دور المجتمع المدني في وقاية الاطفال المهمشين من الانحراف

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(1)‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴـﻡ ﺍﻟﻌﺎﻟـﻲ ﻭﺍﻟﺒﺤـﺙ ﺍﻟﻌﻠـﻤﻲ‬ ‫ﺠﺎﻤﻌﺔ ﻤﺤﻤـــﺩ ﺨﻴﻀﺭ – ﺒﺴــﻜﺭﺓ –‬ ‫ﻜﻠﻴﺔ ﺍﻟﻌﻠﻭﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬ ‫ﻗﺴﻡ ﺍﻟﻌﻠـﻭﻡ ﺍﻻﺠﺘﻤــﺎﻋﻴﺔ‬. ‫ﺍﻟﻌﻨﻭﺍﻥ‪:‬‬. ‫ﺩﻭﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ـ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﺠﻤﻌﻴﺎﺕ ﻭﻻﻴﺔ ﺴﻁﻴﻑ ـ‬ ‫ﻤﺫﻜﺭﺓ ﻨﻬﺎﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻟﻨﻴل ﺸﻬﺎﺩﺓ ﺍﻟﺩﻜﺘﻭﺭﺍﻩ ﻋﻠﻭﻡ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‬ ‫ﺘﺨﺼﺹ‪ :‬ﻋﻠﻡ ﺍﺠﺘﻤﺎﻉ ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺇﻋﺩﺍﺩ‪:‬‬ ‫‪ -‬ﻗﻴﺭﺍﻭﻨﻲ ﻤﺤﻤﺩ ﺃﻤﻴﻥ‬. ‫ﺇﺸﺭﺍﻑ ﺍﻷﺴﺘﺎﺫ‪:‬‬ ‫ﺃ ﺩ‪ .‬ﺯﻤﺎﻡ ﻨـــﻭﺭ ﺍﻟﺩﻴـــﻥ‬. ‫ﺍﻟﻠﺠﻨﺔ ﺍﻟﻤﻨﺎﻗﺸﺔ‬ ‫• ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪ :‬ﺒﻠﻘﺎﺴﻡ ﺴﻠﻁﺎﻨﻴﺔ ـ ﺭﺌﻴﺴﺎ ـ‬ ‫• ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪ :‬ﺯﻤﺎﻡ ﻨﻭﺭ ﺍﻟﺩﻴﻥ ـ ﻤﺸﺭﻓﺎ ـ‬ ‫• ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪:‬ﻋﺒﺩ ﺍﻟﻌﺯﻴﺯ ﻋﺎﻴﺵ ـ ﻤﻨﺎﻗﺸﺎ ـ‬ ‫ـ ﻤﻨﺎﻗﺸﺎ ـ‬ ‫• ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪:‬ﺍﻟﺠﻤﻌﻲ ﺍﻟﻨﻭﻱ‬ ‫ـ ﻤﻨﺎﻗﺸﺎ ـ‬ ‫• ‪TM‬ﺍﻷﺴﺘﺎﺫ ﺍﻟﺩﻜﺘﻭﺭ‪:‬ﺍﻟﻌﻘﺒﻲ ﺍﻷﺯﻫﺭ‬. ‫‪PDF Editor‬‬ ‫ﺍﻟﺴﻨﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ‪2016/2015 :‬‬.

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(3) ‫ﺸﻜﺭ ﻭﻋﺭﻓﺎﻥ‬ ‫ﺃﺷﻜﺮ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺃﺣﻤﺪﻩ ﻋﻠﻰ ﺗﻮﻓﻴﻘﻪ ﻟﻲ ﻓﻲ ﺍﻧﺠﺎﺯ ﻫﺬﺍ‬ ‫ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻮﺍﺿﻊ‬ ‫ﻭﻳﺴﺮﻧﻲ ﺃﻥ ﺃﺗﻘﺪﻡ ﺑﺄﺳﻤﻰ ﺁﻳﺎﺕ ﻭﻋﺒﺎﺭﺍﺕ ﺍﻟﺸﻜﺮ ﻟﻜﻞ ﻣﻦ ﻗﺪﻡ ﻟﻲ‬ ‫ﺍﻟﻤﺴﺎﻋﺪﺓ ﻭﺃﺧﺺ ﺑﺎﻟﺬﻛﺮ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻤﺸﺮﻑ "ﺯﻣﺎﻡ ﻧﻮﺭ ﺍﻟﺪﻳﻦ" ﺍﻟﺬﻱ ﺗﺘﺒﻊ‬ ‫ﺍﻟﻌﻤﻞ ﻃﻴﻠﺔ ﻣﺮﺣﻠﺔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺃﺷﻜﺮﻩ ﻋﻠﻰ ﺍﻟﻨﺼﺎﺋﺢ ﻭﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺒﺨﻞ ﺑﻬﺎ ﻹﺗﻤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.........‬‬ ‫ﻛﻤﺎ ﺃﺗﻮﺟﻪ ﺑﺎﻟﺸﻜﺮ ﺍﻟﺠﺰﻳﻞ ﺇﻟﻰ ﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻗﺴﻢ ﻋﻠﻢ ﺍﻻﺟﺘﻤﺎﻉ ﺑﺠﺎﻣﻌﺔ‬ ‫ﺑﺴﻜﺮﺓ ﻭﺟﺎﻣﻌﺔ ﻣﺤﻤﺪ ﻟﻤﻴﻦ ﺑﺴﻄﻴﻒ ‪ 02‬ﻋﻠﻰ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ‬ ‫ﺃﻓﺎﺩﺗﻨﻲ ﻭ ﺍﻟﻤﺠﻬﻮﺩﺍﺕ ﺍﻟﺘﻲ ﺑﺬﻟﺖ ﻣﻦ ﺃﺟﻞ ﺇﻧﺠﺎﺯ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻮﺍﺿﻊ‬ ‫ﻭﻛﻞ ﺃﺳﺎﺗﺬﺓ ﻭﻃﻠﺒﺔ ﺟﺎﻣﻌﺔ ﻣﺤﻤﺪ ﺧﻴﻀﺮ ﺑﺒﺴﻜﺮﺓ‪.........‬‬ ‫ﻛﻤﺎ ﻻ ﻳﻔﻮﺗﻨﻲ ﺃﻥ ﺃﺗﻘﺪﻡ ﺑﺠﺰﻳﻞ ﺍﻟﺸﻜﺮ ﺇﻟﻰ ﺭﺅﺳﺎﺀ ﺍﻟﺠﻤﻌﻴﺎﺕ ﻭﻛﻞ ﺍﻷﻓﻮﺍﺝ‬ ‫ﺍﻟﻜﺸﻔﻴﺔ ﻟﻤﻘﺎﻃﻌﺔ ﺑﻠﺪﻳﺔ ﺳﻄﻴﻒ ﻋﻠﻰ ﺗﻌﺎﻭﻧﻬﻢ ﻓﻲ ﺇﺗﻤﺎﻡ ﻭﺍﻧﺠﺎﺯ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬ ‫ﺇﻟﻰ ﻛﻞ ﻣﻦ ﺳﺎﻋﺪﻧﻲ ﻣﻦ ﻗﺮﻳﺐ ﺃﻭ ﻣﻦ ﺑﻌﻴﺪ‪.......‬‬ ‫‪TM‬‬. ‫ﺇﻟﻰ ﻛﻞ ﻣﻦ ﺍﻣﺘﺪﺕ ﻳﺪﺍﻩ ﻟﻲ ﺑﺎﻟﺪﻋﺎﺀ‪.......‬‬. ‫‪PDF Editor‬‬.

(4) ‫ﺇﻫﺩﺍﺀ‬ ‫ﺇﻟﻰ ﻛﻞ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻭﻳﺴﻌﻮﻥ ﻧﺤﻮ ﺑﻨﺎﺀ ﻣﺠﺘﻤﻊ ﺟﺪﻳﺪ‪.......‬‬ ‫ﺇﻟﻰ ﻛﻞ ﺍﻟﺬﻳﻦ ﻳ‪‬ﻌﻤﻠﻮﻥ ﻭﻳﺴﻌﻮﻥ ﺑﺠﻬﺪﻫﻢ ﻧﺤﻮ ﺑﻨﺎﺀ ﺇﻧﺴﺎﻥ ﺟﺪﻳﺪ‪........‬‬ ‫ﺇﻟﻰ ﻛﻞ ﺍﻟﺬﻳﻦ ﺗﺸﻐﻠﻬﻢ ﻫﻤﻮﻡ ﻣﺠﺘﻤﻌﻬﻢ ﻓﻴﻌﻤﻠﻮﻥ ﻓﻜﺮﻫﻢ ﻭﻋﻘﻮﻟﻬﻢ ﻧﺤﻮ‬ ‫ﻓﻬﻢ ﻫﺬﻩ ﺍﻟﻬﻤﻮﻡ ﻭﺗﺠﺎﻭﺯﻫﺎ‪.........‬‬ ‫ﺇﻟﻰ ﻛﻞ ﺍﻟﺬﻳﻦ ﻳﻌﻤﻠﻮﻥ ﻭﻳﺴﻌﻮﻥ ﺑﺄﻣﺎﻧﺔ ﻧﺤﻮ ﺗﻄﻮﻳﺮ ﻣﺠﺎﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.......‬‬ ‫ﺇﻟﻰ ﺟﻨﻮﺩ ﻭﻃﻠﺒﺔ ﺍﻟﻌﻠﻢ‬ ‫ﺇﻟﻰ ﺃﻣﻲ ﻭﺃﺑﻲ ﻭﺇﺧﻮﺗﻲ ﻭﺃﺻﺪﻗﺎﺋﻲ‪......‬‬ ‫ﻭﻛﻞ ﺃﻓﺮﺍﺩ ﺍﻟﻌﺎﺋﻠﺔ‪.....‬‬ ‫ﺁﻟﻴﻬﻢ‪.....‬ﻭﺇﻟﻴﻬﻢ ﺟﻤﻴﻌﺎ ﺃﺗﻘﺪﻡ ﺑﻬﺬﺍ ﺍﻟﻌﻤﻞ ﺍﻟﻤﺘﻮﺍﺿﻊ‪.‬‬ ‫‪TM‬‬. ‫‪PDF Editor‬‬.

(5) ‫ﺍﻟﻔﻬﺎﺭﺱ‬. TM. PDF Editor.

(6) ‫ﻓﻬﺭﺱ ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬. ‫ﻤﻘﺩﻤﺔ ‪...........................................................................................................‬‬. ‫ﺍﻟﺒﺎﺏ ﺍﻷﻭل‪ :‬ﺍﻟﺠﺎﻨﺏ ﺍﻟﻨﻅﺭﻱ ﻟﻠﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﻔﺼــل ﺍﻷﻭل‪ :‬ﺘﻘﺩﻴﻡ ﻤﻭﻀـﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻤﻬﻴﺩ ‪19 ........................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻹﺸﻜﺎﻟﻴﺔ ‪20 ..............................................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ‪22 .........................................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺔ ‪23 .........................................................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺃﺴﺒﺎﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻟﻤﻭﻀﻭﻉ ‪24 ..............................................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﻓﺭﻀﻴﺎﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪24 ....................................................................................‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﻔﺎﻫﻴﻡ ‪25 .......................................................................................‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪46 .....................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻨﻲ‪ :‬ﺍﻟﻤﺩﺍﺨل ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻨﻅﺭﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ‬ ‫ﺘﻤﻬﻴﺩ ‪62 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺘﻔﻜﻴﻙ ﺇﺸﻜﺎﻟﻴﺔ ﺍﻟﻤﻔﻬﻭﻡ ﻭﻓﻭﻀﻰ ﺍﻟﻤﻌﺎﻨﻲ ‪62 ...............................................................‬‬ ‫‪ .1‬ﻗﺭﺍﺀﺓ ﺤﻭل ﻫﻭﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪64 ....................................................................‬‬ ‫‪ .2‬ﻗﺭﺍﺀﺓ ﺤﻭل ﻫﻭﻴﺔ ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﻫﻠﻲ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺒﺩﻭﻱ ‪66 .....................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺭﺅﻯ ﻓﻠﺴﻔﻴﺔ ﺤﻭل ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪67 .....................................................................‬‬ ‫‪ .1‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﻔﻜﺭ ﺍﻟﻐﺭﺒﻲ ‪67 .....................................................................‬‬ ‫ﺃ‪ .‬ﻓﻠﺴﻔﺔ ﺍﻟﺤﻕ ﺍﻹﻟﻬﻲ ‪67 .................................................................................‬‬ ‫ﺏ‪ .‬ﻨﻅﺭﻴﺔ ﺍﻟﻌﻘﺩ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪68 ..........................................................................‬‬ ‫ﺝ‪ .‬ﻏﺭﺍﻤﺸﻲ ﻭﺍﻟﻔﻜﺭ ﺍﻹﺼﻼﺤﻲ ‪71 .....................................................................‬‬ ‫‪ .2‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﻔﻜﺭ ﺍﻟﻌﺭﺒﻲ ‪72 ......................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﻤﺭﺍﺤل ﺘﻁﻭﺭ ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﻭﻁﻥ ﺍﻟﻌﺭﺒﻲ ‪73 .............................................‬‬ ‫‪ .1‬ﺍﻟﻤﺭﺤﻠﺔ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ )ﻤﺎ ﻗﺒل ﺍﻟﺤﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ( ‪74 .................................................‬‬ ‫‪ .2‬ﻤﺭﺤﻠﺔ ﻤﺎ ﺒﻌﺩ ﺍﻻﺴﺘﻘﻼل )ﻤﺎ ﺒﻌﺩ ﺍﻟﺤﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺍﻟﺜﺎﻨﻴﺔ( ‪74 ...............................................‬‬ ‫‪ .3‬ﻤﺎ ﻫﻲ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺃﺩﺕ ﺇﻟﻰ ﻅﻬﻭﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﻭﻁﻥ ﺍﻟﻌﺭﺒﻲ؟ ‪74 ............................‬‬ ‫‪ .4‬ﺃﺯﻤﺔ ﺘﻔﻌﻴل ﻤﺅﺴﺴﺎﺕ ﻭﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﻭﻁﻥ ﺍﻟﻌﺭﺒﻲ ‪75 ....................................‬‬ ‫‪ .5‬ﺘﻁﻭﺭ ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻰ ﻓﻲ ﻅل ﺍﻟﻌﻭﻟﻤﺔ ‪76 .....................................................‬‬ ‫‪ .6‬ﺼﻌﻭﺒﺎﺕ ﺘﻤﻭﻴل ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪78 ............................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻭﺍﻟﺩﻭﻟﺔ "ﻋﻼﻗﺔ ﺒﻨﺎﺀ ﻭﺘﻜﺎﻤل" ‪79 ...........................................................‬‬ ‫‪ .1‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻭﺍﻟﺩﻭﻟﺔ ‪79 ...............................................................................‬‬ ‫‪ .2‬ﺩﻭﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺒﻨﺎﺀ ﺍﻟﺩﻭﻟﺔ ‪80 ...................................................................‬‬ ‫‪ .3‬ﻋﻨﺎﺼﺭ ﺘﻜﻭﻴﻥ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪81 .......................................................................‬‬ ‫‪ .4‬ﺃﺩﻭﺍﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪83 .................................................................................‬‬ ‫‪ .5‬ﻭﻅﺎﺌﻑ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪84 ..............................................................................‬‬ ‫‪ .6‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻭﻤﻌﺎﻟﻡ ﺘﻜﺭﻴﺱ ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻴﺔ ‪84 ............................................................‬‬ ‫‪ .7‬ﺨﺼﺎﺌﺹ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪85 ............................................................................‬‬ ‫‪ .8‬ﺒﻨﻴﺔ ﻭﺃﺸﻜﺎل ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪85 ...............................................................‬‬ ‫‪ .9‬ﻭﺴﺎﺌل ﺘﺩﻋﻴﻡ ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ‪88 ................................................................‬‬ ‫‪ .10‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﻫﻠﻲ )ﺍﻟﻤﺩﻨﻲ( ﻓﻲ ﺍﻟﻤﻐﺭﺏ ﺍﻟﻌﺭﺒﻲ ‪88 ..............................................‬‬ ‫‪ TM‬ﻫﻭﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﺍﻟﺠﺯﺍﺌﺭﻱ ﻓﻲ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺘﺎﺭﻴﺨﻲ ﺍﻟﻘﺩﻴﻡ ﻭﺍﻟﺤﺩﻴﺙ ‪89 ..................................‬‬ ‫ﺨﺎﻤﺴﺎ‪:‬‬ ‫‪ .1‬ﻤﺴﺎﺭ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﺎﺭﻴﺨﻲ ‪90 ..............................................................................‬‬ ‫‪ .2‬ﻫﻭﻴﺔ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﺃﺜﻨﺎﺀ ﺍﻻﺤﺘﻼل ‪91 ...................................................................‬‬ ‫‪ .3‬ﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﺃﺜﻨﺎﺀ ﺍﻻﺤﺘﻼل ‪92 ...............................................................‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻗﺒل ﻭﺃﺜﻨﺎﺀ ﺍﻟﺜﻭﺭﺓ ﺍﻟﺘﺤﺭﻴﺭﻴﺔ ﻭﻭﺍﻗﻌﻬﺎ ﺒﻌﺩﺍ ﻻﺴﺘﻘﻼل‪93 ......................... .‬‬ ‫‪ .1‬ﺍﻟﺤﺭﻜﺔ ﺍﻟﺠﻤﻌﻭﻴﺔ ﻗﺒل ﺍﻟﺜﻭﺭﺓ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﻭﺍﻻﺴﺘﻘﻼل ‪93 ....................................................‬‬ ‫‪ .2‬ﺠﻤﻌﻴﺎﺕ ﺍﻟﺸﺒﺎﺏ ﻏﺩﺍﺓ ﺍﻻﺴﺘﻘﻼل ﻭﻭﺍﻗﻊ ﺇﻋﺎﺩﺓ ﺍﻟﺘﻨﻅﻴﻡ ‪97 ..................................................‬‬ ‫‪ .3‬ﻤﺴﺎﺭ ﻋﻭﺩﺓ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ "ﺍﻟﻤﺴﺄﻟﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻭﺍﻟﻭﺍﻗﻊ ﺍﻟﻤﻔﺭﻭﺽ" ‪100 .......................‬‬ ‫‪ .4‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﺍﻟﺠﺯﺍﺌﺭﻱ‪ :‬ﺒﻴﻥ ﺍﻟﻭﺍﻗﻊ ﻭﺍﻟﻁﻤﻭﺡ ‪103 ............................................‬‬ ‫‪ .5‬ﻋﻼﻗﺔ ﺍﻷﺤﺯﺍﺏ ﺍﻟﺴﻴﺎﺴﻴﺔ ﺒﺎﻟﺠﻤﻌﻴﺎﺕ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ‪104 ......................................................‬‬. ‫‪PDF Editor‬‬.

(7) ‫‪ .6‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﺍﻟﺠﺯﺍﺌﺭﻱ ﻓﻲ ﻅل ﺃﺯﻤﺔ ﺜﻭﺭﺓ ﺍﻟﺭﺒﻴﻊ ﺍﻟﻌﺭﺒﻲ ‪107 ..........................................‬‬ ‫ﺨﻼﺼﺔ ‪108 ...................................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻟﺙ‪ :‬ﺍﻟﺩﻻﻻﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻟﻨﻅﺭﻴﺔ ﻟﻼﻨﺤﺭﺍﻑ ﻭﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺘﻤﻬﻴﺩ ‪110 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺇﻨﺤﺭﺍﻑ ﺍﻷﺤﺩﺍﺙ‪ ،‬ﻋﻭﺍﻤﻠﻪ‪ ،‬ﻨﻅﺭﻴﺎﺘﻪ‪ ،‬ﻤﻘﺎﺭﺒﺎﺘﻪ ﺍﻟﻨﻅﺭﻴﺔ ‪110 .................................................‬‬ ‫‪ .1‬ﺘﻌﺭﻴﻑ ﺍﻟﺤﺩﺙ ‪111 ......................................................................................‬‬ ‫‪ .2‬ﺠﻨﻭﺡ ﺍﻷﺤﺩﺍﺙ ‪111 .....................................................................................‬‬ ‫‪.3‬ﺍﻨﺤﺭﺍﻑ ﺍﻷﺤﺩﺍﺙ ‪111 ....................................................................................‬‬ ‫‪ .4‬ﻗﺭﺍﺀﺓ ﻓﻲ ﺘﻁﻭﺭ ﺍﻟﻤﻔﻬﻭﻡ ﻋﺒﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ‪111 .......................................................‬‬ ‫‪ .5‬ﺘﺼﻨﻴﻔﺎﺕ ﺍﻻﺤﺩﺍﺙ ‪111 ...................................................................................‬‬ ‫ﺃ‪ .‬ﺘﺼﻨﻴﻔﺎﺕ ﺍﻻﺤﺩﺍﺙ ﻤﻥ ﺍﻟﻤﻨﻅﻭﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪114 ........................................................‬‬ ‫ﺏ‪ .‬ﺘﺼﻨﻴﻑ ﺍﻻﺤﺩﺍﺙ ﻤﻥ ﺍﻟﻤﻨﻅﻭﺭ ﺍﻟﺴﻴﻜﻭﻟﻭﺠﻲ ‪114 .....................................................‬‬ ‫ﺝ‪ .‬ﺘﺼﻨﻴﻑ ﺍﻷﺤﺩﺍﺙ ﺍﻟﻤﻨﺤﺭﻓﻭﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻘﺎﻨﻭﻥ ‪115 ..............................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻻﻨﺤﺭﺍﻑ ‪116 .........................................................................‬‬ ‫‪ .1‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﺫﺍﺘﻴﺔ ‪118 .....................................................................................‬‬ ‫‪ .2‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﺨﺎﺭﺠﻴﺔ ‪119 ...................................................................................‬‬ ‫‪ .3‬ﺍﻟﺴﻠﻭﻙ ﺍﻟﺠﺎﻨﺢ ﻭﻫﺎﺠﺱ ﺍﻟﻤﺭﺍﻫﻘﺔ ‪122 ....................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﻤﻔﺴﺭﺓ ﻟﻅﺎﻫﺭﺓ ﺍﻻﻨﺤﺭﺍﻑ ‪122 ..................................................................‬‬ ‫‪ .1‬ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪123 ................................................................................‬‬ ‫‪ .2‬ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺒﻴﻭﻟﻭﺠﻴﺔ ‪130 .................................................................................‬‬ ‫‪ .3‬ﺍﻟﻨﻅﺭﻴـﺎﺕ ﺍﻟﻨﻔﺴﻴــﺔ ‪131 .............................................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻟﻤﻘﺎﺭﺒﺎﺕ ﺍﻟﻔﻜﺭﻴﺔ ﺍﻟﻤﻌﺎﺼﺭﺓ ﻟﻅﺎﻫﺭﺓ ﺍﻻﻨﺤﺭﺍﻑ ‪132 .......................................................‬‬ ‫‪ .1‬ﺍﻟﺠﻨﻭﺡ ﺨﺭﻭﺝ ﻋﻥ ﺍﻟﻘﻭﺍﻋﺩ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪133 ...............................................................‬‬ ‫‪ .2‬ﺨﻠﻔﻴﺔ ﺃﻥ ﺍﻟﺠﻨﻭﺡ ﺍﻀﻁﺭﺍﺏ ﻤﺭﻀﻲ ﻴﻤﺱ ﺍﻟﺴﻠﻭﻙ ‪135 ....................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﻅﺎﻫﺭﺓ ﺍﻨﺤﺭﺍﻑ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ‪138 ................................................................‬‬ ‫‪ .1‬ﺍﻟﻭﺍﻗﻊ ﺍﻟﺴﻭﺴﻴﻭﻟﻭﺠﻲ ﻻﻨﺤﺭﺍﻑ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ‪138 ..................................................‬‬ ‫ﺃ‪ .‬ﺠﻨﻭﺡ ﺍﻷﺤﺩﺍﺙ ﻗﺒل ﺍﻻﺴﺘﻘﻼل ‪138 ....................................................................‬‬ ‫ﺏ‪ .‬ﺠﻨﻭﺡ ﺍﻷﺤﺩﺍﺙ ﺒﻌﺩ ﺍﻻﺴﺘﻘﻼل ‪138 ...................................................................‬‬ ‫‪ .2‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺩﺭﺍﺴﺎﺕ ﺃﻋﻤﻕ؟ ‪140 ..........................................................................‬‬ ‫‪ .3‬ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﻨﻭﺡ ﻭﺍﻟﺘﻜﻔل ﺒﺎﻷﺤﺩﺍﺙ ﺍﻟﺠﺎﻨﺤﻴﻥ ‪140 .......................................................‬‬ ‫ﺨﻼﺼﺔ ‪142 ....................................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺭﺍﺒﻊ‪ :‬ﺍﻷﻁﺭ ﺍﻟﺘﻨﻅﻴﺭﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻟﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺘﻤﻬﻴﺩ ‪144 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻷﺴﺱ ﺍﻟﻔﻜﺭﻴﺔ ﻭﺍﻟﺘﻁﺒﻴﻘﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪144 ........................................................‬‬ ‫‪ .1‬ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻭﻗﺎﺌﻴﺔ ﺒﻴﻥ ﻤﻔﻬﻭﻤﻲ ﺍﻹﻨﺤﺭﺍﻑ ﻭﺍﻟﻅﺎﻫﺭﺓ ﺍﻹﺠﺭﺍﻤﻴﺔ ‪145 ..........................................‬‬ ‫‪ .2‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ﻭﻋﻭﺍﻤل ﺍﻟﻀﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪145 ...........................................‬‬ ‫‪ .3‬ﺩﺭﺠﺎﺕ ﺍﻟﻭﻗﺎﻴﺔ ‪146 .....................................................................................‬‬ ‫‪4.‬ﺃﻨﻭﺍﻉ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ‪147 .............................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ﻜﻬﺩﻑ ﺍﺠﺘﻤﺎﻋﻲ ‪147 ...................................................................‬‬ ‫‪ .1‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ‪148 ..............................................................‬‬ ‫‪ .2‬ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ﻤﺴﺅﻭﻟﻴﺔ ﻤﻥ؟ ‪149 ....................................................................‬‬ ‫‪ .3‬ﺍﻹﺴﻬﺎﻤﺎﺕ ﺍﻟﻔﻠﺴﻔﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ‪149 ...............................................................‬‬ ‫‪TM‬ﻨﻅﺭﻴﺎﺕ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻟﺠﺭﻴﻤﺔ ‪149 .............................................................‬‬ ‫‪.4‬‬ ‫‪ .1.4‬ﻨﻅﺭﻴﺔ ﺍﻟﻤﺤﻴﻁ ﺍﻵﻤﻥ ‪151 ..........................................................................‬‬ ‫‪ .2.4‬ﻨﻅﺭﻴﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺭﺘﻴﺏ ‪151 ..........................................................................‬‬ ‫‪ .3.4‬ﻨﻅﺭﻴﺔ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻟﻌﻘﻼﻨﻲ ‪152 .......................................................................‬‬ ‫‪ .4.4‬ﻨﻅﺭﻴﺔ ﺃﺴﻠﻭﺏ ﺍﻟﺤﻴﺎﺓ ‪153 ...........................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻓﻲ ﺘﻁﺒﻴﻕ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪154 ....................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺭﺍﺤل ﻭﺇﺠﺭﺍﺀﺍﺕ ﺃﺴﻠﻭﺏ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻟﺠﺭﻴﻤﺔ ‪155 ............................................‬‬ ‫‪ .1‬ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺴﻭﺴﻴﻭ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻑ ﻜﺄﺴﺎﺱ ﻟﺒﻨﺎﺀ ﻤﻨﻬﺞ ﻭﻗﺎﺌﻲ ‪155 ..........................‬‬ ‫‪ .2‬ﺍﻟﺩﻭﺍﻓﻊ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪160 ................................................................‬‬. ‫‪PDF Editor‬‬.

(8) ‫‪ .3‬ﻭﺴﺎﺌل ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ‪160 ...........................................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻜﺎﻤﻠﻲ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻟﺠﺭﻴﻤﺔ ‪163 ......................................................‬‬ ‫‪ .1‬ﺃﻫﻤﻴﺔ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻜﺎﻤﻠﻲ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪163 ..........................................................‬‬ ‫‪ .2‬ﻨﻤﺎﺫﺝ ﺘﺠﺭﻴﺒﻴﺔ ﻟﺘﻁﺒﻴﻕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻜﺎﻤﻠﻲ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻟﺠﺭﻴﻤﺔ ‪164 ................................‬‬ ‫‪ .1.2‬ﺍﻟﺘﺠﺭﺒﺔ ﺍﻟﻜﻨﺩﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ﻀﻤﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﻜﺎﻤﻠﻲ ‪170 ......................................‬‬ ‫‪ .2.2‬ﺍﻟﺘﺠﺭﺒﺔ ﺍﻟﻬﻭﻟﻨﺩﻴﺔ ﻓﻲ ﻤﺠﺎل ﻤﻌﺎﻟﺠﺔ ﺍﻟﺘﺴﺭﺏ ﺍﻟﻤﺩﺭﺴﻲ ‪171 ..........................................‬‬ ‫‪ .3.2‬ﺍﻟﺘﺠﺭﺒﺔ ﺍﻟﻔﻨﻠﻨﺩﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﺒﻭﺍﺴﻁﺔ ﺍﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ‪171 .............................‬‬ ‫‪ .4.2‬ﺨﺩﻤﺎﺕ ﺍﻟﻭﻗﺎﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻸﻁﻔﺎل ﻭﺍﻟﺸﺒﺎﺏ ﻓﻲ ﺒﻌﺽ ﻤﺩﺍﺭﺱ ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ‪172 ...........‬‬ ‫‪ .3‬ﺃﻤﺜﻠﺔ ﻋﺭﺒﻴﺔ ﻋﻠﻰ ﺒﺭﺍﻤﺞ ﻭﻤﺸﺭﻭﻋﺎﺕ ﻓﻲ ﺍﻟﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻭﻗﺎﺌﻴﺔ ‪172 ..................................‬‬ ‫‪ .1.3‬ﺒﺭﻨﺎﻤﺞ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺘﺩﺨﻴﻥ ﻓﻲ ﻤﺩﺍﺭﺱ ﺍﻟﺴﻌﻭﺩﻴﺔ ‪172 ...............................................‬‬ ‫‪ .2.3‬ﺒﺭﺍﻤﺞ ﺨﺩﻤﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺫﺍﺕ ﺼﺒﻐﺔ ﻭﻗﺎﺌﻴﺔ ﻓﻲ ﺒﻌﺽ ﻤﺩﺍﺭﺱ ﺍﻹﻤﺎﺭﺍﺕ ‪173 ...........................‬‬ ‫‪ .4.3‬ﻤﺸﺭﻭﻉ ﺍﺸﺘﺭﺍﻙ ﺍﻟﻤﻭﺍﻁﻨﻴﻥ ﻓﻲ ﺍﻟﻁﺏ ﺍﻟﻭﻗﺎﺌﻲ ﻓﻲ ﻤﺨﻴﻤﺎﺕ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻴﻥ ﻓﻲ ﻟﺒﻨﺎﻥ ‪174 .................‬‬ ‫‪ .5.3‬ﻤﺸﺭﻭﻉ ﺍﻷﺴﺭ ﺍﻟﻤﻨﺘﺠﺔ ﺒﻤﺼﺭ ‪174 .................................................................‬‬ ‫‪ .4‬ﺩﺭﺍﺴﺎﺕ ﺘﻁﺒﻴﻘﻴﺔ ﻋﻥ ﺍﻟﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪175 ..................................................‬‬ ‫‪ .1.4‬ﻤﺸﺭﻭﻉ ﺍﻟﺘﺩﺨل ﻋﻠﻰ ﺃﺴﺎﺱ ﻓﺭﺩﻱ ﻟﻭﻟﻴﺎﻡ ﻫﻴﻠﻲ ‪175 ..................................................‬‬ ‫‪ .2.4‬ﻤﺸﺭﻭﻉ ﺍﻟﺘﺩﺨل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻤﺩﻴﻨﺔ ﺸﻴﻜﺎﻏﻭ ‪176 ....................................................‬‬ ‫‪ .3.4‬ﺃﺴﻠﻭﺏ ﺍﻟﻌﻼﺝ ﺩﺍﺨل ﺍﻟﺠﻤﺎﻋﺔ ‪176 .......................................................... Provo‬‬ ‫‪ .4.4‬ﺘﺠﺭﺒﺔ ﺒﻭﺴﻜﻭﻓﻴل ‪ Boscoville‬ﺍﻟﻜﻨﺩﻴﺔ ‪176 .......................................................‬‬ ‫‪ .5.4‬ﻤﺸﺭﻭﻉ ﺍﻹﺩﻤﺎﺝ ﺍﻟﻌﺎﺌﻠﻲ ﻟﺠﻭﻟﻴﺎﻥ ﺃﻜﻴﺭ ‪177 ..........................................................‬‬ ‫ﺨﻼﺼﺔ ‪178 ....................................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺨﺎﻤﺱ‪ :‬ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﺠﺎﻨﺤﺔ ﺤﻘﻴﻘﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺒﻴﻥ ﺍﻟﺤﺎﺠﺔ ﻭﺍﻟﺤﻤﺎﻴﺔ‬ ‫ﺘﻤﻬﻴﺩ ‪182 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻁﻔﻭﻟﺔ ‪182 ...............................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺒﻌﺽ ﻤﺸﻜﻼﺕ ﺍﻟﻁﻔﻭﻟﺔ ‪184 ...............................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﺒﻌﺽ ﻤﻅﺎﻫﺭ ﻭﺨﺼﺎﺌﺹ ﻤﺭﺍﺤل ﻨﻤﻭ ﺍﻟﻁﻔل ‪184 ...........................................................‬‬ ‫‪ .1‬ﻤﺭﺤﻠﺔ ﻤﺎ ﻗﺒل ﺍﻟﻤﻴﻼﺩ ‪185 ................................................................................‬‬ ‫‪ .2‬ﻤﺭﺤﻠﺔ ﺍﻟﺭﻀﺎﻋﺔ ‪185 ....................................................................................‬‬ ‫‪ .3‬ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻤﺒﻜﺭﺓ ‪186 ..............................................................................‬‬ ‫‪ .4‬ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻭﺴﻁﻰ ‪186 .............................................................................‬‬ ‫‪ .5‬ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ﺍﻟﻤﺘﺄﺨﺭﺓ ‪187 .............................................................................‬‬ ‫‪ .6‬ﻤﺭﺤﻠﺔ ﺍﻟﻤﺭﺍﻫﻘﺔ ‪187 .....................................................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺒﻌﺽ ﺃﻫﻡ ﺤﺎﺠﺎﺕ ﻤﺭﺤﻠﺔ ﺍﻟﻁﻔﻭﻟﺔ ‪187 ....................................................................‬‬ ‫‪ .1‬ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﺒﻴﻭﻟﻭﺠﻴﺔ ‪188 .................................................................................‬‬ ‫‪ .2‬ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ‪188 .....................................................................................‬‬ ‫‪ .3‬ﺍﻟﺤﺎﺠﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪188 .................................................................................‬‬ ‫‪ .4‬ﺍﻟﺤﺎﺠﺎﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻭﺍﻹﺩﺭﺍﻜﻴﺔ ‪188 ........................................................................‬‬ ‫‪ .5‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﻠﻌﺏ ﻭﺍﻟﺘﺭﻭﻴﺢ ‪189 ..........................................................................‬‬ ‫‪ .6‬ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺫﺍﺘﻪ ﻭﺘﻭﻜﻴﺩﻫﺎ ‪189 ................................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ‪189 ........................................................................................‬‬ ‫‪-1‬ﺍﺘﻔﺎﻗﻴﺔ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ‪189 ...............................................................................‬‬ ‫‪-2‬ﺘﺎﺭﻴﺦ ﻨﺸﺄﺓ ﻭﺘﻁﻭﺭ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ‪190 ...................................................................‬‬ ‫‪-3‬ﻨﻅﺭﺓ ﺘﺤﻠﻴﻠﻴﺔ ﻟﻭﺍﻗﻊ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻋﺭﺒﻴﺎﹰ ﻭﻤﺤﻠﻴﺎﹰ ‪193 ......................................................‬‬ ‫‪TM‬‬ ‫‪-4‬ﺘﺤﺩﻴﺎﺕ ﺘﻁﺒﻴﻕ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﺍﻟﻌﺭﺒﻲ ‪195 ......................................................‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﻘﺎﻨﻭﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ‪196 ....................................................‬‬ ‫‪ .1‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻌﺎﺩﻴﺔ ‪196 ...................................................................‬‬ ‫‪ .2‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺼﻌﺒﺔ ‪197 ...................................................................‬‬ ‫‪ .3‬ﺃﺴﺒﺎﺏ ﺘﺯﺍﻴﺩ ﻅﺎﻫﺭﺓ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻭﺍﻟﻤﺤﺭﻭﻤﻴﻥ ‪199 ..................................................‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺴﺒل ﺍﻟﺤﺩ ﻤﻥ ﺘﺩﺍﻋﻴﺎﺕ ﺍﻟﺘﻌﺩﻱ ﻋﻠﻰ ﺤﻘﻭﻕ ﺍﻷﻁﻔﺎل ‪202 ....................................................‬‬ ‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﻟﻤﺨﺩﺭﺍﺕ ﻅﺎﻫﺭﺓ ﻤﺒﺭﻤﺠﻪ ﻴﺠﺏ ﺍﻟﺘﺼﺩﻱ ﻟﻬﺎ ‪204 ..........................................................‬‬ ‫ﺘﺎﺴﻌﺎ‪ :‬ﺍﻟﺘﻨﺸﺌﺔ ﺍﻷﺴﺭﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻑ ‪205 ..........................................................................‬‬ ‫‪ .1‬ﺘﺄﺜﻴﺭ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻷﺴﺭﻴﺔ ﻋﻠﻰ ﺘﺭﺒﻴﺔ ﺍﻟﻁﻔل ‪205 .............................................................‬‬. ‫‪PDF Editor‬‬.

(9) ‫‪ .2‬ﺘﺄﺜﻴﺭ ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻤﻠﺔ ﺍﻟﻭﺍﻟﺩﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻟﻸﺒﻨﺎﺀ ‪206 ........................................‬‬ ‫‪ .3‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻟﺴﻠﻭﻙ ﺍﻻﻨﺤﺭﺍﻓﻲ ‪206 ..............................................‬‬ ‫‪ .4‬ﺍﻵﺜﺎﺭ ﺍﻟﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺍﻟﺘﻬﻤﻴﺵ ‪207 .........................................................................‬‬ ‫‪ .5‬ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺁﺜﺎﺭ ﺍﻟﺤﺭﻤﺎﻥ ﻤﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ ‪209 ................................................................‬‬ ‫ﺨﻼﺼﺔ ‪209 ....................................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺴﺎﺩﺱ‪ :‬ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻭﻥ ﺒﻴﻥ ﺍﻟﺤﺭﻤﺎﻥ ﻭﺨﻁﺭ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺘﻤﻬﻴﺩ ‪211 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻬﺎﻤﺸﻴﺔ ﻭﺍﻟﺠﻨﻭﺡ ‪211 ..........................................................................‬‬ ‫‪ .1‬ﺃﺸﻜﺎل ﺍﻟﻬﺎﻤﺸﻴﺔ ‪211 ......................................................................................‬‬ ‫‪ .2‬ﺍﻟﺨﺼﺎﺌﺹ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﻬﺎﻤﺸﻴﺔ ‪212 ........................................................................‬‬ ‫‪ .3‬ﺃﻨﻭﺍﻉ ﺍﻟﻬﺎﻤﺸﻴﺔ ‪212 .....................................................................................‬‬ ‫‪ .4‬ﺃﺼﻨﺎﻑ ﺍﻟﺘﻬﻤﻴﺵ ‪213 ....................................................................................‬‬ ‫‪ .5‬ﺩﻭﺍﻓﻊ ﺍﻟﻬﺎﻤﺸﻴﺔ ‪213 ......................................................................................‬‬ ‫‪ .6‬ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻟﺘﻬﻤﻴﺵ ‪214 .......................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺒﻌﺽ ﻤﻅﺎﻫﺭ ﺍﻟﺘﻬﻤﻴﺵ ﻋﻥ ﺍﻟﻁﻔﻭﻟﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪216 .......................................................‬‬ ‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﺍﻟﺘﻬﻤﻴﺵ ﻭﺍﺘﻔﺎﻗﻴﺔ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ‪217 .........................................................................‬‬ ‫ﺭﺍﺒﻌﺎﹰ‪ :‬ﻤﺅﺸﺭﺍﺕ ﻭﺃﺴﺎﻟﻴﺏ ﻗﻴﺎﺱ ﺘﻬﻤﻴﺵ ﺍﻷﻁﻔﺎل ‪219 ..............................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﻷﺒﻌﺎﺩ ﺍﻟﺨﻔﻴﺔ ﻓﻲ ﺘﻬﻤﻴﺵ ﺍﻷﻁﻔﺎل ‪223 ...................................................................‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺒﺭﺍﻤﺞ ﻭﺴﻴﺎﺴﺎﺕ ﺍﻟﺭﻋﺎﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻨﺤﺭﺍﻑ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ‪225 ..................‬‬ ‫‪ .1‬ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ ‪225 ......................................................................................‬‬ ‫‪ .2‬ﻟﺭﻋﺎﻴﺔ ﺍﻟﺼﺤﻴﺔ ﺍﻷﻭﻟﻴﺔ ‪225 ..............................................................................‬‬ ‫‪ .3‬ﺍﻟﺘﻐﺫﻴﺔ ‪226 ..............................................................................................‬‬ ‫‪ .4‬ﺍﻟﻤﺎﺀ ﻭﺍﻟﺼﺭﻑ ﺍﻟﺼﺤﻲ ‪226 .............................................................................‬‬ ‫‪ .5‬ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﺨﺎﺼﺔ ‪227 .....................................................................................‬‬ ‫‪ .6‬ﺍﻟﺴﻴﺎﺴﺎﺕ ﺍﻟﺩﻓﺎﻋﻴﺔ ‪227 ...................................................................................‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺃﺼﻨﺎﻑ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻭﻥ ‪228 ...........................................................................‬‬ ‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﻔﺴﺭﺓ ﻟﻠﻅﺎﻫﺭﺓ ﺍﻟﻬﺎﻤﺸﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪233 .............................................‬‬ ‫ﺘﺎﺴﻌﺎ‪ :‬ﺍﻟﺤﻤﺎﻴﺔ ﺍﻟﻘﺎﻨﻭﻨﻴﺔ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ‪238 ...................................................................‬‬ ‫‪ .1‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﺍﻟﻤﻬﻤﺵ ﻓﻲ ﺍﻟﻤﺴﺎﻭﺍﺓ ﻤﻊ ﺍﻟﻁﻔل ﺍﻟﻌﺎﺩﻱ ‪238 ..................................................‬‬ ‫‪ .1.1‬ﺤﻕ ﺍﻟﻁﻔل ﻏﻴﺭ ﺍﻟﺸﺭﻋﻲ ﻓﻲ ﺍﻟﻨﺴﺏ ‪238 ............................................................‬‬ ‫‪ .2.1‬ﺤﻕ ﺍﻟﻁﻔل ﺍﻟﻤﺤﺭﻭﻡ ﻤﻥ ﺍﻷﺴﺭﺓ ﻓﻲ ﺃﺴﺭﺓ ﺒﺩﻴﻠﺔ ‪239 .................................................‬‬ ‫‪ .3.1‬ﺤﻕ ﺍﻟﻁﻔل ﺍﻟﻤﺤﺭﻭﻡ ﻤﻥ ﺍﻟﻨﻔﻘﺔ ﻓﻲ ﻤﻭﺭﺩ ﻟﻠﻌﻴﺵ ‪239 .................................................‬‬ ‫‪ .4.1‬ﺤﻕ ﺍﻟﻁﻔل ﺍﻟﻤﻬﻤ‪‬ﺵ ﻓﻲ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ‪239 .........................................................‬‬ ‫‪ .5.1‬ﺤﻤﺎﻴﺔ ﺇﻀﺎﻓﻴﺔ ﻟﻠﻁﻔل ﺍﻟﻤﺤﺭﻭﻡ ﻤﻥ ﺍﻻﺴﺘﻘﺭﺍﺭ ‪239 ...................................................‬‬ ‫‪ .6.1‬ﺤﻕ ﺍﻟﻁﻔل ﺍﻟﻤﻌﺎﻕ ﻓﻲ ﺍﻟﺘﻐﻠﺏ ﻋﻠﻰ ﺍﻹﻋﺎﻗﺔ ‪239 ......................................................‬‬ ‫‪ .7.1‬ﺤﻤﺎﻴﺔ ﺨﺎﺼﺔ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻼﺴﺘﻐﻼل ﻭﺍﻻﻋﺘﺩﺍﺀ ‪239 ........................................‬‬ ‫‪ .8.1‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﺍﻟﺠﺎﻨﺢ ﻓﻲ ﺇﻋﺎﺩﺓ ﺘﺄﻫﻴﻠﻪ ‪240 ...........................................................‬‬ ‫‪ .2‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻋﺎﻤﺔ ﻓﻲ ﺍﻟﻤﻭﺍﺜﻴﻕ ﺍﻟﺩﻭﻟﻴﺔ ‪240 ...............................................................‬‬ ‫‪ .3‬ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻌﺎﺩﻴﺔ ‪240 ....................................................................‬‬ ‫‪ .4‬ﺤﻤﺎﻴﺔ ﺤﻘﻭﻕ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﺘﺸﺭﻴﻌﺎﺕ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ‪242 .........................................................‬‬ ‫ﻋﺎﺸﺭﺍ‪ :‬ﻋﻭﺍﻤل ﻤﺭﺘﺒﻁﺔ ﺒﻅﺎﻫﺭﺓ ﺘﻬﻤﻴﺵ ﺍﻷﻁﻔﺎل ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ‪243 .................................................‬‬ ‫ﺨﻼﺼﺔ ‪247 ....................................................................................................‬‬ ‫‪TM‬‬ ‫ﺍﻟﺴﺎﺒﻊ‪ :‬ﻤﺅﺴﺴﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﺩﻨﻲ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻭﻥ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻨﺩﻤﺎﺠﻬﻡ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫ﺍﻟﻔﺼل‬ ‫ﺘﻤﻬﻴﺩ ‪249 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻭﻥ ﻟﻠﺨﻁﺭ ‪249 ............................................................................‬‬ ‫‪ .1‬ﻤﻔﻬﻭﻤﻴﺔ ﺍﻹﻁﺎﺭ ﺍﻟﻤﻌﺭﻓﻲ ‪249 ............................................................................‬‬ ‫‪ .2‬ﻋﻭﺍﻤل ﺍﻟﺨﻁﺭ ﻭﻋﻭﺍﻤل ﺍﻟﺤﻤﺎﻴﺔ ‪249 ......................................................................‬‬ ‫‪ .3‬ﺃﻨﻭﺍﻉ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻌﺭﻀﻴﻥ ﻟﻠﺨﻁﺭ ‪250 ....................................................................‬‬ ‫‪ .4‬ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﻭﻗﺎﺌﻴﺔ ﺍﻟﻤﺨﺘﺼﺔ ﺒﺎﻟﻔﺌﺎﺕ ﺍﻟﻤﻌﺭﻀﺔ ﻟﻠﺨﻁﺭ ‪250 ...................................................‬‬ ‫‪ .5‬ﺍﻟﻭﺴﺎﻁﺔ ﻜﺄﺴﻠﻭﺏ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ‪250 ................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻟﻤﻘﺎﺭﺒﺎﺕ ﺍﻟﻔﻜﺭﻴﺔ ﻟﻼﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﻁﻔﺎل ﻜﺂﻟﻴﺔ ﻟﻠﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ‪251 .............................‬‬. ‫‪PDF Editor‬‬.

(10) ‫‪ .1‬ﻤﻔﻬﻭﻡ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪252 ..........................................................................‬‬ ‫‪ .2‬ﺨﺼﺎﺌﺹ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪252 .......................................................................‬‬ ‫‪ .1.2‬ﺍﻻﻨﺩﻤﺎﺝ ﻤﺴﺄﻟﺔ ﻤﺘﻔﺎﻭﺘﺔ ‪252 ........................................................................‬‬ ‫‪ .2.2‬ﺍﻻﻨﺩﻤﺎﺝ ﻤﺴﺄﻟﺔ ﻨﺴﺒﻴﺔ ‪253 ..........................................................................‬‬ ‫‪ .3.2‬ﺍﻻﻨﺩﻤﺎﺝ ﻋﻤﻠﻴﺔ ﺘﻔﺎﻭﻀﻴﺔ ‪253 ......................................................................‬‬ ‫‪ .4.2‬ﺍﻻﻨﺩﻤﺎﺝ ﻤﺴﺘﻭﻴﺎﺕ ﻤﺘﻔﺎﻭﺘﺔ ‪253 .....................................................................‬‬ ‫‪ .3‬ﺃﻭﺠﻪ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪253 ............................................................................‬‬ ‫‪ .1.3‬ﺍﻟﻤﻘﺎﺭﺒﺎﺕ ﺍﻟﺘﻲ ﺘﺅﺴﺱ ﻟﻼﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪253 .....................................................‬‬ ‫‪ .2.3‬ﺍﻟﻤﻘﺎﺭﺒﺎﺕ ﺍﻟﺘﻲ ﺘﺅﻜﺩ ﻋﻠﻰ ﺍﻹﻗﺼﺎﺀ ﻭﺍﻟﺘﺼﺎﺩﻡ ‪254 ...................................................‬‬ ‫‪ .4‬ﻨﻅﺭﻴﺎﺕ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪254 .........................................................................‬‬ ‫‪ .1.4‬ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﻜﻼﺴﻴﻜﻴﺔ ‪254 ..........................................................................‬‬ ‫‪ .2.4‬ﻨﻅﺭﻴﺔ ﺍﻟﻬﻭﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪255 ......................................................................‬‬ ‫‪ .3.4‬ﻨﻅﺭﻴﺔ ﺍﻟﺘﺼﻨﻴﻑ ﺍﻟﺫﺍﺘﻲ ‪255 ........................................................................‬‬ ‫‪ .4.4‬ﺒﻨﺎﺀ ﺃﻤﺔ ﻭﻨﻅﺭﻴﺔ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ‪256 ..........................................................‬‬ ‫‪ .5‬ﻋﻭﺍﻤل ﺘﺤﻘﻴﻕ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﻁﻔﺎل ﺍﻟﻤﻬﻤﺵ ‪256 ..................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﻨﻤﺎﺫﺝ ﻟﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺇﺩﻤﺎﺠﻬﻡ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪260 ...................................‬‬ ‫‪ .1‬ﺍﻟﻤﺩﻥ ﺍﻟﺼﺩﻴﻘﺔ ﻟﻠﻁﻔل ﻓﻲ ﺍﻟﻐﺭﺏ ‪260 .....................................................................‬‬ ‫‪ .2‬ﺘﺠﺭﺒﺔ ﺍﻟﻴﻭﻨﻴﺴﻴﻑ ﻤﻊ ﺍﻟﺨﻠﻴﺞ ﺍﻟﻌﺭﺒﻲ ‪261 ..................................................................‬‬ ‫‪ .3‬ﺘﺠﺭﺒﺔ ﺍﻟﺠﺯﺍﺌﺭ ﻓﻲ ﻭﻗﺎﻴﺔ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ ﻭﺍﻨﺩﻤﺎﺠﻬﻡ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ‪262 .....................‬‬ ‫ﺨﻼﺼﺔ ‪285 ....................................................................................................‬‬. ‫ﺍﻟﺒــﺎﺏ ﺍﻟﺜــﺎﻨﻲ‪ :‬ﺍﻟﺠﺎﻨﺏ ﺍﻟﻤﻴﺩﺍﻨﻲ ﻟﻠﺩﺭﺍﺴﺔ‬. ‫ﺍﻟﻔﺼل ﺍﻟﺜﺎﻤﻥ‪ :‬ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﻤﻨﻬﺠﻴﺔ ﻟﻠﺩﺭﺍﺴﺔ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ‬ ‫ﺘﻤﻬﻴﺩ ‪288 .......................................................................................................‬‬ ‫ﺃﻭﻻ‪ :‬ﻤﻨﺎﻫﺞ ﺍﻟﺩﺭﺍﺴﺔ ‪288 .......................................................................................‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﺠﺎﻻﺕ ﺍﻟﺩﺭﺍﺴﺔ ‪291 ......................................................................................‬‬ ‫ﺜﺎﻟﺜﺎ‪ :‬ﻤﺠﺘﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ‪293 .......................................................................................‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻟﻌﻴﻨﺔ ﻭﻜﻴﻔﻴﺔ ﺍﺨﺘﻴﺎﺭﻫﺎ ‪295 ...............................................................................‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺨﺼﺎﺌﺹ ﺍﻟﻌﻴﻨﺔ ‪296 ....................................................................................‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻟﺒﻴﺎﻨﺎﺕ ‪297 ................................................................................‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺃﺴﺎﻟﻴﺏ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ ﻟﻠﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ‪301 .........................................................‬‬ ‫ﺨﻼﺼﺔ ‪304 ....................................................................................................‬‬ ‫ﺍﻟﻔﺼل ﺍﻟﺘﺎﺴﻊ‪ :‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺘﻤﻬﻴﺩ ‪406 ..........................................................................................................‬‬ ‫‪ .1‬ﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻷﺩﺍﺓ ‪407 ...................................................................‬‬ ‫‪ .2‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ‪404 ................................................................‬‬ ‫‪ .3‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﻨﻅﺭﻴﺔ ‪408 ..............................................................‬‬ ‫‪ .4‬ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻀﻭﺀ ﺍﻟﻔﺭﻀﻴﺎﺕ ‪413 ......................................................................‬‬ ‫‪ .5‬ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﻌﺎﻤﺔ ‪421 ............................................................................................‬‬ ‫‪ .6‬ﺍﻻﻗﺘﺭﺍﺤﺎﺕ ﻭﺍﻟﺘﻭﺼﻴﺎﺕ ‪422 .................................................................................‬‬ ‫ﺨﺎﺘـــــﻤﺔ ‪423 ................................................................................................‬‬ ‫ﺍﻟﻤﺭﺍﺠــﻊ ‪426 ....................................................................................................‬‬ ‫ﺍﻟﻤﻼﺤﻕ ‪435 .......................................................................................................‬‬ ‫‪TM‬‬. ‫‪PDF Editor‬‬.

(11) ‫ﻓﻬﺭﺱ ﺍﻟﺠﺩﺍﻭل‬ ‫ﺭﻗﻡ‬. ‫ﻋﻨــﻭﺍﻥ ﺍﻟﺠـﺩﻭل‬. ‫ﺍﻟﺼﻔﺤﺔ‬. ‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﻨﻅﺭﻱ‬ ‫‪01‬‬ ‫‪02‬‬ ‫‪03‬‬. ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :01‬ﻴﻭﻀﺢ ﻨﻭﻋﻴﺔ ﻭﻁﺒﻴﻌﺔ ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﻤﻥ ‪1962-1900‬‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :02‬ﻴﻭﻀﺢ ﺒﻌﺽ ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻟﺤﻘﺒﺔ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ ﻤﺎ ﺒﻴﻥ ‪1937-1914‬‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :03‬ﻴﻅﻬﺭ ﺍﻟﺘﻨﻅﻴﻤﺎﺕ ﺍﻟﺠﻤﻌﻭﻴﺔ ﺍﻟﺭﻴﺎﻀﻲ‪ ،‬ﻭﺍﻟﺨﻴﺭﻴﺔ ﻭﺍﻟﺘﺭﻓﻴﻬﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻟﺤﻘﺒﺔ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ ﻤﺎ‬ ‫‪95-94‬‬ ‫ﺒﻴﻥ ‪1962-1939‬‬ ‫‪93‬‬ ‫‪94‬‬. ‫ﺍﻟﺠﺎﻨﺏ ﺍﻟﻤﻴﺩﺍﻨﻲ‬ ‫‪04‬‬ ‫‪05‬‬ ‫‪06‬‬ ‫‪07‬‬ ‫‪08‬‬ ‫‪09‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬ ‫‪15‬‬ ‫‪16‬‬ ‫‪17‬‬ ‫‪18‬‬ ‫‪19‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬ ‫‪26‬‬ ‫‪27‬‬ ‫‪28‬‬ ‫‪29‬‬ ‫‪30‬‬ ‫‪31‬‬ ‫‪32‬‬ ‫‪33‬‬ ‫‪34‬‬ ‫‪35‬‬ ‫‪36‬‬ ‫‪37‬‬ ‫‪38‬‬ ‫‪39‬‬ ‫‪40‬‬ ‫‪41‬‬ ‫‪42‬‬ ‫‪43‬‬. ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :04‬ﻴﻭﻀﺢ ﺍﻟﺠﻤﻌﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻬﺘﻡ ﺒﺭﻋﺎﻴﺔ ﺍﻷﻁﻔﺎل ﻓﻲ ﻭﻻﻴﺔ ﺴﻁﻴﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :05‬ﻴﻭﻀﺢ ﻭﺼﻑ ﺍﻟﺯﻴﺎﺭﺍﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﻟﻠﺠﻤﻌﻴﺎﺕ ﺍﻟﺘﻲ ﺘﻬﺘﻡ ﺒﺭﻋﺎﻴﺔ ﺍﻷﻁﻔﺎل ﻓﻲ ﺴﻁﻴﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :06‬ﻴﺒﻴﻥ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻤﻨﺨﺭﻁﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺎﺕ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺒﻠﺩﻴﺎﺕ ﻭﻻﻴﺔ ﺴﻁﻴﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :07‬ﻴﺒﻴﻥ ﺘﻭﺯﻴﻊ ﻓﺌﺔ ﺍﻟﻤﻬﻤﺸﻴﻥ ﺤﺴﺏ ﺍﻟﺠﻤﻌﻴﺎﺕ ﺍﻟﻭﻻﻴﺔ ﻟﺸﻬﺭ ﺠﺎﻨﻔﻲ ‪2013‬‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :08‬ﻴﺒﻴﻥ ﺘﻭﺯﻴﻊ ﺍﻟﻤﺒﺤﻭﺜﻴﻥ ﺤﺴﺏ ﺍﻟﺠﻨﺱ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :09‬ﻴﻭﻀﺢ ﻭﺼﻑ ﺍﻟﻤﻼﺤﻅﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺯﻴﺎﺭﺓ ﺍﻟﻤﻴﺩﺍﻨﻴﺔ ﻟﻠﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :10‬ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻤﺤﺎﻭﺭ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :11‬ﻴﻭﻀﺢ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺼﺩﻕ ﺍﻟﺫﺍﺘﻲ ﻟﻤﺤﺎﻭﺭ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺒﺎﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :12‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﻓﻘﺎ ﻟﻠﺠﻨﺱ ﻭﺍﻟﻌﻤﺭ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :13‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﻓﻘﺎ ﻟﻠﻌﻤﺭ ﻭﺍﻷﺼل ﺍﻟﺠﻐﺭﺍﻓﻲ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :14‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﻓﻘﺎ ﻟﻠﺠﻨﺱ ﻭﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :15‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺤﻭل ﻤﺩﺓ ﺍﻨﺨﺭﺍﻁﻬﻡ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :16‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﺘﻭﺠﻴﻬﻡ ﻟﻼﻨﺨﺭﺍﻁ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :17‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺤﻭل ﻗﺭﺏ ﺃﻭ ﺒﻌﺩ ﺍﻟﺠﻤﻌﻴﺔ ﻋﻥ ﻤﻨﺯﻟﻙ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :18‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺤﻭل ﻭﺠﻭﺩ ﺇﺨﻭﺓ ﺁﺨﺭﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :19‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺤﻭل ﻤﻜﺎﻥ ﺍﻹﻗﺎﻤﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :20‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺤﻭل ﻗﻀﺎﺀ ﺃﻭﻗﺎﺘﻙ ﻓﻲ ﺍﻟﻴﻭﻡ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :21‬ﻴﻭﻀﺢ ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺤﻭل ﻟﺠﻭﺀ ﺍﻟﻁﻔل ﻋﻨﺩ ﺘﻌﺭﻀﻪ ﻟﻤﺸﻜﻠﺔ ﻤﻌﻴﻨﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :22‬ﻴﻭﻀﺢ ﻫل ﻭﺍﻟﺩﺍﻙ ﻋﻠﻰ ﻗﻴﺩ ﺍﻟﺤﻴﺎﺓ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :23‬ﻴﻭﻀﺢ ﻤﺩﺓ ﺍﻟﺤﺭﻤﺎﻥ ﻤﻥ ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :24‬ﻴﻭﻀﺢ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻠﻭﺍﻟﺩﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :25‬ﺭﻗﻡ ﻴﻭﻀﺢ ﻭﻅﻴﻔﺔ ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :26‬ﻴﻭﻀﺢ ﺇﺤﺴﺎﺱ ﺍﻟﻁﻔل ﺍﺘﺠﺎﻩ ﺍﺴﺭﺘﻪ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :27‬ﻴﻭﻀﺢ ﻫل ﻴﻌﻴﺵ ﻭﺍﻟﺩﺍﻙ ﻤﻌﺎ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :28‬ﻴﻭﻀﺢ ﻓﻴﻤﺎ ﺃﻋﺎﺩ ﻭﺍﻟﺩﺍﻙ ﺍﻟﺯﻭﺍﺝ ﻤﻥ ﺁﺨﺭ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :29‬ﻴﻭﻀﺢ ﻋﻼﻗﺔ ﺍﻟﻁﻔل ﺒﺯﻭﺠﺔ ﺃﺒﻴﻪ ﻓﻲ ﺤﺎﻟﺔ ﺍﻋﺎﺩ ﺍﻟﺯﻭﺍﺝ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :30‬ﻴﻭﻀﺢ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺸﺠﺎﺭ ﻤﻊ ﺯﻭﺠﺔ ﺍﻷﺏ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :31‬ﻴﻭﻀﺢ ﻤﻭﻗﻑ ﺍﻷﺏ ﻤﻥ ﺍﻟﺸﺠﺎﺭ ﺍﻟﺫﻱ ﻴﺤﺩﺙ ﺒﻴﻥ ﺍﻟﻁﻔل ﻭﺯﻭﺠﺔ ﺃﺒﻴﻪ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :32‬ﻴﻭﻀﺢ ﻋﻼﻗﺔ ﺍﻟﻁﻔل ﺒﺯﻭﺝ ﺃﻤﻪ ﻓﻲ ﺤﺎﻟﺔ ﺍﻋﺎﺩﺓ ﺍﻟﺯﻭﺍﺝ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :33‬ﻴﻭﻀﺢ ﺃﺴﺒﺎﺏ ﺤﺩﻭﺙ ﺸﺠﺎﺭ ﺍﻟﻁﻔل ﻤﻊ ﺯﻭﺝ ﺍﻷﻡ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :34‬ﻴﻭﻀﺢ ﺤﺩﻭﺙ ﺤﻭﺍﺭ ﺍﻟﻁﻔل ﻤﻊ ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫‪TM‬‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ 35‬ﻴﻭﻀﺢ ﻤﻭﻗﻑ ﺍﻟﻭﺍﻟﺩﻴﻥ ﻋﻨﺩ ﻗﻴﺎﻡ ﺍﻟﻁﻔل ﺒﺴﻠﻭﻙ ﺴﻲﺀ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :36‬ﻴﻭﻀﺢ ﻤﻜﻭﺙ ﺍﻟﻁﻔل ﻓﻲ ﺍﻟﻠﻴل ﺨﺎﺭﺝ ﺍﻟﻤﻨﺯل ﺩﻭﻥ ﻋﻠﻡ ﻭﺍﻟﺩﻴﻙ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :37‬ﻴﻭﻀﺢ ﺃﺴﺒﺎﺏ ﻤﻜﻭﺙ ﺍﻟﻁﻔل ﺍﻟﻠﻴل ﺨﺎﺭﺝ ﺍﻟﻤﻨﺯل ﺩﻭﻥ ﻋﻠﻡ ﻭﺍﻟﺩﻴﻙ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :38‬ﻴﻭﻀﺢ ﻓﻲ ﺤﺎل ﻴﻭﺠﺩ ﺇﺨﻭﺓ ﻏﻴﺭ ﺃﺸﻘﺎﺀ ﻟﻠﻁﻔل‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :39‬ﻴﻭﻀﺢ ﻋﻼﻗﺔ ﺍﻟﻁﻔل ﺍﻹﺨﻭﺓ ﺍﻟﻐﻴﺭ ﺃﺸﻘﺎﺀ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :40‬ﻴﻭﻀﺢ ﻓﻴﻤﺎ ﻜﺎﻥ ﺍﻟﻁﻔل ﻴﻀﺭﺏ ﺇﺨﻭﺘﻪ ﻭﺃﺴﺒﺎﺒﻪ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :41‬ﻴﻭﻀﺢ ﻤﻭﻗﻑ ﻭﺍﻟﺩﻴﻙ ﺤﻴﺎل ﻀﺭﺏ ﺇﺨﻭﺘﻙ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :42‬ﻴﻭﻀﺢ ﺤﺼﻭل ﺍﻟﻁﻔل ﻋﻠﻰ ﻤﻘﺩﺍﺭ ﻤﻥ ﺍﻟﻤﺼﺭﻭﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :43‬ﻴﻭﻀﺢ ﻤﺼﺩﺭ ﺤﺼﻭل ﺍﻟﻁﻔل ﻋﻠﻰ ﺍﻟﻤﺼﺭﻭﻑ‬. ‫‪292‬‬ ‫‪293-292‬‬. ‫‪294‬‬ ‫‪294‬‬ ‫‪296‬‬ ‫‪298‬‬ ‫‪302‬‬ ‫‪303‬‬ ‫‪307‬‬ ‫‪309‬‬ ‫‪311‬‬ ‫‪314‬‬ ‫‪315‬‬ ‫‪317‬‬ ‫‪318‬‬ ‫‪319‬‬ ‫‪322‬‬ ‫‪324‬‬ ‫‪326‬‬ ‫‪328‬‬ ‫‪330‬‬ ‫‪332‬‬ ‫‪334‬‬ ‫‪335‬‬ ‫‪337‬‬ ‫‪339‬‬ ‫‪341‬‬ ‫‪343‬‬ ‫‪345‬‬ ‫‪347‬‬ ‫‪350‬‬ ‫‪352‬‬ ‫‪354‬‬ ‫‪356‬‬ ‫‪358‬‬ ‫‪360‬‬ ‫‪362‬‬ ‫‪364‬‬ ‫‪366‬‬ ‫‪367‬‬. ‫‪PDF Editor‬‬.

(12) ‫‪44‬‬ ‫‪45‬‬ ‫‪46‬‬ ‫‪47‬‬ ‫‪48‬‬ ‫‪49‬‬ ‫‪50‬‬ ‫‪51‬‬ ‫‪52‬‬ ‫‪53‬‬ ‫‪54‬‬ ‫‪55‬‬ ‫‪56‬‬ ‫‪57‬‬. ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :44‬ﻴﻭﻀﺢ ﺇﺫﺍ ﻜﺎﻥ ﻤﺼﺭﻭﻑ ﺍﻟﻁﻔل ﻴﻠﺒﻲ ﺤﺎﺠﺎﺘﻪ ﻭﻜﻴﻔﻴﺔ ﺘﻠﺒﻴﺘﻪ ﻓﻲ ﺤﺎﻟﺔ ﻋﺩﻡ ﺍﻜﺘﻔﺎﺌﻪ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :45‬ﻴﻭﻀﺢ ﻤﺠﺎﻻﺕ ﺇﻨﻔﺎﻕ ﺍﻟﻤﺎل ﺍﻟﺫﻱ ﻴﺤﺼل ﻋﻠﻴﻪ ﺍﻟﻁﻔل‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :46‬ﻴﻭﻀﺢ ﺍﻷﻤﺎﻜﻥ ﺍﻟﺘﻲ ﻴﻘﻀﻲ ﻓﻴﻬﺎ ﺍﻟﻁﻔل ﺍﻟﻌﻁﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :47‬ﻴﻭﻀﺢ ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﻟﻌﻤل ﻓﻲ ﺍﻟﻌﻁﻠﺔ ﺍﻟﺼﻴﻔﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :48‬ﻴﻭﻀﺢ ﻨﻭﻉ ﺍﻟﻌﻤل ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻟﻁﻔل ﺃﺜﻨﺎﺀ ﻋﻁﻠﺔ ﺍﻟﺼﻴﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :49‬ﻴﻭﻀﺢ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻁﻔل ﺘﻭﻗﻑ ﻋﻥ ﺍﻟﺩﺭﺍﺴﺔ ﻭﻤﺘﻰ ﻜﺎﻥ ﺫﻟﻙ؟‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :50‬ﻴﻭﻀﺢ ﺍﻟﺼﻑ ﺍﻟﺩﺭﺍﺴﻲ ﺍﻟﺫﻱ ﺘﻭﻗﻑ ﻓﻴﻪ ﺍﻟﻁﻔل‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :51‬ﻴﻭﻀﺢ ﺍﻟﺴﺒﺏ ﺍﻟﺤﻘﻴﻘﻲ ﺍﻟﺫﻱ ﺠﻌل ﺍﻟﻁﻔل ﻴﺘﻭﻗﻑ ﻋﻥ ﺍﻟﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :52‬ﻴﻭﻀﺢ ﺇﺫﺍ ﻜﺎﻥ ﻭﺍﻟﺩﻱ ﺍﻟﻁﻔل ﻴﺴﺎﻋﺩﺍﻩ ﻓﻲ ﻤﺭﺍﺠﻌﺔ ﺍﻟﺩﺭﻭﺱ ﻭﺴﺒﺏ ﻋﺩﻡ ﻤﺴﺎﻋﺩﺘﻪ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :53‬ﻴﻭﻀﺢ ﺭﺅﻴﺔ ﺃﻓﺭﺍﺩ ﺍﻟﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﻤﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻟﻤﺭﺒﻭﻥ ﻓﻲ‬ ‫ﻭﻗﺎﻴﺘﻬﻡ ﻤﻥ ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :54‬ﻴﻭﻀﺢ ﺩﺭﺠﺔ ﺍﻋﺘﻤﺎﺩ ﺍﻟﺠﻤﻌﻴﺔ ﻋﻠﻰ ﺍﻷﻨﺸﻁﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :55‬ﻴﻭﻀﺢ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﺘﻲ ﻴﺘﻭﻓﺭ ﻋﻠﻴﻬﺎ ﺍﻟﻤﺭﺒﻭﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺔ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ 56‬ﻴﻭﻀﺢ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﺍﻟﻐﻴﺭ ﻤﻨﺨﺭﻁﻴﻥ ﻓﻲ ﺍﻟﺠﻤﻌﻴﺎﺕ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ‪ :57‬ﻴﻭﻀﺢ ﻤﺩﻯ ﻭﺠﻭﺩ ﺍﻟﻔﺭﻭﻕ ﻓﻲ ﺍﻟﺴﻠﻭﻙ ﺍﻻﻨﺤﺭﺍﻓﻲ ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﺍﻟﻤﻬﻤﺸﻴﻥ ﺍﻟﻤﻨﺨﺭﻁﻴﻥ ﻓﻲ‬ ‫ﺍﻟﺠﻤﻌﻴﺎﺕ ﻭﻏﻴﺭ ﺍﻟﻤﻨﺨﺭﻁﻴﻥ ﻓﻴﻬﺎ‪.‬‬. ‫‪369‬‬ ‫‪371‬‬ ‫‪373‬‬ ‫‪376‬‬ ‫‪378‬‬ ‫‪380‬‬ ‫‪382‬‬ ‫‪384‬‬ ‫‪387‬‬ ‫‪389‬‬ ‫‪394‬‬ ‫‪397‬‬ ‫‪400‬‬ ‫‪402‬‬. ‫ﻓﻬﺭﺱ ﺍﻷﺸﻜﺎل‬ ‫‪01‬‬ ‫‪02‬‬ ‫‪03‬‬ ‫‪04‬‬. ‫ﺍﻟﺸﻜل‬ ‫ﺍﻟﺸﻜل‬ ‫ﺍﻟﺸﻜل‬ ‫ﺍﻟﺸﻜل‬. ‫ﺭﻗﻡ‬ ‫ﺭﻗﻡ‬ ‫ﺭﻗﻡ‬ ‫ﺭﻗﻡ‬. ‫‪:01‬‬ ‫‪:02‬‬ ‫‪:03‬‬ ‫‪:04‬‬. ‫ﺃﻨﻤﺎﻁ ﺍﻟﺘﻜﻴﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺤﺴﺏ "ﻤﻭﺭﺘﻭﻥ"‬ ‫ﻴﻭﻀﺢ ﻤﻌﺩل ﺍﻟﺠﺭﺍﺌﻡ ﻓﻲ ﻜﻨﺩﺍ ﻟﻠﻔﺘﺭﺓ ﻤﻥ ‪2002-1998‬ﻡ‬ ‫ﻴﻭﻀﺢ ﻋﻤﻠﻴﺎﺕ ﺍﻨﺩﻤﺎﺝ ﺍﻟﻁﻔل ﻭﻓﻕ ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺨﺩﻤﺎﺕ‬ ‫ﻴﻭﻀﺢ ﻋﻤﻠﻴﺎﺕ ﺍﻹﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻟﻸﺤﺩﺍﺙ ﻗﺒل ﻭﺒﻌﺩ ﺍﻹﻓﺭﺍﺝ‬. ‫‪125‬‬ ‫‪169‬‬ ‫‪259‬‬ ‫‪284‬‬. ‫‪TM‬‬. ‫‪PDF Editor‬‬.

(13) ‫ﻤﻘﺩﻤﺔ‬. TM. PDF Editor.

(14) ‫ﻣﻘــﺪﻣﺔ‬ ‫ﻤﻘــﺩﻤــﺔ‪:‬‬ ‫ﺸﻬﺩﺕ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﺒﺸﺭﻴﺔ ﺨﻼل ﺃﻭﺍﺨﺭ ﺍﻟﻘﺭﻥ ﺍﻟﻌﺸﺭﻴﻥ ﻭﺒﺩﺍﻴﺔ ﺍﻟﻭﺍﺤﺩ ﻭﺍﻟﻌﺸﺭﻴﻥ ﺯﺨـﻡ ﻤﻬـﻭﻻ ﻤـﻥ‬ ‫ﺍﻟﺘﻐﻴﺭﺍﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ ﻓﻲ ﺠﻤﻴﻊ ﻤﻨﺎﺤﻲ ﺍﻟﺤﻴﺎﺓ ﻜﺎﻥ ﻤﺒﻌﺜﻬﺎ ﺍﻟﺜﻭﺭﺓ ﺍﻹﻟﻜﺘﺭﻭﻨﻴـﺔ ﺍﻟﺸـﺎﻤﻠﺔ ﻓـﻲ ﺍﻻﺘﺼـﺎﻻﺕ‬ ‫ﻭﺍﻟﻤﻭﺍﺼﻼﺕ ﻭﺍﻻﺴﺘﺜﻤﺎﺭ ﺍﻟﻨﺎﺠﺢ ﻟﻠﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﻭﺍﻟﺒﺤﺙ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻤﺠﺎل ﺍﻻﻗﺘﺼﺎﺩ ﻭﺨﺎﺼﺔ ﺍﻟﺼﻨﺎﻋﺔ‪ ،‬ﺍﻷﻤـﺭ‬ ‫ﺍﻟﺫﻱ ﺍﺜﺭ ﻋﻠﻰ ﻨﺸﺎﻁﻪ ﻭﺤﺭﻜﻴﺔ ﺍﻹﻨﺴﺎﻥ ﻭﻋﻘﻠﻴﺔ ﺘﻔﻜﺭﻴﻪ ﺍﺘﺠﺎﻩ ﺍﻟﺤﻴﺎﺓ ﻭﺘﻔﺎﻋﻠﻪ ﻤﻊ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻲ ﻴﻨﺘﻤﻲ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﻤﻥ‬ ‫ﺒﻴﻥ ﻤﻅﺎﻫﺭ ﻫﺫﻩ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻭﺍﻹﻓﺭﺍﺯﺍﺕ ﺍﻟﻤﺘﺯﺍﺤﻤﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻤﺎ ﻅﻬﺭﺕ ﻅﻭﺍﻫﺭ ﺴـﻠﺒﻴﺔ ﺃﻭ ﺠﻭﺍﻨـﺏ ﺍﻨﺤﺭﺍﻓﻴـﺔ‬ ‫ﺸﻜﻠﺕ ﺘﺤﺩﻴﺎ ﻜﺒﻴﺭﺍ ﻓﻲ ﺇﺤﺩﺍﺙ ﺘﻐﻴﺭﺍﺕ ﺩﺍﺨل ﺍﻟﻨﺴﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻤﻥ ﺨﻼل ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﺤﺩﺜﻬﺎ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻻﻨﺤﺭﺍﻓﻴﺔ‪ ،‬ﻭﻤﺎ ﺘﺼﺎﺤﺒﻪ ﻤﻥ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺘﻭﻓﺭ ﺍﻷﻤﻥ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻟﺘﻘـﺩﻡ‬ ‫ﻟﻠﺸﻌﻭﺏ‪.‬‬ ‫ﻜﻤﺎ ﺘﻌﺩ ﻅﺎﻫﺭﺓ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﻤﻌﻨﺎﻫﺎ ﺍﻟﻌﺎﻡ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺫﻱ ﻴﻤﺜل ﺨﺭﻭﺠﺎ ﻋﻠﻰ ﺍﻟﻘﻭﺍﻋﺩ‬ ‫ﻭﺍﻟﻤﻌﺎﻴﻴﺭ ﻭﺍﻟﻘﻴﻡ ﻭﺍﻟﻌﺎﺩﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺌﺩﺓ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﻤﺜل ﺍﻨﺤﺭﺍﻓﺎ ﺴﻠﺒﻴﺎ ﻋﻥ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺴﻭﻱ‪ ،‬ﻭﻤﻨﻪ‬ ‫ﻓﻅﺎﻫﺭﺓ ﺍﻨﺤﺭﺍﻑ ﻭﺍﻟﺠﺭﻴﻤﺔ ﻤﻥ ﺍﻟﻅﻭﺍﻫﺭ ﻭﺍﻟﻘﻀﺎﻴﺎ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻜل ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﺒﺸﺭﻴﺔ‬ ‫ﺒﺩﺭﺠﺎﺕ ﻤﺘﻔﺎﻭﺘﺔ‪.‬‬ ‫ﻭﻴﺭﻯ ﻋﻠﻤﺎﺀ ﺍﻻﺠﺘﻤﺎﻉ ﺃﻥ ﻅﺎﻫﺭﺓ ﺍﻻﻨﺤﺭﺍﻑ ﺘﻌﺩ ﻤﻥ ﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﻭﻅﻴﻔﻴﺔ ﻟﻠﻨﺴﻕ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻥ ﺨـﻼل‬ ‫ﺨﻁﻭﺭﺘﻬﺎ ﻭﺍﻷﻀﺭﺍﺭ ﺍﻟﺘﻲ ﺘﺤﺩﻫﺎ ﺴﻭﺍﺀ ﻋﻠﻰ ﺍﻟﻔﺭﺩ ﺃﻭ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﻬﺩﺩ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻟﻨﻅﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺇﺤـﺩﺍﺙ‬ ‫ﺨﻠل ﻓﻲ ﺍﻷﺒﻨﻴﺔ ﻭﺍﻟﻭﻅﺎﺌﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﺼﺒﺤﺕ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺘﻤﺜل ﺘﺤﺩﻴﺎ ﻜﺒﻴﺭﺍ ﻟﻠﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ‬ ‫ﺒﻔﻌل ﻋﻭﺍﻤل ﻋﺩﺓ ﻤﻨﻬﺎ ﺍﻟﺤﺭﺍﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﻁﻭﺭ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺠﺯﺍﺌﺭﻱ ﺃﺤـﺩ ﺍﻟﻤﺠﺘﻤﻌـﺎﺕ‬ ‫ﺍﻟﺫﻱ ﻟﻪ ﻜﻴﺎﻨﻪ ﺍﻟﺨﺎﺹ ﺒﻪ ﻭﻴﺸﺘﺭﻙ ﻤﻊ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻟﺒﺸﺭﻴﺔ ﻓﻲ ﺤﺭﺍﻜﻪ ﻭﺘﺒﺎﺩﻟﻪ ﺍﻟﺜﻘﺎﻓﻲ ﻭﺍﻟﺤﻀـﺎﺭﻱ‪ ،‬ﻭﻤـﻥ‬ ‫ﻤﻅﺎﻫﺭ ﺍﻟﺘﻐﻴﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺠﺯﺍﺌﺭﻱ ﺍﻟﺘﻐﻴﺭ ﻓﻲ ﺍﻟﺒﻨﺎﺀ ﺍﻻﺠﺘﻤـﺎﻋﻲ ﻭﻓـﻲ ﺍﻷﻨﻅﻤـﺔ ﻭﺍﻷﻨﺴـﻘﺔ‬ ‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺤﻭﻻﺕ ﻭﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﻤﺎﺩﻴﺔ‪.‬‬ ‫ﻭﺒﺎﻟﺘﺎﻟﻲ ﺃﺼﺒﺢ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺍﻟﻌﻤل ﻋﻠﻰ ﻤﻌﺎﻟﺠﺔ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﻭﺍﻟﺘﻘﻠﻴل ﻤﻨﻬﺎ‪ ،‬ﺨﺎﺼﺔ ﻭﺍﻥ ﻤﻌﺩﻻﺕ‬ ‫ﺍﻟﺠﺭﻴﻤﺔ ﻓﻲ ﺍﻟﺠﺯﺍﺌﺭ ﻋﺭﻑ ﺘﺯﺍﻴﺩﺍﹰ ﻤﻌﺘﺒﺭﺍ ﻤﻥ ﺴﻨﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪ ،‬ﺤﻴﺙ ﺘﺒﻴﻥ ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﺃﻥ ﻭﻜﺸﻔﺕ‬ ‫ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﺍﻟﺘﻲ ﻗﺩﻤﻬﺎ ﻤﻤﺜﹼل ﺍﻷﻤﻥ ﺍﻟﻭﻁﻨﻲ ﻭﻤﻤﺜﹼل ﺍﻟﺩﺭﻙ ﺍﻟﻭﻁﻨﻲ‪ ،‬ﺃﻥ‪ ‬ﺍﻟﺠﺯﺍﺌﺭ ﺴﺠﻠﺕ ﻓﻲ ﺴﻨﺔ ‪ 2014‬ﻤﺎ‬ ‫ﻤﺠﻤﻭﻋﻪ ‪ 207‬ﺃﻟﻑ ﺠﺭﻴﻤ ﺔ ﺒﻤﺨﺘﻠﻑ ﺃﻨﻭﺍﻋﻬﺎ ﺨﻼل ﺍﻷﺸﻬﺭ ﺍﻟﺘﺴﻌﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺎﺩل ﻗﺭﺍﺒﺔ‪ 700‬ﺠﺭﻴﻤﺔ‬ ‫ﻴﻭﻤﻴﺎ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻹﺤﺼﺎﺌﻴﺎﺕ ﺍﻟﺩﻗﻴﻘﺔ ﺍﻟﺘﻲ ﻗﺩﻤﻬﺎ ﻤﻤﺜﻠﻭ ﺍﻷﺠﻬﺯﺓ ﺍﻷﻤﻨﻴﺔ ﺘﺩل ﺃﻥ ﺍﻟﻅﺎﻫﺭﺓ ﺘﻁﻭﺭﺕ ﺨﻼل‬ ‫ﺍﻟﺴﻨﻭﺍﺕ ﺍﻷﺨﻴﺭﺓ ﺒﺎﻟﺸﻜل ﺍﻟﺫﻱ ﺃﺼﺒﺢ ﻴﻬﺩ‪‬ﺩ ﺍﻷﻤﻥ ﺍﻟﻌﺎﻡ ﻟﻠﻔﺭﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ‪.‬‬ ‫)ﻨﻭﺍﺭﺓ ﺒﺎﺸﻭﺵ‪ /‬ﺇﻟﻬﺎﻡ ﺒﻭﺜﻠﺠﻲ‪ ،2014/10/12 ،‬ﺹ‪(3‬‬. ‫ﻭﻴﺘﻀﺢ ﻤﻥ ﻫﺫﻩ ﺍﻟﻤﻌﻁﻴﺎﺕ ﻤﺩﻯ ﺘﺯﺍﻴﺩ ﻭﺍﻨﺘﺸﺎﺭ ﻅﺎﻫﺭﺓ ﺍﻻﻨﺤﺭﺍﻑ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺠﺯﺍﺌﺭﻱ ﺒﻴﻥ ﺍﻷﻁﻔـﺎل‬ ‫ﻭﺍﻟﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﻭﻷﻥ ﺤﺩﺙ ﺍﻟﻴﻭﻡ ﻫﻭ ﻤﺠﺭﻡ ﺍﻟﻐﺩ ﻻﺒﺩ ﻤﻥ ﺍﻟﻭﻋﻲ ﺒﺨﻁﻭﺭﺓ ﺍﻟﻅﺎﻫﺭﺓ ﻭﺍﻟﻌﻤـل ﺍﻟﻤﺸـﺘﺭﻙ ﺒـﻴﻥ‬ ‫ﺸﺭﺍﺌﺢ ﺍﻟﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺍﻟﺴﺒل ﺍﻟﻜﻔﻴﻠﺔ ﻟﻠﺘﻘﻠﻴل ﻤﻥ ﺍﺭﺘﻔﺎﻋﻬﺎ ﻭﺨﻁﻭﺭﺘﻬﺎ‪.‬‬ ‫ﻭﻤﻥ ﻫﻨﺎ ﻅﻬﺭﺕ ﻓﻜﺭﺓ ﺍﻟﺩﻓﺎﻉ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻟﺘﻲ ﺘﺭﻤﻲ ﺇﻟﻰ ﺍﻟﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺍﻻﻨﺤﺭﺍﻑ‪ ،‬ﺜﻡ ﺍﻟﻌـﻼﺝ‬ ‫‪TM‬ﻟﻠﻤﻨﺤﺭﻓﻴﻥ ﻭﺘﺄﻫﻴﻠﻬﻡ ﻭﺇﺩﻤﺎﺠﻬﻡ ﻤﻥ ﺠﺩﻴﺩ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ ﻜﺄﻓﺭﺍﺩ ﺃﺴﻭﻴﺎﺀ‪ ،‬ﻭﺨﺎﺼﺔ ﺃﺜﻨﺎﺀ ﻓﺘﺭﺓ ﺘﻭﺍﺠـﺩﻫﻡ‬ ‫ﺍﻟﻤﻨﺎﺴﺏ‬ ‫ﺒﺎﻟﻤﺅﺴﺴﺎﺕ ﺍﻟﻌﻘﺎﺒﻴﺔ ﻭﻤﺭﺍﻜﺯ ﺇﻋﺎﺩﺓ ﺍﻟﺘﺭﺒﻴﺔ‪.‬‬ ‫ﻭﻓﻰ ﻤﻭﺍﺠﻬﺔ ﺘﻁﻭﺭ ﻭﺘﺯﺍﻴﺩ ﻤﻌﺩﻻﺕ ﺍﻟﺠﺭﻴﻤﺔ ﺒﺸﺘﻰ ﺼﻭﺭﻫﺎ ـ ﻭﻫﻭ ﻤﺎ ﺘﺜﺒﺘﻪ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻻﺴـﺘﺭﺍﺘﻴﺠﻴﺔ‬ ‫ﻤﺤﻠﻴ‪‬ﺎ ﻭﺇﻗﻠﻴﻤﻴ‪‬ﺎ ﻭﺩﻭﻟﻴ‪‬ﺎ ـ ﻜﺎﻥ ﻤﻥ ﺍﻟﻤﺘﻌﻴﻥ ﻋﻠﻰ ﺃﺠﻬﺯﺓ ﺍﻟﺸﺭﻁﺔ ﺃﻥ ﺘﺘﻁﻭﺭ ﻭﺘﺘﻘﺩﻡ ﺒﺎﻟﻘﺩﺭ ﺍﻟـﺫﻱ ﻴﺴـﻤﺢ ﻟﻬـﺎ‬ ‫ﺒﺎﻟﻤﻭﺍﺠﻬﺔ‪ ،‬ﻭﻗﺩ ﺍﻨﺘﻬﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺇﻟﻰ ﻨﺘﻴﺠﺔ ﻤﺅﺩﺍﻫﺎ "ﺃﻥ ﺍﻟﺤﺩ ﻤﻥ ﺍﻟﺠﺭﻴﻤﺔ ﻻ ﻴﻤﻜﻥ ﺃﻥ ﻴﺭﺘﻜﺯ ﻓﻘﻁ ﻋﻠـﻰ‬ ‫ﻋﻤل ﺍﻟﺸﺭﻁﺔ ﻭﺃﺠﻬﺯﺓ ﺍﻟﻌﺩﺍﻟﺔ ﺍﻟﺠﻨﺎﺌﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﺒل ﻴﺠﺏ ﺃﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺴﻴﺎﺴـﺔ ﻭﻗﺎﺌﻴـﺔ ﻓﻌﺎﻟـﺔ ﺘﺘﻀـﻤﻥ‬ ‫ﺍﻻﻋﺘﺭﺍﻑ ﺒﺎﻟﻤﺴﺌﻭﻟﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻤﺠﺘﻤﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺠﺭﻴﻤﺔ"‪ ،‬ﻭﻗﺩ ﺃﻜﺩﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ‪ ،‬ﺃﻥ ﻓﻠﺴﻔﺔ‬. ‫‪PDF Editor‬‬ ‫أ‬.