺸـﺘﺭﻙ ﻓﻴﻬـﺎ ﺍﻝﺘﻌﺭﻴﻔـﺎﺕ‪،‬‬
‫ﻝﺨﺼﺘﻬﺎ ﻫﻨﺎﺀ ﺸﻭﻴﺦ ﻓﻲ ﻨﻘﺎﻁ ﺃﻫﻤﻬﺎ‪:‬‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﻴﺘﺒﻨﺎﻫﺎ ﺍﻝﻔﺭﺩ ﺫﺍﺘﻪ‪.‬‬ ‫‪-‬‬
‫ﺘﺘﻤﻴﺯ ﺒﺄﻨﻬﺎ ﺴﻠﻭﻙ ﻗﺼﺩﻱ‪ ،‬ﻫﺩﻓﻪ ﺍﻝﻨﻬﺎﺌﻲ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﺍﻝﻤﻭﻗﻑ ﺍﻝﻀﺎﻏﻁ‪.‬‬ ‫‪-‬‬
‫ﺘﺨﻀﻊ ﻝﻠﺘﺤﻜﻡ ﻤﻥ ﻁﺭﻑ‪ ،‬ﺃﻱ ﻗﺎﺒﻠﺔ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺍﻝﺘﻌﺩﻴل‪.‬‬ ‫‪-‬‬
‫ﺘﺴﻌﻰ ﺇﻝﻰ ﺤل ﺍﻝﻤﺸﻜﻠﺔ ﺒﺸﻜل ﻤﺒﺎﺸﺭ)ﺒﺎﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﺠﻬﺩ ﻨﻬﺎﺌﻴﺎ ﻤﺜﻼ( ﺃﻭ ﺒﺸـﻜل‬ ‫‪-‬‬
‫ﻏﻴﺭ ﻤﺒﺎﺸﺭ)ﺒﺎﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻻﻨﻔﻌﺎﻻﺕ ﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻝﻤﺠﻬﺩ ﻤﺜﻼ(‪.‬‬

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‫ﻗﺩ ﺘﻜﻭﻥ ﻅﺎﻫﺭﺓ)ﻜﺎﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻝﻤﺠﻬﺩ( ﺃﻭ ﻤﻀـﻤﺭﺓ)ﻜـﺎﻝﺘﻔﻜﻴﺭ ﺍﻹﻴﺠـﺎﺒﻲ ﻓـﻲ‬ ‫‪-‬‬

‫ﺍﻝﻤﺸﻜﻠﺔ(‪.‬‬
‫ﻤﺘﻨﻭﻋﺔ‪ ،‬ﻓﻘﺩ ﺘﻜﻭﻥ ﺫﺍﺕ ﻁﺎﺒﻊ ﻤﻌﺭﻓﻲ‪ ،‬ﺃﻭ ﺴـﻠﻭﻜﻲ‪ ،‬ﺃﻭ ﺍﻨﻔﻌـﺎﻝﻲ‪ ،‬ﺃﻭ ﺍﺠﺘﻤـﺎﻋﻲ‬ ‫‪-‬‬
‫)‪ ،2007‬ﺹ ﺹ‪.(58،62-54‬‬
‫ﺘﺼﻨﻴﻑ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ‪:‬‬
‫ﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﺒﺎﺨﺘﻼﻑ ﺸﺨﺼﻴﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺤﻴﺙ ﺍﺴـﺘﻌﺩﺍﺩﺍﺘﻬﻡ ﺍﻝﻭﺭﺍﺜﻴـﺔ‬
‫ﻭﺘﺎﺭﻴﺨﻬﻡ‪ ،‬ﻭﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺘﻲ ﺨﻀﻌﻭﺍ ﻝﻬﺎ‪...‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﻤﺤﺎﻭﻻﺕ ﻋﺩﻴﺩﺓ ﻝﺘﺼﻨﻴﻔﻬﺎ ﻴﺒـﺭﺯ‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ)‪ (09‬ﺒﻌﺽ ﻤﺤﻁﺎﺘﻬﺎ‪.‬‬
‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ‪ :09‬ﺒﻌﺽ ﺘﺼﻨﻴﻔﺎﺕ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ‬
‫)ﺍﻝﻤﺼﺩﺭ‪ Semmer, 1996, p71:‬؛ ﺇﺴﻤﺎﻋﻴل‪ ،2004 ،‬ﺹ‪85‬؛ ‪Yip&Rowlinson,‬‬
‫‪(2006, p71‬‬
‫ﺍﻝﺘﺼﻨﻴﻑ‬ ‫ﺍﻝﻌﻠﻤﺎﺀ‬
‫‪ -‬ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻝﻤﺸﻜﻠﺔ‬ ‫ﻤﻴﺩﻨﻴﻙ ﻭ ﺯﻤﻼﺅﻩ‬
‫‪ -‬ﺍﺴﺘﺠﺎﺒﺎﺕ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻝﺩﻓﺎﻉ‬ ‫‪Mednick&al‬‬
‫‪1975‬‬
‫‪ -‬ﺍﺴﺘﺠﺎﺒﺎﺕ ﻋﺼﺎﺒﻴﺔ ﻭ ﺫﻫﺎﻨﻴﺔ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻤﺒﺎﺸﺭﺓ‬ ‫ﻤﻭﺭﻴﺱ ‪Morris‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺩﻓﺎﻋﻴﺔ‬ ‫‪1982‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻭﻗﺎﺌﻴﺔ‬ ‫ﻤﺎﺜﻨﻲ ﻭ ﺯﻤﻼﺅﻩ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻗﺘﺎﻝﻴﺔ‬ ‫‪Matheny&al 1986‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻤﻭﺠﻬﺔ ﻤﺭﻜﺯﺓ ﺍﻝﻤﺸﻜﻠﺔ‬ ‫ﺃﻨﺩﻝﺭ ﻭ ﺒﺎﺭﻜﺭ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻤﻭﺠﻬﺔ ﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻻﻨﻔﻌﺎﻻﺕ‬ ‫‪Endler&Parker 1990‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺠﻨﺏ‬
‫‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ‬ ‫ﻤﺎﺭﺘﻥ ﻭ ﺯﻤﻼﺅﻩ‬
‫‪ -‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﻌﺭﻓﻴﺔ‬ ‫‪Martin&al 1992‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺤﻜﻡ‬ ‫ﻜﻭﺴﻜﻲ‪ ،‬ﻜﺭﻙ ﻭ ﻜﻭﺴﻜﻲ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺠﻨﺏ‬ ‫‪Koeske, Kirk& Koeski 1993‬‬
‫– ﺍﻝﺘﺨﻴل‬ ‫‪ -‬ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻘﻼﻨﻲ‬ ‫ﻜﻭﻫﻴﻥ ‪Cohen‬‬

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‫‪ -‬ﺍﻝﻔﻜﺎﻫﺔ‬ ‫‪ -‬ﺤل ﺍﻝﻤﺸﻜﻠﺔ‬ ‫‪1994‬‬

‫‪ -‬ﺍﻻﻨﻜﺎﺭ‬ ‫‪ -‬ﺍﻝﻠﺠﻭﺀ ﻝﻠﺩﻴﻥ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻝﻤﺸﻜﻠﺔ‬ ‫ﺯﻤﺒﺎﺭﺩﻭ‪ ،‬ﻓﻴﺒﺭ‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻻﻨﻔﻌﺎل‬ ‫‪Zimbardo&Weiber 1997‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺤﻜﻡ‬ ‫ﺠﻴﻨﺎﻜﻭﺱ ‪Gianakos‬‬
‫‪ -‬ﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﻬﺭﻭﺏ‬ ‫‪2002‬‬

‫ﺃﻅﻬﺭﺕ ﺩﺭﺍﺴﺎﺕ ﻋﺩﺓ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﺩﺍل ﺒﻴﻥ ﻨﻤﻁ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻭﺒـﻴﻥ‬
‫ﺍﻝﻤﺨﺭﺠﺎﺕ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ ‪psychological outcomes‬؛ ﺤﻴـﺙ ﺍﺭﺘﺒﻁـﺕ ﺍﺴـﺘﺠﺎﺒﺔ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺘﺩﻋﻲ ﻤﺠﺎﺒﻬـﺔ ﺍﻝﻤﺠﻬـﺩ ﻭﺘﻌﺩﻴﻠـﻪ ﺒﺄﺤﺴـﻥ‬
‫ﺍﻝﻤﺨﺭﺠﺎﺕ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ ﺤﺎﻝﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﻤﺠﻬﺩ‪ .‬ﻓﻲ ﺤﻴﻥ ﺍﺴـﺘﺨﺩﻤﺕ‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻜﻘﺒﻭل ﺍﻝﻤﺠﻬﺩ ﺃﻭ ﺇﻋﺎﺩﺓ ﺘﻘﻴﻴﻤﻪ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻌﺠﺯ ﻋﻥ ﺍﻝـﺘﺤﻜﻡ ﺃﻭ ﺍﻝﺴـﻴﻁﺭﺓ‬
‫ﻋﻠﻰ ﺍﻝﻤﻭﻗﻑ ﺨﺎﺼﺔ‪ .‬ﻭﺍﺭﺘﺒﻁ ﺘﻭﻅﻴﻑ ﺘﺠﻨﺏ ﺃﻭ ﺇﻨﻜﺎﺭ ﺍﻝﻤﺠﻬﺩ ﺒﻤﺨﺭﺠـﺎﺕ ﻤﺘﻭﺍﻀـﻌﺔ‬
‫)‪.(Brown&Ireland, 2006, p656‬‬
‫ﻭ ﺃﻜﺩﺕ ﺃﺒﺤﺎﺙ ﻤﺎﺯﻻﺵ ﻭ ﺯﻤﻼﺅﻫـﺎ ‪ 1996‬ﻭﺠـﻭﺩ ﺍﺭﺘﺒـﺎﻁ ﺩﺍل ﺒـﻴﻥ‬
‫ﺍﻻﺤﺘﺭﺍﻕ ﺍﻝﻨﻔﺴﻲ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﻤﻭﺍﺠﻬﺔ؛ ﺤﻴﺙ ﻴـﺭﺘﺒﻁ ﺍﻻﻨﺠـﺎﺯ ﺍﻝﺸﺨﺼـﻲ ﺒﺄﺴـﻠﻭﺏ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ؛ ﻭﺘﺭﺘﺒﻁ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺤﻜﻡ ﻋﻠﻰ ﻭﺠﻪ ﺍﻝﺨﺼﻭﺹ ﺍﺭﺘﺒﺎﻁﺎ ﺴـﻠﺒﻴﺎ ﺒﺎﻻﺴـﺘﻨﻔﺎﺫ‬
‫ﺍﻻﻨﻔﻌﺎﻝﻲ ) ‪.(Yip&Rowlinson, 2006, p72‬‬
‫ﻭ ﻓﻲ ﻤﺠﺎل ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨﻲ‪ ،‬ﺃﻜﺩﺕ ﺩﺭﺍﺴﺎﺕ ﺘﻨﺒﺅﻴﺔ ﻜﺜﻴﺭﺓ ﺃﺠﺭﻴـﺕ ﻓـﻲ‬
‫ﻤﻨﻅﻤﺎﺕ ﺼﻨﺎﻋﻴﺔ )ﻤﺜل‪ (Israel&al, 1989; Ashford,1988:‬ﺨﻁﻭﺭﺓ ﺍﻝﻤﻭﺍﺠﻬـﺔ‬
‫ﺍﻝﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻻﻨﻔﻌﺎل ﺃﻭ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺒﺎﻝﺘﺠﻨﺏ‪ ،‬ﺤﻴﺙ ﺘﺅﺩﻱ ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻻﻜﺘﺌﺎﺏ‬
‫ﺃﻭ ﻋﺩﻡ ﺍﻝﺭﻀﺎ ﺍﻝﻤﻬﻨﻲ‪ .‬ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﺘﺒﻴﻥ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺎﺕ ﺃﺨـﺭﻯ ) ‪Bhagat&al,‬‬
‫‪ (1991; Rijk&al, 1998‬ﺃﻥ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻝﻤﺸﻜل ﺘﺸﻜل ﻋﻤﻭﻤﺎ ﻋﺎﻤـل‬
‫ﻭﻗﺎﻴﺔ‪ ،‬ﻴﺨﻔﻑ ﻤﻥ ﺍﻷﺜﺭ ﺍﻝﺴﻠﺒﻲ ﻝﻠﻤﺠﻬﺩﺍﺕ ﺍﻝﻤﻬﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺼﺤﺔ ﺍﻝﺠﺴﺩﻴﺔ ﻭ ﺍﻝﻌﻘﻠﻴﺔ ﻤﺜﻼ‬
‫ﻝﺩﻯ ﺍﻝﻤﺩﺭﺴﻴﻥ‪ ،‬ﻭﺍﻝﻤﻤﺭﻀﺎﺕ )‪.(B-Shweitzer&Quintard, 2001, p234‬‬

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‫ﻭ ﺫﻫﺒﺕ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻜﻨﺩﻝﺭ ‪ ،Kendler‬ﻜﺴﻠﺭ ‪ ،Kessler‬ﻫﻴـﺙ ‪،Heath‬‬

‫ﻭﻨﻴل ‪ 1991 Neale‬ﻋﻠﻰ ﺍﻝﺘﻭﺍﺌﻡ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺜﻼﺜﺔ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻋﺎﻤﺔ ﻝﻠﻤﻭﺍﺠﻬﺔ‪ :‬ﺤـل‬
‫ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﺍﻝﻠﺠﻭﺀ ﺇﻝﻰ ﺍﻵﺨﺭﻴﻥ‪ ،‬ﻭﺍﻹﻨﻜﺎﺭ‪ .‬ﺃﻤﻜﻥ ﺘﻔﺴﻴﺭ ﺤل ﺍﻝﻤﺸـﻜﻠﺔ ﻭﺍﻝﻠﺠـﻭﺀ ﺇﻝـﻰ‬
‫ﺍﻵﺨﺭﻴﻥ ﺒﻌﻭﺍﻤل ﻭﺭﺍﺜﻴﺔ؛ ﻓﻲ ﺤﻴﻥ ﻝﻡ ﻴﻅﻬﺭ ﺒﺄﻥ ﻝﻺﻨﻜﺎﺭ ﻤﻜﻭﻨﺎ ﻭﺭﺍﺜﻴﺎ‪ ،‬ﺒل ﻓﺴﺭ ﺒﺘـﺄﺜﻴﺭ‬
‫ﺍﻝﺒﻴﺌﺔ ﺍﻝﻌﺎﺌﻠﻴﺔ ﺍﻝﻤﺒﻜﺭﺓ )ﺃﺴﻠﻭﺏ ﺍﻷﺒﻭﻴﻥ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺍﻝﺘﻨﺸـﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴـﺔ‪ ،‬ﺍﻝﺘﻌـﺭﺽ‬
‫ﻝﻠﻤﺠﻬﺩﺍﺕ(‪.‬‬
‫ﻭ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤـﻥ ﺃﻥ ﻭﺍﻴـﺩ ﻭ ﺘـﺎﻓﺭﻴﺱ ‪ Wade&Tavris‬ﻴـﻭﺭﺩﺍﻥ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺃﻨﺠﻊ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ ﻴﻭﻀﺤﻬﺎ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪10‬؛ ﺇﻻ‬
‫ﺃﻨﻬﻤﺎ ﻴﺭﻴﺎﻥ ﺃﻥ ﺃﻱ ﻁﺭﻴﻘﺔ ﺘﺅﺩﻱ ﺇﻝﻰ ﺘﺨﻔﻴﻑ ﺍﻷﻋﺭﺍﺽ ﺍﻝﻔﺯﻴﻭﻝﻭﺠﻴـﺔ ﻝﻺﺠﻬـﺎﺩ ﻤـﻥ‬
‫ﺍﺭﺘﻔﺎﻉ ﻝﻀﻐﻁ ﺍﻝﺩﻡ‪ ،‬ﻭﺘﺯﺍﻴﺩ ﻝﻠﺘﻭﺘﺭ ﺍﻝﻌﻀﻠﻲ‪ ،‬ﻭﺘﺴﺎﺭﻉ ﻝﻭﺘﻴﺭﺓ ﺍﻝﺘﻨﻔﺱ‪ ،...‬ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻨﺎﺠﺤﺔ ﻓﻲ ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ )‪.(2000, p567‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻨﻨﺎ ﺍﻝﻘﻭل ﺃﻥ ﻓﻌﺎﻝﻴﺔ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺘﺘﻌﻠﻕ ﺒﺨﺼﺎﺌﺹ ﺍﻝﻤﻭﻗﻑ‬
‫ﺍﻝﻤﺠﻬﺩ ﺃﻴﻀﺎ ﻜﻤﺩﺓ ﻫﺫﺍ ﺍﻷﺨﻴﺭ‪ ،‬ﻭﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﻜﻡ ﺒﻪ؛ ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﺴـﻭﻝﺱ ﻭ ﻓﻠﺘﺸـﺭ‬
‫‪ 1985Suls & Fletcher‬ﺍﻝﺘﺠﻨﺏ ﻨﺎﺠﻌﺎ ﻋﻠﻰ ﺍﻝﻤﺩﻯ ﺍﻝﻘﺼﻴﺭ)ﻤﻥ ‪ 0‬ﺇﻝﻰ ‪ 3‬ﺃﻴﺎﻡ ﺒﻌـﺩ‬
‫ﺍﻝﻤﻭﻗﻑ ﺍﻝﻤﺠﻬﺩ(‪ ،‬ﻭﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻨﺸﻁﺔ ﻋﻠﻰ ﺍﻝﻤﺩﻯ ﺍﻝﺒﻌﻴﺩ )ﺍﺒﺘﺩﺍﺀ ﻤﻥ ﺃﺴـﺒﻭﻋﻴﻥ(‪،‬‬
‫ﻜﻤﺎ ﺘﺘﻴﺢ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﺴﻠﺒﻴﺔ ﺒﺎﻹﻨﻜﺎﺭ ﻤﺜﻼ ﻝﻠﻔﺭﺩ ﺘﺠﻨﺏ ﺃﻥ ﻴﻁﻐﻰ ﻋﻠﻴﻪ ﺍﻻﻨﻔﻌﺎل‪ ،‬ﻭﺘﺴـﻬل‬
‫ﺍﺴﺘﻴﻌﺎﺒﺎ ﻨﻔﺴﻴﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻝﻠﻭﺍﻗﻊ )‪.(Paulhan, 2003, p116‬‬
‫ﻭ ﻋﻠﻴﻪ ﻴﺒﻘﻰ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻤﻠﻜﻭﻥ ﺫﺨﻴـﺭﺓ ﻤﺘﻨﻭﻋـﺔ ﻤـﻥ ﺍﺴـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ‪ ،‬ﺍﻷﻜﺜﺭ ﻨﺠﺎﺤﺎ ﻓـﻲ ﺤﻤﺎﻴـﺔ ﺃﻨﻔﺴـﻬﻡ ﻤـﻥ ﺍﻝﺘـﺄﺜﻴﺭﺍﺕ ﺍﻝﺴـﻠﺒﻴﺔ ﻝﻺﺠﻬـﺎﺩ‬
‫)‪.(Bee&Bjorklund, 2004, p351‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪ :10‬ﺃﻨﺠﻊ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ‬

‫)ﺍﻝﻤﺼﺩﺭ‪(Wade&Tavris, 2000, p567 :‬‬
‫ﺃﻤﺜﻠﺔ‬ ‫ﺍﻝﻔﺌﺔ‬
‫ـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﺴـ‬
‫ﺍﻻﺴﺘﺭﺨﺎﺀ‪ ،‬ﺍﻝﺘﺄﻤل‪ ،‬ﺍﻝﺘﺩﻝﻴﻙ‪ ،‬ﺍﻝﺘﻤﺭﻴﻥ‬
‫ﺠﺴﺩﻴﺔ‬
‫ـﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻻﻨﻔﻌﺎل ﻝﻠﺘﺨﻔﻴﻑ ﻤﻥ ﺍﻻﻨﻔﻌـﺎﻻﺕ‬
‫ﺍﺴـ‬
‫ﺍﻝﺴﻠﺒﻴﺔ‬ ‫ﻤﻭﺠﻬﺔ‬
‫ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺭﻜﺯﺓ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻠﺔ ﻜﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﻨﺤﻭ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ـﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺇﻋﺎﺩﺓ ﺘﻘﻴﻴﻡ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﺍﻝﺘﻌﻠﻡ ﻤﻥ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﺍﺴـ‬
‫ﺍﻝﻘﻴﺎﻡ ﺒﻤﻘﺎﺭﻨﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺘﻨﻤﻴﺔ ﺭﻭﺡ ﺍﻝﺩﻋﺎﺒﺔ‬ ‫ﻤﻌﺭﻓﻴﺔ‬
‫ـﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﺴـ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻷﺼﺩﻗﺎﺀ ﻭ ﺍﻝﻌﺎﺌﻠﺔ‪ ،‬ﻤﺴﺎﻋﺩﺓ ﺍﻵﺨﺭﻴﻥ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ‬

‫ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺔ‪:‬‬

‫ﺇﺫﺍ ﺃﺭﺍﺩﺕ ﺍﻝﻤﻨﻅﻤﺔ ﺘﺤﺴﻴﻥ ﻨﻭﻋﻴﺔ ﺨﺩﻤﺎﺘﻬﺎ ﺃﻱ ﺇﻨﺘﺎﺠﻬﺎ‪ ،‬ﻓﻴﺠﺏ ﻋﻠﻴﻬﺎ ﺃﻥ ﺘﻌﻤل ﻋﻠﻰ‬
‫ﺘﺨﻔﻴﺽ ﺍﻹﺠﻬﺎﺩ ﻤﻬﻤﺎ ﻜﺎﻨﺕ ﻤﺼﺎﺩﺭﻩ ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻤﺨﺘﻠﻑ ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‬
‫ﺍﻝﻤﺼﻤﻤﺔ ﻹﺩﺍﺭﺘﻪ )‪.(Beale, 2003‬‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﻁﻭﺭ ﻝﻭﺒﻼﻥ ﻭ ﺯﻤـﻼﺅﻩ ‪ Pascale Le blanc & al‬ﻨﻤﻭﺫﺠـﺎ‪،‬‬
‫ﺘﺭﻜﺯ ﺒﻤﻭﺠﺒﻪ ﺍﻝﺘﺩﺨﻼﺕ ﻋﻠﻰ ﺜﻼﺙ ﻤﺴﺘﻭﻴﺎﺕ‪ :‬ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﺍﻝﻤﺠﺎل ﺍﻝﻤﺸﺘﺭﻙ ﺒﻴﻥ ﺍﻝﻔـﺭﺩ‬
‫ﻭﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﺍﻝﻔﺭﺩ‪ .‬ﻭﺘﺘﻁﻭﺭ ﻭﻓﻕ ﺃﺭﺒﻊ ﻤﺭﺍﺤل‪ :‬ﺍﻝﺘﺸﺨﻴﺹ‪ ،‬ﺘﺩﺨﻼﺕ ﺃﻭﻝﻴـﺔ‪ ،‬ﺘـﺩﺨﻼﺕ‬
‫ﺜﺎﻨﻭﻴﺔ‪ ،‬ﻋﻼﺝ‪ ،‬ﺇﻋﺎﺩﺓ ﺍﻹﺩﻤﺎﺝ )ﺍﻨﻅﺭ ﺍﻝﺠﺩﻭل ﺭﻗﻡ ‪.(11‬‬

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‫ﺍﻝﺠﺩﻭل ﺭﻗﻡ‪ :11‬ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨﻲ‬

‫)ﺍﻝﻤﺼﺩﺭ‪ Le Blanc&al, 2000, p170 :‬ﺒﺘﺼﺭﻑ(‬
‫ﺇﻋــﺎﺩﺓ‬ ‫ﻤﺴﺘﻭﻯ‬
‫ﻋﻼﺝ‬ ‫ﺘﺩﺨﻼﺕ ﺜﺎﻨﻭﻴﺔ‬ ‫ﺍﻝﺘﺸﺨﻴﺹ ﺘﺩﺨﻼﺕ ﺃﻭﻝﻴﺔ‬
‫ﺍﻹﺩﻤﺎﺝ‬ ‫ﺍﻝﺘﺩﺨل‬
‫ﺍﻜﺘﺸــﺎﻑ ﺘﺤﺴﻴﻥ ﻤﺤﺘﻭﻯ ﺍﻝﺘﻨﺸـــــﺌﺔ ﺘﺄﺴــــﻴﺱ ﺘﻭﻅﻴﻑ‬
‫ﺨﺎﺭﺠﻲ‬ ‫ﻤﺼﺎﻝﺢ ﺍﻷﻤﻥ‬ ‫ﺍﻝﺘﻭﻗﻌﻴﺔ؛‬ ‫ﺍﻝﻌﻤل ﻭ ﺒﻴﺌﺘﻪ؛‬ ‫ﺍﻹﺠﻬﺎﺩ‬ ‫ﺍﻝﻤﻨﻅﻤﺔ‬
‫ﺘﺤﺴﻴﻥ ﺘﻭﻗﻴـﺕ ﺘﺴﻴﻴﺭ ﺍﻻﺘﺼﺎل‪ ،‬ﺍﻝﺼــــﺤﺔ‬ ‫ﺍﻝﻤﻬﻨﻲ‬
‫ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻤﻬﻨﻴﻴﻥ؛‬ ‫ﺍﻝﻌﻤل ﻭ ﻤﺩﺘﻪ؛‬
‫ﺒﺭﺍﻤﺞ ﻤﺴﺎﻋﺩﺓ‬ ‫ﻭﺍﻝﺼﺭﺍﻋﺎﺕ؛‬ ‫ﺘﻁﻭﻴﺭ ﺍﻝﺘﺴﻴﻴﺭ؛‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﻴﻥ‬ ‫ﺘﺴﻴﻴﺭ ﺍﻝﻤﺴـﺎﺭ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻨﻅﻴﻡ‬
‫ﺍﻝﻤﻬﻨﻲ؛‬
‫ﺩﻤــﺞ ﺒــﺭﺍﻤﺞ‬
‫ﺍﻝﺼﺤﺔ‬
‫ﺘﺤﺴــﻴﻥ ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠـﻰ ﻤﺠﻤﻭﻋـــﺎﺕ ﺇﺭﺸـــــﺎﺩ ﺇﺭﺸــﺎﺩ‬ ‫ﺍﻝﻤﺠﺎل‬
‫ﻤﺘﺨﺼـــﺹ ﻓﺭﺩﻱ ﻭ‬ ‫ﺍﻝﺯﻤﻼﺀ ﻝﻠﺩﻋﻡ‬ ‫ﺍﻝﻤﺸﺘﺭﻙ ﻭﻋـــﻲ ﺘﺴﻴﻴﺭ ﺍﻝﻭﻗﺕ؛‬
‫ﻤﺴﺎﻋﺩﺓ‬ ‫ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠـﻰ ﺍﻝﺘـــﺩﺭﻴﺏ ﻭ ﻭﻋﻼﺝ ﻨﻔﺴﻲ‬ ‫ﻓــﺭﺩ‪ -‬ﺍﻝﻔﺭﺩ‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻌﺎﻤل ﺍﻻﺴﺘﺸﺎﺭﺓ؛‬ ‫ﻤﻨﻅﻤﺔ‬
‫ﺘﺨﻁﻴﻁ ﺍﻝﻤﺴﺎﺭ‬ ‫ﻤﻊ ﺍﻵﺨﺭﻴﻥ؛‬
‫ﺒﻨــﺎﺀ ﺼــﻭﺭﺓ ﺍﻝﻤﻬﻨﻲ؛‬
‫ﻭﺍﻗﻌﻴــﺔ ﻋــﻥ‬
‫ﺍﻝﻌﻤل؛ ﺘﺤﻘﻴـﻕ‬
‫ﺍﻝﺘــﻭﺍﺯﻥ ﺒــﻴﻥ‬
‫ﺍﻝﻌﻤل ﻭ ﺍﻝﺤﻴـﺎﺓ‬
‫ﺍﻝﺨﺎﺼﺔ‬
‫ﻤﺭﺍﻗﺒــﺔ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﺴﺘﺭﺨﺎﺀ؛‬ ‫ﺍﻝﻔﺭﺩ‬
‫ﺘﻘﻨﻴﺎﺕ ﻤﻌﺭﻓﻴﺔ‪-‬‬ ‫ﻝﻺﺠﻬﺎﺩ؛‬ ‫ﺫﺍﺘﻴﺔ‬
‫ﺘﺤﺴﻴﻥ ﺃﺴـﻠﻭﺏ ﺴﻠﻭﻜﻴﺔ‬

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‫ﺍﻝﺤﻴﺎﺓ‬

‫• ﺘﻬﺩﻑ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻲ ﺇﻝﻰ ﺘﺤﺴﻴﻥ ﻓﻌﺎﻝﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ‪:‬‬
‫ﺍﻝﻤﺭﺍﻗﺒﺔ ﻭﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﻤﺅﺸﺭﺍﺕ ﺍﻹﺠﻬﺎﺩ‪.‬‬ ‫‪-‬‬
‫ﺍﻝﺘﺨﻠﺹ ﺃﻭ ﺍﻝﺘﻘﻠﻴﺹ ﻤﻥ ﺍﻝﻤﺠﻬﺩﺍﺕ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺘﺤﺴﻴﻥ ﻤﺤﺘﻭﻯ ﺍﻝﻌﻤل ﻤﻥ ﺤﻴـﺙ‬ ‫‪-‬‬
‫ﺍﻝﻌﺏﺀ ﻭﺍﻝﻭﻗﺕ ﻭ ﺘﺤﺩﻴﺩ ﺍﻷﺩﻭﺍﺭ‪...‬‬
‫ﺘﻁﻭﻴﺭ ﺍﻝﺘﺴﻴﻴﺭ ﻤﻥ ﺨﻼل ﺍﻝﺘﺭﺒﻴﺔ ﺍﻹﺩﺍﺭﻴﺔ ﻭ ﺍﻝﺘﺩﺭﻴﺏ ﺍﻹﺩﺍﺭﻱ‪.‬‬ ‫‪-‬‬
‫ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻭﻅﻔﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻤﺴﺎﺭﻫﻡ ﺍﻝﻤﻬﻨﻲ ﻤـﻥ ﺨـﻼل ﻭﻀـﻊ ﻗﻭﺍﻋـﺩ‬ ‫‪-‬‬
‫ﻭﺇﺠﺭﺍﺀﺍﺕ ﻭﺍﻀﺤﺔ ﺘﻐﻁﻲ ﻤﺠﺎﻻﺕ ﻜﺎﻝﺘﻭﻅﻴﻑ‪ ،‬ﻭﺍﻻﻨﺘﻘﺎﺀ‪ ،‬ﻭﺘﻭﺯﻴـﻊ ﺍﻝﻤﻨﺎﺼـﺏ‪،‬‬
‫ﻭﺍﻝﺘﺭﻗﻴﺔ‪.‬‬
‫ﺩﻤﺞ ﺼﺤﺔ ﺍﻝﻤﻭﻅﻑ ﻀﻤﻥ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﻜﺒﺭﻯ ﻝﻠﻤﻨﻅﻤﺔ ﻤﻥ ﺨﻼل ﺘﺒﻨﻲ ﺒـﺭﺍﻤﺞ‬ ‫‪-‬‬
‫ﺘﻌﻨﻰ ﺒﻤﺭﺍﻗﺒﺔ ﺍﺭﺘﻔﺎﻉ ﻀﻐﻁ ﺍﻝﺩﻡ‪ ،‬ﺍﻝﺘﻭﻗﻑ ﻋﻥ ﺍﻝﺘﺩﺨﻴﻥ‪ ،‬ﺘﺨﻔﻴﺽ ﺍﻝﻭﺯﻥ‪ ،‬ﺘﺨﻔﻴـﻑ‬
‫ﺁﻻﻡ ﺍﻝﻅﻬﺭ‪...‬‬
‫ﺃﻤﺎ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﺘﻬﺩﻑ ﻝﻤﻤﺎﺭﺴﺔ ﻨﻭﻉ ﻤﻥ ﺍﻝﻭﻗﺎﻴﺔ ﺍﻷﺭﻗﻰ ﻤﻥ ﺨﻼل‪:‬‬
‫ﺘﺄﺴﻴﺱ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻝﺒﻨﺎﺀ ﺼﻭﺭﺓ ﺃﻜﺜﺭ ﻭﺍﻗﻌﻴﺔ ﻋﻥ ﺍﻝﻌﻤل ﻜﺄﻥ ﺘﺸﻤل ﺇﺠـﺭﺍﺀﺍﺕ‬ ‫‪-‬‬
‫ﺍﻝﺘﻭﻅﻴﻑ ﺘﻌﺭﻴﺽ ﺍﻝﻤﺘﺭﺸﺢ ﻝﻭﺍﻗﻊ ﻤﻜﺎﻥ ﺍﻝﻌﻤل ﻗﺒل ﺘﻭﻅﻴﻔﻪ ﺍﻝﻨﻬﺎﺌﻲ‪.‬‬
‫ﺘﻁﻭﻴﺭ ﻗﻨﻭﺍﺕ ﺍﻻﺘﺼﺎل ﺒﺈﻨﺸﺎﺀ ﻨﺸﺭﺍﺕ ﺩﻭﺭﻴﺔ‪ ،‬ﻭﻋﻘﺩ ﺍﻝﻠﻘﺎﺀﺍﺕ؛ ﻤﻤﺎ ﻴﺴـﺎﻫﻡ ﻓـﻲ‬ ‫‪-‬‬
‫ﺘﻁﻭﻴﺭ ﻨﻅﺎﻡ ﺍﺘﺨﺎﺫ ﻗﺭﺍﺭﺍﺕ ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻝﻤﺸﺎﺭﻜﺔ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻝﺼﺭﺍﻋﺎﺕ‪.‬‬
‫ﺘﺒﻨﻲ ﺒﺭﺍﻤﺞ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻨﻅﻴﻡ‪ ،‬ﻭﻫﻲ ﺒﺭﺍﻤﺞ ﺇﺭﺸﺎﺩﻴﺔ ﺘﺘﻀﻤﻥ ﺘﻘﻨﻴﺎﺕ ﻤﺘﻨﻭﻋﺔ ﻜﻤﺭﺍﻗﺒﺔ‬ ‫‪-‬‬
‫ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ‪ ،‬ﻭﺘﺩﺭﻴﺏ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ﻭﺘﻁﻭﻴﺭﻩ‪ ،‬ﺘﺤﺘﺎﺝ ﻓﻴﻬﺎ ﺍﻝﻤﻨﻅﻤﺔ ﺇﻝﻰ ﺨﺒﺭﺍﺀ‬
‫ﻤﻥ ﺨﺎﺭﺠﻬﺎ )ﻋﺎﺩﺓ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ(‪.‬‬
‫ﻭ ﻴﺘﻀﻤﻥ ﺍﻝﻌﻼﺝ ﺘﺄﺴﻴﺱ ﻤﺼﺎﻝﺢ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺔ ﺘﻬﺘﻡ ﺒﺎﻝﺼﺤﺔ ﻭﺍﻷﻤﻥ‪ ،‬ﺘﺴـﺎﻫﻡ ﻓـﻲ‬
‫ﻤﻘﺎﻭﻤﺔ ﺍﻹﺠﻬﺎﺩ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻤﻥ ﺨﻼل‪:‬‬
‫ﺘﻨﻅﻴﻡ ﺠﻤﻊ ﺍﻝﻤﻠﻭﻤﺎﺕ ﺤﻭل ﻹﺠﻬﺎﺩ‪.‬‬ ‫‪-‬‬
‫ﺘﻘﺩﻴﻡ ﺇﺭﺸﺎﺩ ﻓﺭﺩﻱ ﻤﺘﺨﺼﺹ‪ ،‬ﻭﺨﺩﻤﺎﺕ ﺇﻋﺎﺩﺓ ﺍﻹﺩﻤﺎﺝ ﻝﻠﻤﻭﻅﻔﻴﻥ ﺫﻭﻱ ﺍﻝﻤﺸﻜﻼﺕ‬ ‫‪-‬‬
‫ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻌﻤل‪.‬‬

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‫ﺇﺠﺭﺍﺀ ﻓﺤﻭﺹ ﺨﺎﺼﺔ ﺒﻁﺏ ﺍﻝﻌﻤل‪ ،‬ﺍﻝﻬﻨﺩﺴﺔ ﺍﻷﻤﻨﻴﺔ‪ ،‬ﺍﻝﻌﻭﺍﻤل ﺍﻝﺒﺸﺭﻴﺔ ﻭﻋﻠﻡ ﻨﻔﺱ‬ ‫‪-‬‬
‫ﺍﻝﻌﻤل‪.‬‬
‫ﻜﻤﺎ ﻴﺸﻤل ﺒﺭﺍﻤﺞ ﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﻭﻅﻔﻴﻥ ﺍﻝﺘﻲ ﺘﻌﻴﻨﻬﻡ ﻋﻠﻰ ﺘﺤﺩﻴـﺩ ﻭﺤـل ﻤﺸـﻜﻼﺕ‬
‫ﺍﻹﻨﺘﺎﺝ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻬﻡ )ﺼﺤﻴﺔ‪ ،‬ﻋﺎﺌﻠﻴﺔ‪ ،‬ﻤﺎﻝﻴﺔ‪ ،‬ﻗﺎﻨﻭﻨﻴﺔ‪ ،‬ﺍﻨﻔﻌﺎﻝﻴﺔ‪ ،‬ﺇﺠﻬﺎﺩ‪(...‬‬
‫ﻭ ﻋﻠﻰ ﺍﻝﻤﻨﻅﻤﺔ ﺘﻘﺩﻴﻡ ﺨﺩﻤﺎﺕ ﺇﻋﺎﺩﺓ ﺍﻹﺩﻤﺎﺝ ﻝﻤﻭﻅﻔﻴﻬﺎ‪ ،‬ﺤﺘﻰ ﻤﻥ ﺨﻼل ﻤﺴـﺎﻋﺩﺘﻬﻡ‬
‫‪Le‬‬ ‫ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺃﻋﻤﺎل ﺨﺎﺭﺝ ﺍﻝﻤﻨﻅﻤﺔ‪ ،‬ﻓﻲ ﺤﺎﻝﺔ ﻝﻡ ﺘﻨﺠﺢ ﺇﻋﺎﺩﺓ ﺍﻹﺩﻤـﺎﺝ ﺍﻝـﺩﺍﺨﻠﻲ)‬
‫‪.(Blanc&al, 2000, pp171-173‬‬
‫ﻭ ﻴﺫﻜﺭ ﺠﻤﻌﺔ ﻴﻭﺴـﻑ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﻭﺍﺠﻬﺔ ﺍﻹﺠﻬﺎﺩ ﻓﻲ ﺍﻝﻤﻨﻅﻤـﺔ‬
‫ﻫﻲ‪:‬‬
‫ﺘﺼﻤﻴﻡ ﺍﻝﻌﻤل ﻭ ﻭﺼﻔﻪ‬ ‫‪-‬‬
‫ﺩﻴﻨﺎﻤﻴﺎﺕ ﺍﻝﺠﻤﺎﻋﺔ ﻓﻲ ﻤﻜﺎﻥ ﺍﻝﻌﻤل‬ ‫‪-‬‬
‫ﺘﻭﻀﻴﺢ ﺍﻷﺩﻭﺍﺭ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ‪ ،‬ﻭﺇﺩﺍﺭﺓ ﺍﻝﺼﺭﺍﻋﺎﺕ‬ ‫‪-‬‬
‫ﻤﻬﺎﺭﺍﺕ ﺠﻴﺩﺓ ﻓﻲ ﺍﺘﺼﺎل‬ ‫‪-‬‬
‫ﺃﺴﺎﻝﻴﺏ ﻨﺎﺠﻌﺔ ﻓﻲ ﺍﻝﻘﻴﺎﺩﺓ‬ ‫‪-‬‬
‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺴﻴﺎﺴﻴﺔ ﻓﻌﺎﻝﺔ‬ ‫‪-‬‬
‫ﻤﻬﺎﺭﺍﺕ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ‬ ‫‪-‬‬
‫ﺘﻘﻨﻴﺎﺕ ﺘﻁﻭﻴﺭ ﺍﻝﺘﻨﻅﻴﻡ‬ ‫‪-‬‬
‫ﻤﻨﺎﺥ ﺘﻨﻅﻴﻤﻲ ﺩﺍﻋﻡ‬ ‫‪-‬‬
‫ﺘﺨﻁﻴﻁ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻤﺴﺎﺭﺍﺕ ﺍﻝﻤﻬﻨﻴﺔ‬ ‫‪-‬‬
‫ﺘﻠﻘﻲ ﺍﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ‬ ‫‪-‬‬
‫ﻤﺭﻭﻨﺔ‬ ‫‪-‬‬
‫ﺒﻴﺌﺔ ﻓﻴﺯﻴﻘﻴﺔ ﺠﻴﺩﺓ ﻓﻲ ﺍﻝﻌﻤل )‪.(Yousef, 2005, p32‬‬ ‫‪-‬‬
‫ﻨﻼﺤﻅ ﺃﻥ ﻫﺫﻩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﺘﺩﺍﺨل ﻜﺜﻴﺭﺍ ﻤﻊ ﻤﺎ ﻭﺭﺩ ﻓﻲ ﻨﻤﻭﺫﺝ ﻝـﻭﺒﻼﻥ‪ ،‬ﻤـﻊ‬
‫ﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﺒﺎﺘﺒﺎﻉ ﺘﻨﺎﻭل ﻨﺴﻘﻲ ﺸﺎﻤل‪.‬‬
‫ﻭﺨﺘﺎﻤﺎ ﻴﻤﻜﻨﻨﺎ ﺍﻝﻘﻭل ﺒﺄﻥ ﺍﻝﺘﻨﺎﻭل ﺍﻝﻨﺴﻘﻲ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻹﺠﻬﺎﺩ ﺍﻝﻤﻬﻨـﻲ ﺃﺨـﺫﺍ ﺒﻌـﻴﻥ‬
‫ﺍﻻﻋﺘﺒﺎﺭ ﻤﺨﺘﻠﻑ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻨﻅﻴﻡ ﻭﻜﺫﺍ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺘﻔﺎﻋل ﻤﻌﻬﺎ ﻫﺫﺍ ﺍﻷﺨﻴﺭ‪ ،‬ﻴﻌﺘﺒﺭ‬
‫ﺃﻓﻀل ﺍﻝﻤﻘﺎﺭﺒﺎﺕ ﻤﻥ ﺤﻴﺙ ﻤﺩﻯ ﻭﻅﻴﻔﻴﺔ ﻭﻓﺎﺌﺩﺓ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘـﺘﻤﺨﺽ ﻋﻨـﻪ‪.‬‬

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‫ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻨﺎ ﺘﻜﻭﻴﻥ ﺒﻨﻙ ﻤﻌﻠﻭﻤﺎﺕ ﺨﺎﺼﺔ ﺒﺨﺼـﺎﺌﺹ ﺘﻨﻅﻴﻤﺎﺘﻨـﺎ ﺍﻝﻤﺨﺘﻠﻔـﺔ‬
‫ﻝﺘﻜﻭﻥ ﻗﺎﻋﺩﺓ ﻴﻤﻜﻥ ﺍﻻﻨﻁﻼﻕ ﻤﻨﻬﺎ ﻝﺘﺸﺨﻴﺹ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓـﻲ ﺸـﻌﻭﺭ ﺍﻷﻓـﺭﺍﺩ‬
‫ﺒﺎﻹﺠﻬﺎﺩ ﺃﻭﻻ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺘﺼﻤﻴﻡ ﺒﺭﺍﻤﺞ ﺘﺩﺭﻴﺒﻴﺔ ﻭﺇﺭﺸﺎﺩﻴﺔ ﺃﻭ ﺤﺘﻰ ﻋﻼﺠﻴﺔ ﻝﻠﺘﺄﺜﻴﺭﺍﺕ‬
‫ﺍﻝﺴﻠﺒﻴﺔ ﻝﻬﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﻻﺴﺘﺜﻤﺎﺭ ﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﻭﻓﺭﻩ ﻤﻥ ﺘﺄﺜﻴﺭﺍﺕ ﺇﻴﺠﺎﺒﻴﺔ‪ ،‬ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺠﻬﺔ ﻭﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻨﻅﻤﺎﺕ ﻜﻜل ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ‪.‬‬
‫ﻗـﺎﺌﻤﺔ ﺍﻝﻤﺭﺍﺠﻊ‪:‬‬
‫
ﺒﺎﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬
‫‪ -1‬ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺨﺎﻝﻕ )‪ .(1993‬ﺃﺼﻭل ﺍﻝﺼـﺤﺔ ﺍﻝﻨﻔﺴـﻴﺔ‪ .‬ﺍﻹﺴـﻜﻨﺩﺭﻴﺔ‪ :‬ﺩﺍﺭ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻁ‪.2‬‬
‫‪ -2‬ﺠﺎﻥ ﺒﻨﺠﻤﺎﻥ ﺴﺘﻭﺭﺍ‪ .‬ﺘﺭﺠﻤﺔ ﺃﻨﻁﻭﺍﻥ‪.‬ﺇ‪.‬ﺍﻝﻬﺎﺸﻡ )‪ .(1997‬ﺍﻹﺠﻬﺎﺩ ﺃﺴﺒﺎﺒﻪ ﻭﻋﻼﺠﻪ‪.‬‬
‫ﺒﻴﺭﻭﺕ‪ :‬ﻤﻨﺸﻭﺭﺍﺕ ﻋﻭﻴﺩﺍﺕ‪ ،‬ﻁ‪.1‬‬
‫‪ -3‬ﺠﻤﻌﺔ ﺴﻴﺩ ﻴﻭﺴﻑ )‪ .(2001‬ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻷﻤـﺭﺍﺽ ﺍﻝﻨﻔﺴـﻴﺔ‪.‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﻏﺭﻴﺏ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪.‬‬
‫‪ -4‬ﺴﺎﺭﺍ ﺯﻴﻑ ﺠﺭﺒﺭ)‪ .(1999) (Sara Zeff Geber‬ﺇﺩﺍﺭﺓ ﺍﻝﻀـﻐﻭﻁ ﻤـﻥ ﺃﺠـل‬
‫ﺍﻝﻨﺠﺎﺡ‪ .‬ﺍﻝﺭﻴﺎﺽ‪ :‬ﻤﻜﺘﺒﺔ ﺠﺭﻴﺭ‪ ،‬ﻁ‪.1‬‬
‫‪ -5‬ﺴﺎﻴل ﺤﺩﺓ )‪ .(2003/07/02-05/03‬ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻤﻬﻨـﻲ‪ .‬ﻤـﻥ ﻋـﺭﻭﺽ‬
‫ﺍﻝﺩﻭﺭﺓ ﺍﻝﺘﻜﻭﻴﻨﻴﺔ ﻝﻔﺎﺌﺩﺓ ﻤﻭﻅﻔﻲ ﺇﻋﺎﺩﺓ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻝﻜﺘﺎﺒـﺔ ﺍﻝﻀـﺒﻁ‬
‫ﺒﺎﻝﺩﺍﺭ ﺍﻝﺒﻴﻀﺎﺀ‪.‬‬
‫‪ -6‬ﺴﻤﻴﺭ ﺸﻴﺨﺎﻨﻲ )‪ .(2003‬ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ‪ .‬ﺒﻴﺭﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪.‬‬
‫‪ -7‬ﻋﺒﺩ ﺍﻝﺤﻜﻴﻡ ﺃﺤﻤﺩ ﺍﻝﺨﺯﺍﻤﻰ )ﺩ ﺕ(‪ .‬ﺁﻓﺔ ﺍﻝﻌﺼﺭ ﻀﻐﻭﻁ ﺍﻝﻌﻤل ﻭﺍﻝﺤﻴﺎﺓ ﺒﻴﻥ ﺍﻝﻤﺩﻴﺭ‬
‫ﻭﺍﻝﺨﺒﻴﺭ‪ .‬ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﺒﻥ ﺴﻴﻨﺎ‪.‬‬
‫‪ -8‬ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ﺒﻥ ﺃﺤﻤﺩ ﺒﻥ ﻤﺤﻤﺩ ﻫﻴﺠﺎﻥ )‪ .(1998‬ﻀﻐﻭﻁ ﺍﻝﻌﻤل‪ .‬ﺍﻝﺭﻴﺎﺽ‪ :‬ﻤﺭﻜﺯ‬
‫ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﺩﺍﺭﻴﺔ‪.‬‬
‫‪ -9‬ﻋﻤﺎﺭ ﺍﻝﻁﻴﺏ ﻜﺸﺭﻭﺩ )‪ .(1995‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺼﻨﺎﻋﻲ ﻭﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺤﺩﻴﺙ‪ .‬ﺒﻨﻐﺎﺯﻱ‪:‬‬
‫ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪ ،‬ﻁ‪ ،1‬ﺍﻝﻤﺠﻠﺩ ‪.2‬‬
‫‪ -10‬ﻓﺎﺨﺭ ﻋﺎﻗل )‪ .(1982‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‪ .‬ﺒﻴﺭﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻝﻌﻠﻡ ﻝﻠﻤﻼﻴﻴﻥ‪ ،‬ﻁ‪.9‬‬

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‫‪ -11‬ﻓﺎﺭﻭﻕ ﺍﻝﺴﻴﺩ ﻋﺜﻤﺎﻥ )‪ .(2001‬ﺍﻝﻘﻠﻕ ﻭﺇﺩﺍﺭﺓ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴـﻴﺔ‪ .‬ﺍﻝﻘـﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ‬

‫ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﺴﻠﺴﻠﺔ ﺍﻝﻤﺭﺍﺠﻊ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺍﻝﻜﺘﺎﺏ‪ ،16‬ﻁ‪.1‬‬
‫‪ -12‬ﻓﺘﻴﺤﺔ ﻤﺯﻴﺎﻨﻲ ﻭ ﻤﺤﻤﻭﺩ ﺒﻭﺴﻨﺔ )‪.(1998‬ﻋﻼﻗﺔ ﺍﻝﻀﻐﻁ ﺍﻝﻤﻬﻨﻲ ﺒﺎﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻝﺠﺴﻤﻴﺔ ﻋﻨﺩ ﺍﻝﻤﺩﻴﺭﻴﻥ‪ .‬ﻤﻥ ﻋﺭﻭﺽ ﺍﻷﻴﺎﻡ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﺜﺎﻝﺜﺔ ﻝﻌﻠﻡ ﺍﻝـﻨﻔﺱ ﻭﻋﻠـﻭﻡ‬
‫ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺝ‪ ،2‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ -13‬ﻝﻁﻔﻲ ﺍﻝﺸﺭﺒﻴﻨﻲ )‪ .(2003‬ﺍﻝﻁﺏ ﺍﻝﻨﻔﺴﻲ ﻭ ﻤﺸـﻜﻼﺕ ﺍﻝﺤﻴـﺎﺓ‪ .‬ﺒﻴـﺭﻭﺕ‪ :‬ﺩﺍﺭ‬
‫ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻁ‪.1‬‬
‫‪ -14‬ﻝﻴﻠﻰ ﺸﺭﻴﻑ )‪ .(2003-02‬ﺃﺴﺎﻝﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ ﻭ ﻋﻼﻗﺘﻬﺎ ﺒﻨﻤﻁﻲ‬
‫ﺍﻝﺸﺨﺼﻴﺔ)ﺃ‪ ،‬ﺏ( ﻝﺩﻯ ﺃﻁﺒﺎﺀ ﺍﻝﺠﺭﺍﺤﺔ)ﺍﻝﻘﻠﺒﻴﺔ ﻭﺍﻝﻌﺼﺒﻴﺔ ﻭﺍﻝﻌﺎﻤﺔ(‪ .‬ﺭﺴﺎﻝﺔ ﺩﻜﺘﻭﺭﺍﻩ‬
‫ﻍ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻗﺴﻡ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺩﻤﺸﻕ‪.‬‬
‫‪ -15‬ﻝﻴﻭﻨﺎﺭﺩ ﺒﻭﻥ ‪ ،Leonard W.Poon‬ﺘﻌﺭﻴﺏ ﻭ ﺇﻋﺩﺍﺩ ﻋﻠﻲ ﻋﺒﺩ ﺍﻝﺴـﻼﻡ ﻋﻠـﻲ‬
‫)‪ .(2003‬ﺩﻝﻴل ﺘﻁﺒﻴﻕ ﻤﻘﻴﺎﺱ ﺃﺴﺎﻝﻴﺏ ﻤﻭﺍﺠﻬﺔ ﺃﺤﺩﺍﺙ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﺍﻝﻀـﺎﻏﻁﺔ‪.‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ :‬ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪ ،‬ﻁ‪.1‬‬
‫‪ -16‬ﻤﺤﻤﺩ ﻝﺴﻌﻴﺩ ﺴﻠﻁﺎﻥ )‪ .(2002‬ﺍﻝﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻨﻲ ﻓﻲ ﺍﻝﻤﻨﻅﻤﺎﺕ‪ .‬ﺍﻹﺴـﻜﻨﺩﺭﻴﺔ‪:‬‬
‫ﺩﺍﺭ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﺠﺩﻴﺩﺓ‪.‬‬
‫‪ -17‬ﻫﻨﺎﺀ ﺃﺤﻤﺩ ﺸﻭﻴﺦ )‪ .(2007‬ﺃﺴﺎﻝﻴﺏ ﺘﺨﻔﻴﻑ ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴـﻴﺔ ﺍﻝﻨﺎﺘﺠـﺔ ﻋـﻥ‬
‫ﺍﻷﻭﺭﺍﻡ ﺍﻝﺴﺭﻁﺎﻨﻴﺔ ﻤﻊ ﺘﻁﺒﻴﻘﺎﺕ ﻋﻠﻰ ﺤﺎﻻﺕ ﺃﻭﺭﺍﻡ ﺍﻝﻤﺜﺎﻨﺔ ﺍﻝﺴﺭﻁﺎﻨﻴﺔ‪ .‬ﺍﻝﻘـﺎﻫﺭﺓ‪:‬‬
‫ﺍﻴﺘﺭﺍﻙ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻁ‪.1‬‬

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ﺒﺎﻝﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬
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‫‪35- Youssef, G.S. (2005).‬‬ ‫‪Stress Management. Cairo:‬‬

‫‪CAPSCU, 1st ed.‬‬
‫ﺍﻝﻤﺠﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫
ﺒﺎﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪:‬‬
‫‪ -1‬ﺁﺩﻡ ﺍﻝﻌﺘﻴﺒﻲ )ﺼﻴﻑ ‪ .(1997‬ﻋﻼﻗﺔ ﻀﻐﻭﻁ ﺍﻝﻌﻤل ﺒﺎﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﺴﻴﻜﻭﺴـﻭﻤﺎﺘﻴﺔ‬
‫ﻭﺍﻝﻐﻴﺎﺏ ﺍﻝﻭﻅﻴﻔﻲ ﻝﺩىﺎﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺤﻜﻭﻤﻲ ﻓﻲ ﺍﻝﻜﻭﻴـﺕ‪ .‬ﻤﺠﻠـﺔ ﺍﻝﻌﻠـﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﺠﻠﺩ ‪ ،25‬ﺍﻝﻌﺩﺩ ‪ ،2‬ﺠﺎﻤﻌﺔ ﺍﻝﻜﻭﻴﺕ‪.‬‬
‫‪ -2‬ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﻋﺒﺩ ﺍﻝﻤﺤﺴﻥ ﺘﻘﻲ )‪ .(2002‬ﻗﻴﺎﺱ ﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﻌﻭﺍﻤـل ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴـﺔ‬
‫ﻭﻀﻐﻭﻁ ﺍﻝﻌﻤل ﻓﻲ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺴﺘﻭﻯ ﺍﻻﻝﺘﺯﺍﻡ ﺍﻝﺘﻨﻅﻴﻤﻲ ﻓـﻲ ﺍﻝﻤﻨﻅﻤـﺎﺕ ﺍﻝﺼـﺤﻴﺔ‬
‫ﺍﻝﻜﻭﻴﺘﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻤﺠﻠﺩ ‪ ،30‬ﺍﻝﻌﺩﺩ ‪ ،1‬ﺠﺎﻤﻌﺔ ﺍﻝﻜﻭﻴﺕ‪.‬‬
‫‪ -3‬ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﻭﻨﻲ )‪ .(1994‬ﻓﻬﻡ ﺴﻠﻭﻙ ﺍﻝﻌﺎﻤل ﻭ ﺤﺎﺠﺔ ﺍﻝﺘﻨﻅﻴﻡ ﻭ ﺍﻝﺘﺴﻴﻴﺭ ﺇﻝـﻰ‬
‫ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ .‬ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﺒﺠﺎﻤﻌﺔ ﺒﺎﺘﻨﺔ‪ ،‬ﺍﻝﻌﺩﺩ‪.01‬‬
‫‪ -4‬ﻋﻭﻴﺩ ﺴﻠﻁﺎﻥ ﺍﻝﻤﺸﻌﺎﻥ )‪ .(2001‬ﻤﺼﺎﺩﺭ ﺍﻝﻀﻐﻭﻁ ﻓﻲ ﺍﻝﻌﻤـل‪ :‬ﺩﺭﺍﺴـﺔ ﻤﻘﺎﺭﻨـﺔ‬
‫ﺍﻝﻤﻭﻅﻔﻴﻥ ﺍﻝﻜﻭﻴﺘﻴﻥ ﻭﻏﻴﺭ ﺍﻝﻜﻭﻴﺘﻴﻥ ﻓﻲ ﺍﻝﻘﻁﺎﻉ ﺍﻝﺤﻜﻭﻤﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻝﻤﻠﻙ ﺴﻌﻭﺩ‪ ،‬ﺍﻝﻤﺠﻠﺩ‬
‫‪ ،13‬ﺍﻝﻌﻠﻭﻡ ﺍﻹﺩﺍﺭﻴﺔ)‪ ،(1‬ﺍﻝﺭﻴﺎﺽ ‪،‬ﺍﻝﺴﻌﻭﺩﻴﺔ‪.‬‬
‫‪ -5‬ﻤﺎﺯﻥ ﺭﺯﻕ ﺤﺘﺎﻤﻠﺔ )ﺠﻭﺍﻥ ‪ .(2002‬ﻤﺼﺎﺩﺭ ﺍﻝﻀﻐﻁ ﻝﺩﻯ ﻁﻠﺒـﺔ ﻜﻠﻴـﺔ ﺍﻝﺘﺭﺒﻴـﺔ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻝﻴﺭﻤﻭﻙ‪ ،‬ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴـﺔ ﻭﺍﻝﻨﻔﺴـﻴﺔ‪،‬‬
‫ﺍﻝﻌﺩﺩ ‪ ،04‬ﺍﻝﻤﺠﻠﺩ ‪ ،03‬ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺒﺤﺭﻴﻥ‪.‬‬
‫‪ -6‬ﻨﻭﺍل ﺤﻤﺩﺍﺵ )‪ .(2003-02‬ﺍﻹﺠﻬـﺎﺩ ﺍﻝﻤﻬﻨـﻲ ﻝــﺩﻯ ﺍﻝﺯﻭﺠــﺔ ﺍﻝﻌﺎﻤﻠــﺔ‬
‫ﺍﻝﺠﺯﺍﺌﺭﻴـﺔ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴـﺎﺕ ﺍﻝﺘﻌـﺎﻤل ﻤﻌﻪ‪ .‬ﺭﺴـﺎﻝﺔ ﺩﻜﺘـﻭﺭﺍﻩ ﻍ ﻤﻨﺸــﻭﺭﺓ‪،‬‬
‫ﺠﺎﻤﻌﺔ ﻗﺴﻨﻁﻴﻨﺔ‪ ،‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬ ‫ﻗﺴـﻡ ﻋﻠـﻡ ﺍﻝﻨﻔﺱ‪،‬‬
‫‪ -7‬ﺍﻝﻬﺎﺸﻤﻲ ﻝﻭﻜﻴﺎ )‪ .(2002‬ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ ﻓﻲ ﺍﻝﻌﻤل‪ :‬ﻤﺼـﺎﺩﺭﻩ‪ ،‬ﺁﺜـﺎﺭﻩ ﻭﻁـﺭﻕ‬
‫ﺍﻝﻭﻗﺎﻴﺔ‪ .‬ﻤﺠﻠﺔ ﺃﺒﺤﺎﺙ ﻨﻔﺴﻴﺔ ﻭﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻝﻌﺩﺩ‪ ،00‬ﻤﺨﺒﺭ ﺍﻝﺘﻁﺒﻴﻘﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪،‬‬
‫ﺠﺎﻤﻌﺔ ﻤﻨﺘﻭﺭﻱ‪ ،‬ﻗﺴﻨﻁﻴﻨﺔ‪ ،‬ﺍﻝﺠﺯﺍﺌﺭ‪.‬‬
‫‪ -8‬ﻴﻭﺴﻑ ﻋﺒﺩ ﺍﻝﻔﺘﺎﺡ ﻤﺤﻤﺩ )‪ .(1999‬ﺍﻝﻀﻐﻭﻁ ﺍﻝﻨﻔﺴﻴﺔ ﻝـﺩﻯ ﺍﻝﻤﻌﻠﻤـﻴﻥ ﻭﺤﺎﺠـﺎﺘﻬﻡ‬
‫ﺍﻹﺭﺸﺎﺩﻴﺔ‪ .‬ﻤﺠﻠﺔ ﻤﺭﻜﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﺍﻝﺴﻨﺔ ‪ ،8‬ﺍﻝﻌﺩﺩ ‪ ،15‬ﺠﺎﻤﻌﺔ ﻗﻁﺭ‪.‬‬

‫ﺒﺎﻝﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬ ‫
‬

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 2010 ‫ ﺠﻭﺍﻥ‬،4 ‫ﻋـﺩﺩ‬ ‫ﺩﺭﺍﺳﺎﺕ ﻧﻔﺴﻴﺔ ﻭ ﺗﺮﺑﻮﻳﺔ‬

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:‫ﺍﻝﻤﺠﻼﺕ ﻭ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ‬

:‫
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:‫
ﺍﻝﺠﺭﺍﺌﺩ‬
،‫ ﺠﺭﻴـﺩ ﺍﻝﺨﺒـﺭ‬،‫ ﺜﻼﺜﺔ ﻤﻼﻴﻴﻥ ﺠﺯﺍﺌﺭﻱ ﺒﺤﺎﺠﺔ ﺇﻝﻰ ﺭﻋﺎﻴﺔ ﻨﻔﺴﻴﺔ‬،‫ ﻋﺯﻴﺯ ﻤﻠﻭﻙ‬-1
.2007/11/08 ،5163 ‫ﺍﻝﻌﺩﺩ‬
‫ ﺠﺭﻴـﺩﺓ‬،‫ ﺇﺠﺭﺍﺀﺍﺕ ﺍﺴﺘﻌﺠﺎﻝﻴﺔ ﻝﻤﻭﺍﺠﻬﺔ "ﺍﻻﻨﺘﺤﺎﺭ" ﻓﻲ ﺼﻔﻭﻑ ﺍﻝﺸـﺭﻁﺔ‬،‫ﺏ‬.‫ﻨﺎﺌﻠﺔ‬-2
1/26 ،1851 ‫ ﺍﻝﻌﺩﺩ‬،‫ﺍﻝﺸﺭﻭﻕ‬

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