‫ﻓﻬﺮﺳﺖ‬

‫ﺳﺨﻦ ﻣﺘﺮﺟﻢ ‪7 ..................................................................................................................‬‬

‫ﭘﻴﺸﮕﻔﺘﺎﺭ‪11 ..........................................................................................................‬‬
‫ﻣﻘﺪﻣﻪ ‪17 ..............................................................................................................‬‬
‫‪1‬‬
‫ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉﻫﺎ ‪23 ............................................................................‬‬
‫ﺗﻌﺮﻳﻒ ﺩﻓﺎﻉ ﻭ ﻋﻮﺍﻃﻒ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ‪23 ..................................................................................‬‬
‫ﺭﺍﻩﺍﻧﺪﺍﺯ ﺩﻓﺎﻉﻫﺎ‪24 ................................................................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺧﻮﺩﺁﮔﺎﻩ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ‪28 ...............................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﺻﻠﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻓﺮﻋﻲ‪28 ..........................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﻧﻄﺒﺎﻗﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻏﻴﺮﺍﻧﻄﺒﺎﻗﻲ‪29 ................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﺿﻄﺮﺍﺭﻱ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻣﺰﻣﻦ ‪30 ....................................................................‬‬
‫ﻣﻜﺎﻧﻴﺴﻢﻫﺎﻱ ﺩﻓﺎﻋﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺍﻗﺪﺍﻣﺎﺕ ﺩﻓﺎﻋﻲ ‪32 ...................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺳﺎﺩﻩ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻣﻨﺸﻲ ‪33 ...........................................................................‬‬
‫ﺣﻞ ﺗﻌﺎﺭﺽ ﺩﺭ ﺑﺮﺍﺑﺮ ﺧﺼﻴﺼﻪﻱ ﺑﺎﻟﻨﺪﮔﻲ ﺩﻓﺎﻉﻫﺎ ‪33 .............................................................‬‬
‫ﺩﻓﺎﻉ ﻋﻠﻴﻪ ﺩﻓﺎﻉ‪34 ................................................................................................................‬‬
‫ﺳﻴﺎﻝ ﺩﺭ ﺷﻜﻞﮔﻴﺮﻱ‪35 ........................................................................................................‬‬
‫ﭘﻴﺪﺍﻳﺶ ﺩﺭ ﻓﺮﺍﻳﻨﺪ ﺭﺷﺪ‪38 ....................................................................................................‬‬
‫ﺷﻜﻞﮔﻴﺮﻱ ﻣﺼﺎﻟﺤﻪﺟﻮﻳﻲ ﻳﺎ »ﺍﺻﻞ ﻛﺎﺭﻛﺮﺩ ﭼﻨﺪﻭﺟﻬﻲ« ‪38 ...................................................‬‬
‫)ﻭﺍﻟﺪﺭ‪ ،1936 ،‬ﺳﻲ‪ .‬ﺑﺮﻧﺮ‪ 1982 ،‬ﺗﺎ ‪38 .......................................................................(2002‬‬
‫ﺧﻼﺻﻪ‪39 ...........................................................................................................................‬‬
‫‪2‬‬
‫ﺩﻓﺎﻉﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﻣﺮﺍﺣﻞ ﺭﺷﺪ ﺭﻭﺍﻧﻲ– ﺟﻨﺴﻲ ﺩﻫﺎﻧﻲ‪ ،‬ﻣﻘﻌﺪﻱ ﻭ ﺗﻨﺎﺳﻠﻲ ﺍﻭﻟﻴﻪ ﺗﺸﻜﻴﻞ‬
‫ﻣﻲﻳﺎﺑﻨﺪ ‪50 ...........................................................................................................‬‬
‫ﻣﺮﺣﻠﻪﻱ ﺩﻫﺎﻧﻲ )ﺳﻨﻴﻦ ‪ 0‬ﺗﺎ ‪ 3‬ﺳﺎﻟﮕﻲ(‪52 .............................................................................‬‬
‫ﻣﺮﺣﻠﻪﻱ ﻣﻘﻌﺪﻱ )ﺳﻨﻴﻦ ‪ 1/5‬ﺗﺎ ‪ 5‬ﺳﺎﻟﮕﻲ(‪55 ........................................................................‬‬
‫ﻣﺮﺣﻠﻪﻱ ﺗﻨﺎﺳﻠﻲ ﺍﻭﻟﻴﻪ )ﺳﻨﻴﻦ ‪ 2‬ﺗﺎ ‪ 6‬ﺳﺎﻟﮕﻲ( ‪69 ...................................................................‬‬

‫»‪«3‬‬
‫‪3‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﻣﺮﺣﻠﻪﻱ ﻧﻬﻔﺘﮕﻲ‪ ،‬ﻧﻮﺟﻮﺍﻧﻲ ﻭ ﻃﺒﻘﻪﺑﻨﺪﻱ ﻧﺸﺪﻩ ‪90 ......................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﻣﺮﺣﻠﻪﻱ ﻧﻬﻔﺘﮕﻲ )‪ 6‬ﺗﺎ ‪ 11‬ﺳﺎﻟﮕﻲ(‪90 ...................................................................‬‬
‫ﻧﻮﺟﻮﺍﻧﻲ ﻭ ﻣﺮﺍﺣﻞ ﺑﻌﺪ ﺍﺯ ﺁﻥ – ﺩﻭﺭﻩﻱ ﺗﻨﺎﺳﻠﻲ ﺛﺎﻧﻮﻳﻪ ‪116 ....................................................‬‬
‫)‪ 13‬ﺗﺎ ‪ 20‬ﺳﺎﻟﮕﻲ(‪116 ........................................................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﻃﺒﻘﻪﺑﻨﺪﻱ ﻧﺸﺪﻩ‪123 ..............................................................................................‬‬
‫‪4‬‬
‫ﻛﺎﺭﺑﺮﺩ ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﺗﺸﺨﻴﺺ ﺁﺳﻴﺐﻫﺎﻱ ﺭﻭﺍﻧﻲ ‪165..................................................‬‬
‫ﻧﻜﺎﺗﻲ ﭼﻨﺪ ﺩﺭ ﺑﺎﺭﻩﻱ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺧﻮﺩﻣﺨﺘﺎﺭ ﺍﻳﮕﻮ‪166 ..........................................................‬‬
‫ﻧﻜﺎﺗﻲ ﭼﻨﺪ ﺩﺭ ﺑﺎﺭﻩﻱ ﺭﻭﺍﺑﻂ ﺷﻴﺌﻲ ﻭ ﺩﻓﺎﻉﻫﺎ‪171 ...................................................................‬‬
‫ﺭﻭﺍﺑﻂ ﺷﻴﺌﻲ ﻭ ﺩﻓﺎﻉﻫﺎﻱ ﻣﻨﺸﻲ ﺩﺭ ﺍﺧﺘﻼﻻﺕ ﺷﺨﺼﻴﺘﻲ‪182 ..................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺩﺳﺘﻪﺟﻤﻌﻲ ﻭ ﻧﺸﺎﻧﻪﻫﺎ )‪194 ...........................................................(symptoms‬‬
‫‪5‬‬
‫ﺗﻜﻨﻴﻚﻫﺎﻱ ﺗﻔﺴﻴﺮ ‪207...........................................................................................‬‬
‫ﻣﺪﺍﺧﻠﻪﻫﺎﻱ ﺗﺤﻠﻴﻠﻲ )»ﺗﻔﺴﻴﺮﻱ«( ‪207 ...................................................................................‬‬
‫ﻛﺸﻒ ﺩﻓﺎﻉﻫﺎ‪217 ................................................................................................................‬‬
‫ﺍﻭﻟﻮﻳﺖ ﺗﻔﺴﻴﺮﻫﺎ‪225 ............................................................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﻓﺮﺍﺩ ﻧﻮﺭﻭﺗﻴﻚ‪232 ................................................................................................‬‬
‫ﺩﻓﺎﻉﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺳﺎﺧﺘﺎﺭ ﺷﺨﺼﻴﺖ ﻣﺮﺯﻱ ﺣﻀﻮﺭ ﺩﺍﺭﻧﺪ‪234 ..................................................‬‬
‫ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﻣﺸﺎﻭﺭﻩ ﻭ ﺩﺭﻣﺎﻥﻫﺎﻱ ﻛﻮﺗﺎﻩ ﻣﺪﺕ‪235 ...................................................................‬‬
‫‪6‬‬
‫ﺗﺸﺨﻴﺺ ﺍﻓﺘﺮﺍﻗﻲ ﻭ ﺍﻧﺘﺨﺎﺏ ﺍﻓﺮﺍﺩ ﺑﺮﺍﻱ ﺩﺭﻣﺎﻥ ‪237.................................................‬‬
‫‪7‬‬
‫ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﺣﻤﺎﻳﺘﻲ ‪247......................................................................................‬‬
‫ﺗﺮﻣﻴﻢ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺍﻳﮕﻮ‪247 ..................................................................................................‬‬
‫ﺗﻘﻮﻳﺖ ﺿﻌﻒﻫﺎﻱ ﺍﻳﮕﻮ ‪251 ................................................................................................‬‬
‫ﭘﻴﺸﻨﻬﺎﺩ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺩﻓﺎﻉﻫﺎﻱ ﺟﺪﻳﺪ‪252 .................................................................................‬‬
‫ﺗﺮﻣﻴﻢ ﺁﺳﻴﺐﻫﺎﻱ ﻭﺍﺭﺩﻩ ﺑﺮ ﺭﻭﺍﺑﻂ ﺷﻴﺌﻲ‪253 ..........................................................................‬‬
‫‪8‬‬

‫»‪«4‬‬
‫ﻧﻘﺶ ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﺍﺭﺯﻳﺎﺑﻲ ‪256.................................................................................‬‬
‫ﮔﺮﺍﻳﺶ ﺑﻪ ﺧﻮﺩﻛﺸﻲ ‪256.......................................................................................‬‬
‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﺟﻤﻌﻴﺖﺷﻨﺎﺳﻲ ﺍﻓﺮﺍﺩ ﺩﺭ ﻣﻌﺮﺽ ﺧﻄﺮ ‪256 ............................................................‬‬
‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺑﺮ ﺍﺳﺎﺱ ﻧﻮﻉ ﺗﺸﺨﻴﺺ‪257 ......................................................................‬‬
‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺍﺷﻨﺎﻳﺪﻣﻦ )‪258 ..............................................................................(1999‬‬
‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﭘﺮﺧﻄﺮ ﻟﻴﺘﻤﻦ ﻭ ﺗﺎﺑﺎﭼﻨﻴﻚ‪259 ..............................................................................‬‬
‫ﻣﻼﻙﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺩﻭﺭﻛﻬﻴﻢ‪260 ...........................................................................................‬‬
‫ﻣﻼﻙﻫﺎﻱ ﭘﺮﺧﻄﺮ ﻣﻨﻴﻨﮕﺮ )‪261 ..................................................................................(1933‬‬
‫ﻣﻌﻴﺎﺭﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺟﺎﻛﻮﺑﺰ )ﺩﻳﻮﻳﺲ ﻭ ﺩﻳﮕﺮﺍﻥ‪262 .................................................... (1999 ،‬‬
‫ﻋﻼﻳﻢ ﭘﺮﺧﻄﺮ ﺍﺧﺘﺮ – "‪263 ..........................................................(2001) "THE 7 D’S‬‬
‫ﻣﻼﻙﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺍﺯ ﺩﻳﺪﮔﺎﻩ ﺭﻭﺍﻥﺷﻨﺎﺳﻲ ﺧﻮﺩ‪265 ...............................................................‬‬
‫ﻭ ﻧﻈﺮﻳﻪ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺷﻴﺌﻲ‪265 ................................................................................................‬‬
‫ﻣﻼﻙﻫﺎﻱ ﭘﺮﺧﻄﺮ ﺧﻮﺩﻛﺸﻲ ﻣﻄﺎﺑﻖ ﺗﺌﻮﺭﻱ ﺩﻓﺎﻉﻫﺎ‪269 ..........................................................‬‬
‫ﺧﻼﺻﻪ‪278 .........................................................................................................................‬‬
‫ﺿﻤﻴﻤﻪ ‪ -1‬ﺍﺳﻜﻴﺰﻭﻓﺮﻧﻴﺎ‪ :‬ﺳﻴﺮ ﺗﺎﺭﻳﺤﻲ ﻣﻼﻙﻫﺎﻱ ﺗﺸﺨﻴﺼﻲ ‪277...............................‬‬
‫ﺿﻤﻴﻤﻪ ‪ -2‬ﻓﻬﺮﺳﺖ ﻧﻴﺮﻭﻫﺎﻱ ﺍﻳﮕﻮ ﻛﻪ ﺑﻪ ﻫﻨﮕﺎﻡ ﺗﺸﺨﻴﺺ ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲﺷﻮﻧﺪ ‪284........‬‬
‫ﺿﻤﻴﻤﻪ ‪ -3‬ﻣﻼﺣﻈﺎﺕ ﺗﺸﺨﻴﺼﻲ ﺭﻭﺍﻥﺗﺤﻠﻴﻠﻲ ﺩﺭ ﻣﺮﺍﺣﻞ ﺭﺷﺪ ‪283...........................‬‬
‫ﺿﻤﻴﻤﻪ ‪ -4‬ﻣﺨﺘﺼﺮﻱ ﺩﺭ ﺑﺎﺭﻩﻱ ﺗﺎﺭﻳﺨﭽﻪﻱ ﺗﺌﻮﺭﻱ ﺭﻭﺍﺑﻂ ﺷﻴﺌﻲ ‪289........................‬‬
‫ﺳﺨﻦ ﺁﺧﺮ‪ :‬ﻣﺴﺌﻮﻟﻴﺖﻫﺎﻳﻲ ﻛﻪ ﺑﺮﻋﻬﺪﻩ ﻧﮕﺮﻓﺘﻢ ‪295...................................................‬‬
‫ﻭﺍژﻩﻧﺎﻣﻪ ‪298.........................................................................................................‬‬
‫ﻣﻨﺎﺑﻊ‪319..............................................................................................................‬‬

‫»‪«5‬‬
‫ﺳﺨﻦ ﻣﺘﺮﺟﻢ‬

‫ﻭﻗﺘﻲ ﺑﺪﻥ ﻣﺎ ﺩﺭ ﻣﻌﺮﺽ ﻫﺠﻮﻡ ﻣﻴﻜﺮﻭﺏﻫـﺎ ﻳـﺎ ﻋﻮﺍﻣـﻞ ﻭﻳﺮﻭﺳـﻲ ﻗـﺮﺍﺭ ﻣـﻲﮔﻴـﺮﺩ ﻭ ﻳـﺎ‬
‫ﺟﺮﺍﺣﺘﻲ ﺑﻪ ﺟﺴﻢ ﻭﺍﺭﺩ ﻣﻲﺷﻮﺩ‪ ،‬ﺑﺪﻥ ﻣﺎ ﺑﻪ ﻃﻮﺭ ﺧﻮﺩﻛﺎﺭ ﺷﺮﻭﻉ ﺑﻪ ﺩﻓﺎﻉ ﺍﺯ ﺧﻮﺩ ﺩﺭ ﺑﺮﺍﺑـﺮ‬
‫ﻋﻮﺍﻣﻞ ﺑﻴﻤﺎﺭﻱﺯﺍ ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﻪ ﺁﻥ »ﺳﻴﺴﺘﻢ ﺩﻓﺎﻋﻲ« ﮔﻔﺘـﻪ ﻣـﻲﺷـﻮﺩ‪ .‬ﺍﻳـﻦ ﺳﻴﺴـﺘﻢ ﺷـﺎﻣﻞ‬
‫ﺳﻠﻮﻝﻫﺎ ﻭ ﭘﺮﻭﺗﺌﻴﻦﻫﺎﻳﻲ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺩﺭ ﺗﻤﺎﻡ ﺑﺪﻥ ﺣﺮﻛﺖ ﻣﻲﻛﻨﻨﺪ ﻭ ﺑﺎ ﻋﻮﺍﻣـﻞ ﺑﻴﻤـﺎﺭﻱﺯﺍ‬
‫ﻣﺒﺎﺭﺯﻩ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻋﻮﺍﻣﻞ ﺑﻴﻤﺎﺭﻱﺯﺍ ﺗﻼﺵ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺍﺯ ﻭﺍﻛﻨﺶ ﺩﻓﺎﻋﻲ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨـﻲ ﻓـﺮﺍﺭ‬
‫ﻛﻨﻨﺪ‪ .‬ﮔﺎﻫﻲ ﺑﺮﺍﻱ ﺧﻮﺩ ﺣﻔﺎﻇﻲ ﺍﻳﺠﺎﺩ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺁﻧﻬﺎ ﺭﺍ ﻧﺸﻨﺎﺳﺪ‪ .‬ﮔﺎﻫﻲ ﻧﻴـﺰ‬
‫ﺑﺮﺍﻱ ﺧﻮﺩ ﭘﻮﺷﺶ ﺿﺨﻴﻤﻲ ﺍﻳﺠﺎﺩ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﻧﺘﻮﺍﻧﺪ ﺁﻧﻬـﺎ ﺭﺍ ﺍﺯ ﺑـﻴﻦ ﺑﺒـﺮﺩ ﻭ‬
‫ﺣﺘﻲ ﺑﻌﻀﻲ ﻭﻗﺘﻬﺎ ﺗﻼﺵ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺷﺎﻳﺪ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺭﺍ ﺍﺯ ﺑﻴﻦ ﺑﺒﺮﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﺣﺎﻝ ﻛـﺎﺭ‬
‫ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺑﻪ ﻗﺪﺭﻱ ﺣﺴﺎﺏ ﺷﺪﻩ‪ ،‬ﺩﻗﻴﻖ ﻭ ﭘﻴﭽﻴﺪﻩ ﺍﺳﺖ ﻛﻪ ﻣـﻲﺩﺍﻧـﺪ ﭼﮕﻮﻧـﻪ ﻋﻮﺍﻣـﻞ‬
‫ﺑﻴﻤﺎﺭﻱﺯﺍ ﺭﺍ ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺩﺭ ﺑﺮﺍﺑﺮ ﺁﻧﻬﺎ ﻣﻘﺎﺑﻠﻪ ﻛﻨﺪ‪.‬‬
‫ﻋﻈﻤﺖ ﭘﺮﻭﺭﺩﮔﺎﺭ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﻧﻜﺘﻪﻱ ﺑﺎﺭﻳﻜﺘﺮ ﺍﺯ ﻣﻮ ﻣـﻲﺗـﻮﺍﻥ ﺩﻳـﺪ ﻛـﻪ ﺧـﺎﻟﻖ ﻫﺴـﺘﻲ‬
‫ﺳﻴﺴﺘﻤﻲ ﻣﺸﺎﺑﻪ ﺳﻴﺴﺘﻢ ﺍﻳﻤﻨﻲ ﺩﺭ ﺭﻭﺍﻥ ﺑـﻪ ﻭﺩﻳﻌـﻪ ﮔﺬﺍﺷـﺘﻪ ﻛـﻪ ﺑـﻪ ﻣﺤـﺾ ﻣﻮﺍﺟﻬـﻪ ﺑـﺎ‬
‫ﺭﻭﻳﺪﺍﺩﻫﺎﻱ ﻧﺎﮔﻮﺍﺭ ﺯﻧﺪﮔﻲ )ﺗﺮﻭﻣﺎﻫﺎ( ﺑﻪ ﺩﻧﺒﺎﻝ ﺗﻮﺟﻴﻬﺎﺗﻲ ﻣﻲﮔﺮﺩﻳﻢ ﺗﺎ ﺑﻠﻜﻪ ﺍﺯ ﺍﻧﺒﻮﻩ ﻓﺸـﺎﺭ‬
‫ﺭﻭﺣﻲ ﻛﻪ ﺑﺮ ﻣﺎ ﻭﺍﺭﺩ ﻣﻲﺷﻮﺩ ﻛﺎﺳﺘﻪ ﻭ ﺧﻮﺩ ﺭﺍ ﺗﺴﻜﻴﻦ ﺩﻫـﻴﻢ‪ .‬ﻭﻗﺘـﻲ ﺍﺣﺴـﺎﺱ ﻣـﻲﻛﻨـﻴﻢ‬
‫ﺷﺎﻳﺴﺘﮕﻲ ﻭ ﻟﻴﺎﻗﺖ ﻣﺎ ﺯﻳﺮ ﺳﺌﻮﺍﻝ ﺭﻓﺘﻪ ﺍﺳﺖ ﻭ ﻳﺎ ﻭﻗﺘﻲ ﻣـﻮﺭﺩ ﺗﻤﺴـﺨﺮ ﻭ ﻳـﺎ ﺩﺭ ﻣﻌـﺮﺽ‬
‫ﺍﻧﻮﺍﻉ ﺗﻬﻤﺖﻫﺎ ﻭ ﻳﺎ ﺍﻧﺘﻘﺎﺩﺍﺕ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻳﻢ‪ ،‬ﺳﻌﻲ ﺩﺍﺭﻳﻢ ﺁﮔﺎﻫﺎﻧـﻪ ﻳـﺎ ﻧﺎﺧﻮﺩﺁﮔـﺎﻩ ﺁﻧﻬـﺎ ﺭﺍ‬
‫ﺳﺮﻛﻮﺏ ﻛﺮﺩﻩ ﻳﺎ ﺳﻤﺖ ﻭ ﺳﻮﻱ ﺍﻧﺘﻘﺎﺩﺍﺕ ﺭﺍ ﺑﻪ ﺟﺎﻧﺐ ﻓﺮﺩ ﺩﻳﮕﺮﻱ ﻫﺪﺍﻳﺖ ﻛﻨﻴﻢ؛ ﻳﺎ ﺍﻳﻨﻜـﻪ‬
‫ﺑﺎ ﺟﺒﻬﻪﮔﻴﺮﻱ ﻭ ﺣﺘﻲ ﺣﻤﻼﺕ ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ﺍﺯ ﺧﻮﺩ ﺩﻓﺎﻉ ﻛﻨﻴﻢ‪ .‬ﻭﻗﺘﻲ ﻋﺰﻳﺰﻱ ﺭﺍ ﺍﺯ ﺩﺳـﺖ‬
‫ﻣﻲﺩﻫﻴﻢ ﻣﻤﻜﻦ ﺍﺳﺖ ﻣﺪﺗﻬﺎ ﻃﻮﻝ ﺑﻜﺸﺪ ﺗﺎ ﻓﻘﺪﺍﻥ ﺍﻭ ﺭﺍ ﺑﭙـﺬﻳﺮﻳﻢ‪ .‬ﻭ ﻳـﺎ ﻭﻗﺘـﻲ ﺩﺭ ﺍﻭﻗـﺎﺕ‬
‫ﺧﻮﺵ ﻭ ﻫﻴﺠﺎﻥﺍﻧﮕﻴﺰ ﻧﺎﺧﻮﺍﺳـﺘﻪ ﺍﺷـﻚ ﺩﺭ ﭼﺸـﻤﺎﻧﻤﺎﻥ ﺣﻠﻘـﻪ ﻣـﻲﺯﻧـﺪ ﻭ ﻳـﺎ ﻭﻗﺘـﻲ ﺑـﻪ‬
‫ﻛﻮﭼﻚﻧﻤﺎﻳﻲ ﻫﺰﺍﺭﺍﻥ ﻣﺸﻜﻠﻲ ﻛﻪ ﺯﻧﺪﮔﻲ ﻣﺎ ﺭﺍ ﺍﺣﺎﻃﻪ ﻛﺮﺩﻩ ﺍﺳﺖ ﻣﻲﭘﺮﺩﺍﺯﻳﻢ ﻭ ﺑﺰﻟﻪﮔـﻮﻳﻲ‬
‫ﺭﺍ ﭘﻴﺸﻪ ﻣﻲﻛﻨﻴﻢ‪ ،‬ﻭ ﻳﺎ ﻧﻮﺟﻮﺍﻧﻲ ﻛﻪ ﺑﺎ ﺣﺮﻛﺎﺕ ﻧﻤﺎﻳﺸﻲ‪ ،‬ﺍﻋﻤﺎﻝ ﺗﻬﻮﺭﺁﻣﻴﺰ ﺑﺎ ﻣﻮﺗﻮﺭﺳـﻴﻜﻠﺖ‬
‫ﺍﻧﺠﺎﻡ ﻣﻲﺩﻫﺪ‪ ،‬ﻫﻤﻪ ﻭﺍﻛﻨﺶﻫﺎﻱ ﺩﻓﺎﻋﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺭﻭﺍﻥ ﺍﻳﻦ ﺍﻋﺠﻮﺑﻪﻱ ﺧﻠﻘﺖ ﺍﺳـﺘﺎﺩﺍﻧﻪ ﻭ‬

‫»‪«7‬‬
‫ﺑﺎ ﺯﻳﺮﻛﻲ ﺗﻤﺎﻡ ﺍﺯ ﺧﻮﺩ ﺍﺑﺪﺍﻉ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮﺧﻲ ﺍﺯ ﺍﻳﻦ ﺩﻓﺎﻉﻫﺎ ﻣﺎﻫﻴﺘﻲ ﺳﺎﻟﻢ ﺩﺍﺷﺘﻪ ﻭ ﺑﻪ ﺭﺷـﺪ‬
‫ﻭ ﺍﻋﺘﻼﻱ ﺭﻭﺍﻥ ﻭ ﺷﺨﺼﻴﺖ ﺍﻭ ﻛﻤﻚ ﻣـﻲﻛﻨـﺪ ﻣﺜـﻞ »ﻫﻤﺎﻧﻨﺪﺳـﺎﺯﻱ« ﺑـﺎ ﻭﺍﻟـﺪﻳﻦ ﻳـﺎ ﺑـﺎ‬
‫ﺳﻴﺴﺘﻢﻫﺎﻱ ﺍﺭﺯﺷـﻲ ﺑﺰﺭﮔـﺎﻥ ﺩﻳﻨـﻲ‪ ،‬ﻧﺨﺒﮕـﺎﻥ ﻭ ﺩﺍﻧﺸـﻤﻨﺪﺍﻥ ﻭ ‪ ...‬ﻭ ﻳـﺎ ﻣﻜـﺎﻧﻴﺰﻡ ﺩﻓـﺎﻋﻲ‬
‫»ﺗﺼﻌﻴﺪ«‪» ،‬ﺷﻮﺥﻃﺒﻌﻲ«‪» ،‬ﺗﻮﺟﻴﻪ ﻋﻘﻠﻲ« ﻭ ‪ ...‬ﻭ ﺑﺮﺧﻲ ﻧﻴﺰ ﻣﻤﻜﻦ ﺍﺳـﺖ ﻧﺎﺳـﺎﻟﻢ ﺑـﻪ ﻛـﺎﺭ‬
‫ﮔﺮﻓﺘﻪ ﺷﻮﻧﺪ ﻭ ﺣﺘﻲ ﺍﺳﺘﻔﺎﺩﻩﻱ ﻣﺰﻣﻦ ﺍﺯ ﺁﻧﻬﺎ ﻣﻤﻜﻦ ﺍﺳـﺖ ﺗﻬﺪﻳـﺪﻱ ﺑـﺮﺍﻱ ﺯﻧـﺪﮔﻲ ﻓـﺮﺩ‬
‫ﺑﺎﺷﺪ‪ ،‬ﻣﺜﻞ ﺍﺳﺘﻔﺎﺩﻩﻱ ﻣﻜﺮﺭ ﺍﺯ ﻣﻜـﺎﻧﻴﺰﻡ »ﺍﻧﻜـﺎﺭ«‪» ،‬ﻣﻘﺎﺑﻠـﻪ ﺑـﺎ ﻫـﺮﺍﺱ«‪» ،‬ﻫﻤﺎﻧﻨﺪﺳـﺎﺯﻱ ﺑـﺎ‬
‫ﭘﺮﺧﺎﺷﮕﺮ‪ /‬ﻳﺎ ﺑﺎ ﻗﺮﺑﺎﻧﻲ« ﻭ ‪ ....‬ﻟﺬﺍ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ﺍﻳﻦ ﺩﻓﺎﻉﻫﺎﻱ ﺁﺳﻴﺐﺯﺍ ﺗﻮﺳﻂ ﺩﺭﻣﺎﻧﮕﺮﺍﻥ‬
‫ﺑﺎﺗﺠﺮﺑﻪ ﻭ ﺁﺯﻣﻮﺩﻩ ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﻛﻨﺎﺭ ﮔﺬﺍﺷﺘﻪ ﺷﻮﻧﺪ‪.‬‬
‫ﻛﺘﺎﺑﻲ ﻛﻪ ﭘﻴﺶ ﺭﻭ ﺩﺍﺭﻳﺪ ﺑﻪ ﺯﻳﺒﺎﻳﻲ ﻫﺮ ﭼﻪ ﺗﻤﺎﻡ ﺑـﻪ ﺗﻮﺻـﻴﻒ ﻭ ﺗﺒﻴـﻴﻦ ﺭﻭﺍﻥﺷـﻨﺎﺧﺘﻲ‬
‫ﺩﻓﺎﻉﻫﺎ ﭘﺮﺩﺍﺧﺘﻪ ﻭ ﺍﺯ ﭼﻨﺪ ﻧﻈﺮ ﺑﺮﺍﻱ ﺩﺭﻣـﺎﻧﮕﺮﺍﻥ ﻭ ﻣﺘﺨﺼﺼـﻴﻦ ﺭﺷـﺘﻪﻱ ﺭﻭﺍﻥﺷﻨﺎﺳـﻲ ﻭ‬
‫ﺷﺎﺧﻪﻫﺎﻱ ﻣﻨﺸﻌﺐ ﺍﺯ ﺁﻥ ﺣﺎﺋﺰ ﺍﻫﻤﻴﺖ ﺍﺳﺖ‪ :‬ﺍﻭﻝ ﺍﺯ ﻫﻤﻪ ﺑﻪ ﺍﻳﻦ ﺟﻬـﺖ ﻛـﻪ ﺍﻳـﻦ ﻛﺘـﺎﺏ‬
‫ﻣﻮﻓﻖ ﺷﺪﻩ ﺍﺳﺖ ﺗﻌﺪﺍﺩ ﻛﺜﻴﺮﻱ ﺍﺯ ﺩﻓﺎﻉﻫﺎ ﺭﺍ ﺩﺭ ﻳﻚ ﻣﺠﻤﻮﻋﻪ ﮔﺮﺩﺁﻭﺭﻱ ﻛﻨﺪ‪ ،‬ﺯﻳﺮﺍ ﺗـﺎﻛﻨﻮﻥ‬
‫ﺩﺭﻣﺎﻧﮕﺮﺍﻥ‪ ،‬ﻣﺤﻘﻘﻴﻦ ﻭ ﻧﻈﺮﻳﻪﭘﺮﺩﺍﺯﺍﻥ ﺭﻭﺍﻥﺷﻨﺎﺳﻲ ﺑﻪ ﻃﻮﺭ ﻣﻮﺭﺩﻱ ﻭ ﮔﺎﻩ ﺩﺭ ﺧﻼﻝ ﺩﺭﻣـﺎﻥ‬
‫ﺑﻴﻤﺎﺭﺍﻥ ﺧﻮﺩ ﺑﻪ ﻃﻮﺭ ﭘﺮﺍﻛﻨﺪﻩ ﺍﺯ ﺑﺮﺧﻲ ﺩﻓﺎﻉﻫﺎ ﺻﺤﺒﺖ ﺑﻪ ﻣﻴﺎﻥ ﺁﻭﺭﺩﻩﺍﻧﺪ‪ ،‬ﻛﻪ ﺗﺠﻤﻴـﻊ ﺍﻳـﻦ‬
‫ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﻳﻚ ﻣﺠﻠﺪ ﻛﺎﺭ ﺑـﻲ ﻧﻈﻴـﺮﻱ ﺑـﻮﺩﻩ ﺍﺳـﺖ‪ ،‬ﺩﻭﻡ ﺍﻳﻨﻜـﻪ ﺍﻳـﻦ ﻛﺘـﺎﺏ ﺍﺑـﺰﺍﺭ ﻛـﺎﺭ ﻭ‬
‫ﺩﺍﻳﺮﻩﺍﻟﻤﻌﺎﺭﻑ ﺩﻓﺎﻉﻫﺎﻱ ﺭﻭﺍﻧﻲ ﺍﺳﺖ ﻛﻪ ﻫﺮ ﺩﺭﻣﺎﻧﮕﺮﻱ‪ ،‬ﺑﻪ ﺧﺼﻮﺹ ﺩﺭﻣﺎﻧﮕﺮﺍﻥ ﺣـﻮﺯﻩﻱ‬
‫ﺭﻭﺍﻥﺗﺤﻠﻴﻞﮔﺮﻱ ﺑﻪ ﺁﻥ ﻧﻴﺎﺯ ﭘﻴﺪﺍ ﺧﻮﺍﻫﻨﺪ ﻛﺮﺩ ﺗﺎ ﺩﺭ ﺍﻣﺮ ﺷﻨﺎﺳﺎﻳﻲ ﻭ ﺗﻔﺴﻴﺮ ﺩﻓﺎﻉﻫﺎ ﺑـﻪ ﻛـﺎﺭ‬
‫ﺁﻳﺪ‪ .‬ﺳﻮﻡ ﺍﻳﻨﻜﻪ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﻪ ﺧﻮﺑﻲ ﺗﻮﺍﻧﺴﺘﻪ ﺍﺳﺖ ﺑﻪ ﺗﻮﺻﻴﻒ ﻭ ﺗﺒﻴﻴﻦ ﺍﻧـﻮﺍﻉ ﺩﻓـﺎﻉﻫـﺎ ﺩﺭ‬
‫ﮔﺴﺘﺮﻩﻱ ﻣﺮﺍﺣﻞ ﺗﺤﻮﻝ ﺭﺷﺪ ﺭﻭﺍﻧـﻲ‪ -‬ﺟﻨﺴـﻲ ﺑﭙـﺮﺩﺍﺯﺩ ﻭ ﺧﻮﺍﻧﻨـﺪﻩ ﺭﺍ ﻗـﺪﻡ ﺑـﻪ ﻗـﺪﻡ ﺑـﺎ‬
‫ﺭﻳﺸﻪﻫﺎﻱ ﺁﻏﺎﺯﻳﻦ ﺭﺷﺪ ﺩﻓﺎﻉﻫﺎ ﺁﺷﻨﺎ ﺳﺎﺯﺩ‪ ،‬ﭼﻬﺎﺭﻡ ﺍﻳﻨﻜﻪ ﺩﺭ ﺑﺨﺸﻬﺎ ﻭ ﻓﺼﻞﻫـﺎﻳﻲ ﺍﺯ ﺍﻳـﻦ‬
‫ﻛﺘﺎﺏ ﺟﺎﻳﮕﺎﻩ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻱ ﺩﻓﺎﻋﻲ ﺑﺎ ﻇﺮﺍﻓﺖ ﺧﺎﺻﻲ ﺩﺭ ﻧﻈﺮﻳﻪﻱ ﺭﻭﺍﺑﻂ ﺷﻴﺌﻲ ﻭ ﻫﻤﭽﻨـﻴﻦ‬
‫ﻣﻌﻀﻞ ﺧﻮﺩﻛﺸﻲ ﻭ ﺍﺳﻜﻴﺰﻭﻓﺮﻧﻴﺎ ﺗﺤﻠﻴﻞ ﻭ ﺗﻔﺴﻴﺮ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺍﻳﻦ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪﻱ ﺧﻮﺩ ﺑﺮ‬
‫ﺍﺭﺯﺵ ﺍﺛﺮ ﻣﻲﺍﻓﺰﺍﻳﺪ‪ .‬ﻭ ﺩﺳﺖ ﺁﺧﺮ ﺍﻳﻨﻜﻪ ﺑﺮﺍﻱ ﻫﺮ ﻳﻚ ﺍﺯ ﺩﻓـﺎﻉﻫـﺎ ﻣﺜـﺎﻝﻫـﺎﻱ ﺯﻧـﺪﻩﺍﻱ ﺍﺯ‬
‫ﺟﻠﺴﺎﺕ ﻭﺍﻗﻌﻲ ﺩﺭﻣﺎﻥ ﺁﻭﺭﺩﻩ ﺷﺪﻩ ﻛﻪ ﻛﺎﺭ ﺗﻔﻬﻴﻢ ﻭ ﺷﻨﺎﺧﺖ ﺻﺤﻴﺢ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻱ ﺩﻓﺎﻋﻲ ﺭﺍ‬
‫ﺭﺍﺣﺖﺗﺮ ﺳﺎﺧﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ ﺗﻮﺟﻪ ﺧﻮﺍﻧﻨﺪﻩ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﻧﻜﺘﻪ ﺟﻠﺐ ﻧﻤﺎﻳﻢ ﻛﻪ ﻣﺘﻦ ﺣﺎﺿـﺮ ﺭﻭﻳﻜـﺮﺩﻱ‬
‫ﺩﺭﻣﺎﻧﻲ ﺩﺍﺷﺘﻪ ﻭ ﻣﻲﺗﻮﺍﻧﺪ ﻧﻴﺎﺯﻫﺎﻱ ﺩﺭﻣﺎﻧﻲ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﺭﻣـﺎﻧﮕﺮﺍﻥ ﺭﺍ ﻓـﺎﺭﻍ ﺍﺯ ﻧـﻮﻉ ﺭﻭﺵ‬
‫ﺩﺭﻣﺎﻧﻲ ﻛﻪ ﺑﻪ ﺁﻥ ﻋﻼﻗﻪﻣﻨﺪ ﺑﻮﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﻛﺎﺭ ﻣﻲﮔﻴﺮﻧﺪ ﻣﻔﻴﺪ ﻭﺍﻗﻊ ﺷﻮﺩ‪ .‬ﻭ ﺍﮔﺮ ﺩﺭ ﺟﺎﻳﻲ‬
‫ﺑﺤﺚ ﺍﺯ ﻣﺴﺎﻳﻞ ﺟﻨﺴﻲ ﺑﻪ ﻣﻴﺎﻥ ﺁﻣﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﺷﺎﺭﻩ ﺑﻪ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺩﺭﺩ ﻭ ﺭﻧﺞﻫﺎﻳﻲ ﺩﺍﺭﺩ ﻛﻪ‬
‫ﺑﺮﺧﻲ ﺍﺯ ﺯﻭﺟﻴﻦ ﺑﺎ ﺁﻧﻬﺎ ﺩﺭﮔﻴﺮ ﺑﻮﺩﻩ ﻭ ﺯﻧـﺪﮔﻲ ﺁﻧﻬـﺎ ﺭﺍ ﺗﺤـﺖ ﺗـﺄﺛﻴﺮ ﻗـﺮﺍﺭ ﺩﺍﺩﻩ ﺍﺳـﺖ ﻭ‬

‫»‪«8‬‬
‫ﻧﻤﻲﺗﻮﺍﻥ ﺑﻪ ﺳﺎﺩﮔﻲ ﻭ ﻳﺎ ﺑﺎ ﺳﺎﻧﺴﻮﺭ ﻛﺮﺩﻥ ﺁﻧﻬﺎ ﺍﺯ ﻛﻨﺎﺭ ﻭﺍﻗﻌﻴﺖﻫﺎﻱ ﺗﻠﺨﻲ ﻛﻪ ﺩﺭ ﺟﺎﻣﻌﻪ ﻭ‬
‫ﺩﺭ ﺩﺍﺧﻞ ﺧﺎﻧﻮﺍﺩﻩﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﮔﺬﺷﺖ‪ .‬ﻟﺬﺍ ﺧﻮﺍﻧﺪﻥ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﻴﺶ ﺍﺯ ﻫﻤﻪ ﺑﺮﺍﻱ »ﺯﻭﺝ‬
‫ﺩﺭﻣﺎﻧﮕﺮﺍﻥ«‪ ،‬ﻭ ﻫﻤﭽﻨﻴﻦ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻪ ﻧﻮﻋﻲ ﺑﺎ ﻣﺸـﻜﻼﺕ ﺯﻧﺎﺷـﻮﻳﻲ ﺯﻭﺟـﻴﻦ ﺳـﺮ ﻭ ﻛـﺎﺭ‬
‫ﺩﺍﺭﻧﺪ ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺑﺎ ﺍﻳﻦ ﻛﻪ ﻣﻌﺎﺩﻝﻫﺎﻱ ﻓﺎﺭﺳﻲ ﻣﺘﻌﺪﺩﻱ ﺑﺮﺍﻱ ﻳﻚ ﺩﻓﺎﻉ ﺫﻛﺮ ﺷﺪﻩﺍﻧﺪ ﺍﻣﺎ ﺳـﻌﻲ ﺑـﺮ ﺍﻳـﻦ‬
‫ﺑﻮﺩﻩ ﺗﺎ ﻋﺒﺎﺭﺍﺗﻲ ﻛﻪ ﺑﻴﺸﺘﺮﻳﻦ ﻛﺎﺭﺑﺮﺩ ﺭﺍ ﺩﺭﻛﺘﺎﺑﻬﺎ ﺩﺍﺷﺘﻪﺍﻧﺪ ﺍﺳـﺘﻔﺎﺩﻩ ﻧﻤـﺎﻳﻢ ﺗـﺎ ﺍﺯ ﺍﻏﺘﺸـﺎﺵ‬
‫ﻓﻜﺮﻱ ﺧﻮﺍﻧﻨﺪﻩ ﺟﻠﻮﮔﻴﺮﻱ ﺷﻮﺩ‪ .‬ﺑﺮﺧﻲ ﺩﻓﺎﻉﻫﺎ ﻧﻴﺰ ﺣﺪﺍﻗﻞ ﺑﺮﺍﻱ ﻣﺘـﺮﺟﻢ ﺗـﺎﺯﮔﻲ ﺩﺍﺷـﺘﻪ ﻭ‬
‫ﻛﺎﺭ ﻳﺎﻓﺘﻦ ﻣﻌﺎﺩﻝ ﻓﺎﺭﺳﻲ‪ ،‬ﺑﺎ ﺳﺨﺘﻲ ﻫﻤـﺮﺍﻩ ﺑـﻮﺩﻩ ﻭ ﺗـﻼﺵ ﺩﺍﺷـﺘﻪﺍﻡ ﺑـﺎ ﺗﻮﺳـﻞ ﺑـﻪ ﻣﻨـﺎﺑﻊ‬
‫ﻣﺨﺘﻠﻒ‪ ،‬ﺍﺻﻄﻼﺡ ﺟﺎﻣﻊ ﻭ ﻣﺎﻧﻊ ﺯﻳﺒﻨﺪﻩﺍﻱ ﺭﺍ ﺟﺎﻳﮕﺰﻳﻦ ﺁﻧﻬـﺎ ﻧﻤـﺎﻳﻢ ﻟـﺬﺍ ﺍﺯ ﺧﻮﺍﻧﻨـﺪﮔﺎﻥ ﻭ‬
‫ﺍﺳﺎﺗﻴﺪ ﻓﻦ ﻛﻪ ﻛﺎﺳﺘﻲﻫﺎﻱ ﻛﺎﺭ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﭘﻮﺯﺵ ﻃﻠﺒﻴﺪﻩ ﻭ ﺍﻧﺘﻘـﺎﺩﺍﺕ ﺁﻧﻬـﺎ ﺭﺍ ﺑـﻪ‬
‫ﺩﻳﺪﻩﻱ ﻣﻨﺖ ﻣﻲﻧﮕﺮﻡ‪ .‬ﻻﺯﻡ ﺑﻪ ﺫﻛﺮ ﺍﺳﺖ ﻭﺍژﻩﻧﺎﻣﻪﻱ ﭘﺎﻳﺎﻧﻲ ﻛﺘﺎﺏ ﺩﺭ ﻧﺴﺨﻪﻱ ﺯﺑﺎﻥ ﺍﺻـﻠﻲ‬
‫ﻣﻮﺟﻮﺩ ﻧﻴﺴﺖ ﻭ ﺑﻪﺟﺎ ﺩﺍﻧﺴﺘﻪ ﺷﺪ ﻣﺤﺾ ﺍﻃﻼﻉ ﻋﻼﻗﻪﻣﻨـﺪﺍﻥ ﻣﻌـﺎﺩﻝﻫـﺎﻱ ﻓﺎﺭﺳـﻲ ﺭﺍﻳـﺞ‬
‫ﺑﺮﺍﻱ ﺑﺮﺧﻲ ﺍﺯ ﺍﺻﻄﻼﺣﺎﺕ ﻛﻠﻴﺪﻱ ﻛﺘﺎﺏ ﺍﺭﺍﻳﻪ ﺷﻮﺩ‪ ،‬ﺍﻣﻴﺪ ﺍﺳﺖ ﻛﻪ ﺳﻮﺩﻣﻨﺪ ﻭﺍﻗﻊ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﭘﺎﻳﺎﻥ ﺍﺯ ﻣﺪﻳﺮ ﻣﺤﺘﺮﻡ ﺍﻧﺘﺸﺎﺭﺍﺕ ﻭ ﻫﻤﻜﺎﺭﺍﻥ ﺍﻳﺸﺎﻥ ﻛﻪ ﺑﺎ ﺣﻮﺻـﻠﻪﻱ ﺗﻤـﺎﻡ ﺯﺣﻤـﺖ‬
‫ﭼﺎپ ﻭ ﻧﺸﺮ ﻛﺘﺎﺏ ﺭﺍ ﺗﻘﺒﻞ ﻧﻤﻮﺩﻩ ﻭ ﺩﺭ ﺍﻳـﻦ ﻣﺴـﻴﺮ ﺭﺍﻫﻨﻤـﺎﻳﻲﻫـﺎﻱ ﺍﺭﺯﻧـﺪﻩﺍﻱ ﺑـﻪ ﻋﻤـﻞ‬
‫ﺁﻭﺭﺩﻩﺍﻧﺪ‪ ،‬ﺻﻤﻴﻤﺎﻧﻪ ﺗﻘﺪﻳﺮ ﻭ ﺗﺸﻜﺮ ﻣﻲﻧﻤﺎﻳﻢ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻻﺯﻡ ﻣﻲﺩﺍﻧﻢ ﺍﺯ ﻫﻤﺴﺮﻡ ﻛﻪ ﺩﺭ ﺍﻣـﺮ‬
‫ﻭﻳﺮﺍﻳﺶ ﻛﺘﺎﺏ ﻭ ﻋﺰﻳﺰﺍﻥ ﺩﻳﮕﺮﻱ ﻛﻪ ﺩﺭ ﺍﻣﺮ ﺑﺎﺯﺧﻮﺍﻧﻲ ﻣﺘﻦ ﻭ ﺍﺭﺍﻳﻪﻱ ﭘﻴﺸـﻨﻬﺎﺩﺍﺕ ﺍﺭﺯﻧـﺪﻩ‬
‫ﻏﻨﺎﻱ ﺑﻴﺸﺘﺮﻱ ﺑﻪ ﻣﺘﻦ ﺑﺨﺸﻴﺪﻩﺍﻧﺪ ﺗﻘﺪﻳﺮ ﻭ ﺗﺸـﻜﺮ ﻧﻤـﺎﻳﻢ ﻭ ﺑـﺮﺍﻱ ﺁﻧﻬـﺎ ﺁﺭﺯﻭﻱ ﻣﻮﻓﻘﻴـﺖ‬
‫ﻧﻤﺎﻳﻢ‪.‬‬
‫ﻏﻼﻣﺮﺿﺎ ﺟﻮﺍﺩﺯﺍﺩﻩ‬
‫ﻛﺎﺭﺷﻨﺎﺱ ﺍﺭﺷﺪ ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ ﺷﺨﺼﻴﺖ‬
‫‪[email protected]‬‬

‫»‪«9‬‬
‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬

‫ﺍﺳﺘﻴﻮ ‪ 26‬ﺳﺎﻟﻪ ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ ﺑﺘﻮﺍﻧﺪ ﺭﺍﺑﻄﻪﻱ ﺟﻨﺴﻲ ﺩﻟﺨـﻮﺍﻫﻲ ﺑـﺎ ﻫﻤﺴـﺮﺵ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﺪ‪،‬‬
‫ﺩﺍﻭﻃﻠﺐ ﺗﺰﺭﻳﻖ ﺗﺴﺘﺴﺘﺮﻭﻥ ﺑﻮﺩ‪ .‬ﻭﻱ ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﻛﻪ ﺩﻟﻴﻞ ﺧﻮﺑﻲ ﺑﺮﺍﻱ ﺍﻳـﻦ ﻛـﺎﺭ ﺩﺍﺭﺩ ﻭ ﺁﻥ‬
‫ﺍﻳﻨﻜﻪ ﭼﻨﺪﻳﻦ ﻣﺎﻩ ﻗﺒﻞ ﺑﻪ ﻋﻠﺖ ﺩﺍﺷﺘﻦ ﺗﻮﻣﻮﺭ ﺧﻮﺵﺧﻴﻢ ﺩﺭ ﻫﻴﭙﻮﻓﻴﺰ ﻣﺠﺒـﻮﺭ ﺑـﻮﺩﻩ ﺍﺳـﺖ‬
‫ﺯﻳﺮ ﺑﺎﺭ ﻋﻤﻞ ﺟﺮﺍﺣﻲ ﺑﺮﺩﺍﺷﺖ ﻏﺪﻩﻱ ﻫﻴﭙﻮﻓﻴﺰ ﺑـﺮﻭﺩ ﻭ ﺣـﺎﻻ ﻧﻴـﺎﺯ ﺑـﻪ ﺩﺭﻣـﺎﻥ ﺟـﺎﻳﮕﺰﻳﻦ‬
‫ﻫﻮﺭﻣﻮﻧﻲ‪ 1‬ﺩﺍﺭﺩ‪.‬‬
‫ﻣﻮﻗﻌﻲ ﻛﻪ ﺍﺳﺘﻴﻮﺩﺭ ﺑﻴﻤﺎﺭﺳﺘﺎﻧﻲ ﺑﺮﺍﻱ ﺗﺰﺭﻳﻖ ﻫﻮﺭﻣﻮﻥ ﺑﺴﺘﺮﻱ ﺷﺪﻩ ﺑﻮﺩ ﻣﻦ ﺩﺍﻧﺸـﺠﻮﻱ‬
‫ﺍﻧﺘﺮﻥ ﺑﺨﺶ ﺩﺍﺧﻠﻲ ﻫﻤﺎﻥ ﺑﻴﻤﺎﺭﺳﺘﺎﻥ ﺑﻮﺩﻡ‪ .‬ﺁﻥ ﺯﻣﺎﻥ ﭼﻴﺰ ﺯﻳﺎﺩﻱ ﺩﺭ ﺑﺎﺭﻩﻱ ﺭﻭﺍﻥ ﺷﻨﺎﺳﻲ ﻭ‬
‫ﻳﺎ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻱ ﺩﻓﺎﻋﻲ ﻧﻤﻲﺩﺍﻧﺴﺘﻢ‪ .‬ﺍﻣﺎ ﻳﻚ ﺭﻭﺯ ﻛـﻪ ﻛﺸـﻴﻚ ﺑﺨـﺶ ﺑـﻮﺩﻡ ﺩﻗـﺎﻳﻘﻲ ﭼﻨـﺪ‬
‫ﻓﺮﺻﺖ ﺁﻥ ﺭﺍ ﭘﻴﺪﺍ ﻛﺮﺩﻡ ﻛﻪ ﺑﺎ ﺍﺳﺘﻴﻮ ﺧﻠـﻮﺕ ﻛـﻨﻢ ﻭ ﻋﻼﻗـﻪﺍﻡ ﺭﺍ ﺑـﻪ ﺍﻭ ﺩﺭ ﺑـﺎﺭﻩﻱ ﻋﻠـﺖ‬
‫ﺗﺰﺭﻳﻖ ﺗﺴﺘﺴﺘﺮﻭﻥ ﺩﺭ ﻣﻴﺎﻥ ﺑﮕﺬﺍﺭﻡ‪ .‬ﺍﻭ ﻋﻨﻮﺍﻥ ﻛﺮﺩ ﻛﻪ ﺗﺴﺘﺴﺘﺮﻭﻥ ﻧﺎﺗﻮﺍﻧﻲ ﺟﻨﺴـﻲﺍﺵ ﺭﺍ ﺩﺭ‬
‫ﺭﺍﺑﻄﻪ ﺑﺎ ﻫﻤﺴﺮﺵ ﻛﺎﻫﺶ ﻣﻲﺩﻫﺪ‪ .‬ﻫﻤﻴﻦ ﻃﻮﺭ ﻛﻪ ﭘﻴﺶ ﻣﻲﺭﻓﺘـﻴﻢ ﻛـﻢﻛـﻢ ﺧﺠﺎﻟـﺖ ﺍﻭ ﺍﺯ‬
‫ﻃﺮﺡ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻓﺮﻭ ﻣﻲﻧﺸﺴﺖ ﻭ ﻣﻦ ﻣﻲﺗﻮﺍﻧﺴﺘﻢ ﭘﺮﻭﻧﺪﻩ ﺭﺍ ﺑـﺎ ﻛﻨﻜـﺎﺵ ﺩﺭ ﻣﺸـﻜﻼﺕ‬
‫ﺟﻨﺴﻲ ﺍﻭ ﺗﻜﻤﻴﻞ ﻛﻨﻢ‪.‬‬
‫ﻳﻚ ﻟﺤﻈﻪ ﺍﺳﺘﻴﻮ ﺁﻫﻲ ﻛﺸﻴﺪ ﻭ ﺑﻠﻨﺪ ﺷﺪ‪ ،‬ﻧﮕﺎﻫﻲ ﺑـﻪ ﺩﺭ ﺍﻧـﺪﺍﺧﺖ ﻭ ﺑﻌـﺪ ﺍﺯ ﺍﻳﻨﻜـﻪ ﺍﺯ‬
‫ﺑﺴﺘﻪ ﺑﻮﺩﻥ ﺩﺭ ﺍﺗﺎﻗﺶ ﻣﻄﻤﺌﻦ ﺷﺪ‪ ،‬ﮔﻔﺖ‪» :‬ﺧﻮﺏ ﺣﺎﻻ ﻛﻪ ﻣﺎ ﺻﺎﺩﻗﺎﻧﻪ ﺑـﺎﺏ ﮔﻔﺘﮕـﻮ ﺭﺍ ﺩﺭ‬
‫ﺍﻳﻦ ﺑﺎﺭﻩ ﺑﺎﺯ ﻛﺮﺩﻩﺍﻳﻢ ﻻﺯﻡ ﻣﻲﺩﺍﻧﻢ ﻧﻜﺘﻪﺍﻱ ﺭﺍ ﺑﻪ ﺷﻤﺎ ﺑﮕﻮﻳﻢ‪ .‬ﺣﻘﻴﻘﺖ ﺍﻳـﻦ ﺍﺳـﺖ ﻛـﻪ ﻣـﻦ‬
‫ﺻﺮﻓﺎَ ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ ﺑﺘﻮﺍﻧﻢ ﺑﺎ ﻫﻤﺴﺮﻡ ﺭﺍﺑﻄﻪﻱ ﺟﻨﺴﻲ ﺧﻮﺷﺎﻳﻨﺪﻱ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻢ ﺗﻦ ﺑﻪ ﺗﺰﺭﻳـﻖ‬
‫ﻣﻲﺩﻫﻢ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺍﺯ ﻃﺮﻳﻖ ﺭﺍﺑﻄﻪﻱ ﻧﺎﻣﺸﺮﻭﻉ ﺑﺎ ﭼﻨﻴﻦ ﻣﺸﻜﻼﺗﻲ ﻣﻮﺍﺟﻪ ﻧﻴﺴﺘﻢ!"‬

‫ﺍﺳﺘﻴﻮ ﺷﺮﻭﻉ ﺑـﻪ ﺷـﻜﺎﻳﺖ ﺍﺯ ﻫﻤﺴـﺮﺵ ﻛـﺮﺩ ﻛـﻪ ﻫﻴﭽﻮﻗـﺖ ﺑـﺎ ﺍﻭ ﺭﺍﺑﻄـﻪﻱ ﺟﻨﺴـﻲ‬
‫ﻟﺬﺕﺑﺨﺶ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ‪ .‬ﻭ ﺍﺯ ﻫﻤﺎﻥ ﺷﺮﻭﻉ ﺍﺯﺩﻭﺍﺝ ﻫﻤﺴﺮﺵ ﺯﻧﻲ ﺧﺠﺎﻟﺘﻲ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﺯ‬

‫‪1-hormone replacement therapy‬‬

‫»‪«11‬‬
‫ﻭﻗﺘﻲ ﻫﻢ ﻛﻪ ﭘﺴﺮ ﺩﻭ ﺳﺎﻟﻪﺷﺎﻥ ﺑﻪ ﺩﻧﻴﺎ ﺁﻣﺪﻩ ﺍﺳﺖ ﺭﺍﺑﻄﻪﻱ ﺟﻨﺴﻲ ﺁﻧﻬﺎ ﻧﺴﺒﺘﺎً ﺩﻳـﺮ ﺑـﻪ ﺩﻳـﺮ‬
‫ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻭ ﺍﺿﺎﻓﻪ ﻛﺮﺩ ﻛﻪ ﻣﺸﻜﻼﺕ ﺟﻨﺴﻲﺍﺵ ﻧﺒﺎﻳﺴﺘﻲ ﺭﺑﻄﻲ ﺑﻪ ﻋﻤﻞ ﺟﺮﺍﺣﻲ ﺩﺍﺷـﺘﻪ‬
‫ﺑﺎﺷﺪ‪ .‬ﺑﺎ ﺍﻳﻨﻜﻪ ﺑﻪ ﻫﻤﺴﺮﺵ ﻋﺸﻖ ﻣﻲﻭﺭﺯﻳﺪ‪ ،‬ﺍﻣﺎ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻫﻢ ﻛﻤﻜـﻲ ﺑـﻪ ﺣـﻞ ﻣﺴـﺄﻟﻪ‬
‫ﻧﻜﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺯﻳﺮﺍ ﻫﻤﺴﺮﺵ ﻫﻤﻴﺸﻪ ﻗﺪﺭﺩﺍﻥ ﺍﻭ ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻭ ﺣﺴﺮﺕ ﻭﺍﻓـﺮ ﺧـﻮﺩ ﺭﺍ ﺑـﺮﺍﻱ‬
‫ﺩﺍﺷﺘﻦ ﺭﺍﺑﻄﻪﻱ ﺟﻨﺴﻲ ﻟﺬﺕﺑﺨﺶ ﺑﺎ ﻫﻤﺴﺮﺵ ﺍﺑﺮﺍﺯ ﻣﻲﻛﺮﺩ‪ ،‬ﺯﻳﺮﺍ ﻣﻌﺘﻘﺪ ﺑﻮﺩ ﻛﻪ ﻫﻤﺴﺮﺵ‬
‫ﺩﺭ ﺳﺎﻳﺮ ﺯﻣﻴﻨﻪﻫﺎﻱ ﺯﻧﺪﮔﻲ ﺯﻥ ﻣﻬﺮﺑﺎﻧﻲ ﺑﻮﺩﻩ ﺍﺳﺖ )ﺑﻪ ﻃﻮﺭ ﻣﺜـﺎﻝ ﺣـﺪﺍﻗﻞ ﺯﻣـﺎﻧﻲ ﻛـﻪ ﺍﺯ‬
‫ﺑﻴﻤﺎﺭﻱ ﺭﻧﺞ ﻣﻲﺑﺮﺩﻩ ﺍﺳﺖ‪ ،‬ﻛﻤﻚ ﺑﺰﺭﮔﻲ ﺑﻪ ﺍﻭ ﻛﺮﺩﻩ ﺑﻮﺩ(‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﭼﻨﺪ ﺭﻭﺯ ﻛﻪ ﻛﺸﻴﻚ ﺑﻮﺩﻡ‪ ،‬ﻫﻤﺴﺮ ﺍﺳﺘﻴﻮ ﺭﺍ ﺩﻳﺪﻡ ﻛﻪ ﻛﻨﺎﺭ ﺗﺨﺖ ﺍﻭ ﺍﻳﺴﺘﺎﺩﻩ ﺑﻮﺩ‪.‬‬
‫ﺁﻧﻬﺎ ﺑﻲﺭﻭﺩﺭﺑﺎﻳﺴﺘﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﻣﺴﺎﻳﻞ ﺍﺧﻴﺮ ﺧﻮﺩ ﺑﺤﺚ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ ﻭ ﻫﻤﺴـﺮﺵ ﺧﻮﺍﺳـﺘﺎﺭ‬
‫ﺍﻳﻦ ﺑﻮﺩ ﻛﻪ ﺑﺘﻮﺍﻧﺪ ﺑﺮ ﺑﺎﺯﺩﺍﺭﻧﺪﻩﻫﺎﻱ ﺭﺍﺑﻄﻪﻱ ﺟﻨﺴﻲ ﺑـﺎ ﺷـﻮﻫﺮﺵ ﻏﻠﺒـﻪ ﻛﻨـﺪ‪ ،‬ﻟـﺬﺍ ﺍﺯ ﻭﻱ‬
‫ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﻛﻪ ﺣﺘﻤﺎً ﺑﻪ ﺩﻧﺒﺎﻝ ﻣﺸﺎﻭﺭﻩ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﻫﻤﺎﻥ ﻣﺠﻤﻮﻋﻪ ﻛﻪ ﺍﻧﺘﺮﻥ ﺑﺨـﺶ ﺩﺍﺧﻠـﻲ‬
‫ﺑﻮﺩﻡ ﺑﺮﺧﻲ ﺍﺯ ﺑﻴﻤﺎﺭﺍﻥ ﺭﺍ ﺑﻪ ﺳﻮﭘﺮﻭﺍﻳﺰﺭ ﺑﺨﺶ ﺍﺭﺟﺎﻉ ﻣﻲﺩﺍﺩﻡ ﻛﻪ ﺑﻬﺘﺮ ﺩﻳﺪﻡ ﻫﻤﻴﻦ ﻛـﺎﺭ ﺭﺍ‬
‫ﺩﺭ ﻣﻮﺭﺩ ﺁﻧﻬﺎ ﻧﻴﺰ ﺍﻧﺠﺎﻡ ﺩﻫﻢ‪.‬‬
‫ﺳﺎﻟﻬﺎ ﭘﺲ ﺍﺯ ﭘﺎﻳﺎﻥ ﺗﺤﺼﻴﻼﺕ ﺩﻭﺭﻩ ﺭﻭﺍﻧﭙﺰﺷﻜﻲ ﻭ ﺁﻏﺎﺯ ﺩﻭﺭﻩﻱ ﺁﻣﻮﺯﺵ ﺭﻭﺍﻥﺗﺤﻠﻴﻠﻲ‬
‫ﺩﻳﮕﺮ ﻗﺎﺩﺭ ﺑﻮﺩﻡ ﺁﻧﭽﻪ ﻛﻪ ﺩﺭ ﺁﺷﻨﺎﻳﻲ ﻣﻦ ﺑﺎ ﺍﺳﺘﻴﻮ ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩﻩ ﺑﻮﺩ‪ ،‬ﻓﺮﻣﻮﻝﺑﻨﺪﻱ ﻛﻨﻢ‪ .‬ﻭﻗﺘﻲ‬
‫ﺍﺯ ﺍﺳﺘﻴﻮ ﺩﺭ ﺑﺎﺭﻩﻱ ﺯﻣﻴﻨﻪﻫﺎﻱ ﺍﻳﺠﺎﺩ ﻣﺸﻜﻼﺕ ﺟﻨﺴﻲ ﺍﻭ ﺳﺆﺍﻝ ﻛﺮﺩﻩ ﺑﻮﺩﻡ ﺩﺭ ﻭﺍﻗﻊ ﺍﻭ ﺭﺍ ﺑﺎ‬
‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺩﻓﺎﻉﻫﺎﻳﻲ ﻛﻪ ﺑﻪ ﻛﺎﺭ ﻣﻲﺑﺮﺩ ﺭﻭﺑﺮﻭ ﻛﺮﺩﻩ ﺑﻮﺩﻡ )ﻓﺼﻞ‪ ،(5‬ﺍﺯ ﺟﻤﻠـﻪ ﺩﻓـﺎﻉﻫـﺎﻱ‪:‬‬
‫ﺩﺭﻭﻍ ﭘﺮﺩﺍﺯﻱ)‪ (23‬ﺩﺭ ﺑﺎﺭﻩ ﻋﻠـﺖ ﻧـﺎﺗﻮﺍﻧﻲ ﺟﻨﺴـﻲ‪ ،‬ﺟﺎﺑﺠـﺎﻳﻲ)‪ (19‬ﺗﻤـﺎﻳﻼﺕ ﺟﻨﺴـﻲ ﻭ‬
‫ﺗﻮﺟﻴﻪ ﻋﻘﻼﻧﻲ)‪ (42‬ﻭ ﻋﻴﻨﻲﺳﺎﺯﻱ)‪ (52‬ﻳﻌﻨﻲ ﺗﻮﺟﻴﻪ ﻣﺸﻜﻼﺕ ﺟﻨﺴـﻲ ﺧـﻮﺩ ﺑـﻪ ﺩﺍﺷـﺘﻦ‬
‫ﺭﻳﺸﻪﻫﺎﻱ ﺻﺮﻓﺎً ﺟﺴﻤﻲ‪.‬‬
‫ﺑﺪﻭﻥ ﺍﻳﻨﻜﻪ ﺧﻮﺩﻡ ﻫﻢ ﻣﺘﻮﺟﻪ ﺷﻮﻡ ﺍﺯ ﻃﺮﻳﻖ ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﺣﻤﺎﻳﺘﻲ)ﻓﺼﻞ ‪ (7‬ﻋﻼﻗـﻪﻱ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻣﺸﻜﻼﺕ ﺍﻭ ﻧﺸﺎﻥ ﺩﺍﺩﻩ ﺑﻮﺩﻡ ﻭ ﺍﻭ ﻧﻴﺰ ﺗﻮﺍﻧﺴﺘﻪ ﺑﻮﺩ ﺑﻪ ﻣﻦ ﺍﻋﺘﻤﺎﺩ ﻛﻨـﺪ ﻭ ﻧـﻮﻋﻲ‬
‫ﺍﺯ "ﺷﻜﻞﮔﻴﺮﻱ ﻣﺼﺎﻟﺤﻪﺟﻮﻳﻲ" )ﻓﺼﻞ‪ (1‬ﻏﻴﺮﺍﻧﻄﺒـﺎﻗﻲ ﺭﺍ ﺍﻳﻨﮕﻮﻧـﻪ ﻧﺸـﺎﻥ ﺩﻫـﺪ‪ :‬ﺩﻭﺭﻱ ﺍﺯ‬
‫ﻫﻤﺴﺮﺵ ﻭ ﺩﺭﻭﻍ ﮔﻔﺘﻦ ﺑﻪ ﺍﻭ ﺑﺮﺍﻱ ﻓﺮﺍﺭ ﺍﺯ ﺍﺣﺴﺎﺱ ﮔﻨﺎﻩ؛ ﺳﺮﻛﻮﺏ ﻧﺎﻛﺎﻣﻲﻫﺎ‪ ،‬ﻭ ﺟﺎﺑﺠﺎﻳﻲ‬
‫ﺧﻮﺍﺳﺘﻪﻫﺎﻱ ﺟﻨﺴﻲ ﺧﻮﺩ ﺑﻪ ﺷﻜﻞ ﻧﺎﻣﺸﺮﻭﻉ‪.‬‬
‫ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﺍﺳﺘﻴﻮ ﺑﺮ ﺍﺳـﺎﺱ ﺭﻭﺍﺑـﻂ ﺧـﺎﺭﺝ ﺍﺯ ﻋﺮﻓـﻲ ﻛـﻪ ﺑـﺎ ﻏﺮﻳﺒـﻪﻫـﺎ ﺩﺍﺷـﺖ‬
‫ﻣﻲﺩﺍﻧﺴﺖ ﻛﻪ ﺣﺘﻲ ﺑﺪﻭﻥ ﺗﺰﺭﻳﻖ ﺗﺴﺘﺴـﺘﺮﻭﻥ‪ ،‬ﺍﺯ ﻧﻈـﺮ ﺟﺴـﻤﻲ ﻋﻤﻠﻜـﺮﺩ ﺟﻨﺴـﻲ ﻻﺯﻡ ﺭﺍ‬
‫ﺩﺍﺭﺩ‪ .‬ﺍﻣﺎ ﺑﻪ ﻫﺮ ﺣﺎﻝ ﺧﻮﺩﺵ ﺭﺍ ﻣﺘﻘﺎﻋﺪ ﻛﺮﺩﻩ ﺑﻮﺩ ﻛـﻪ ﺑـﺮﺍﻱ ﺩﺍﺷـﺘﻦ ﺭﺍﺑﻄـﻪﻱ ﺟﻨﺴـﻲ ﺑـﺎ‬
‫ﻫﻤﺴﺮﺵ ﻧﻴﺎﺯﻣﻨﺪ ﺗﺰﺭﻳﻖ ﻭ ﻳﺎ ﭼﻴﺰﻱ ﺷﺒﻴﻪ ﭘﺮ ﺟﺎﺩﻭﻳﻲ ﺩﺍﻣﺒﻮ )ﺁﻟﺒﺮﺳﻮﻥ ﻭ ﺍﻧﮕﻠﻨـﺪﺭ‪(1941 ،‬‬
‫ﻣﻲﺑﺎﺷﺪ‪.‬‬

‫»‪«12‬‬
‫ﺍﺯ ﺁﻧﺠﺎ ﻛﻪ ﺍﺳﺘﻴﻮ ﺭﺍ ﺑﺎ ﺩﻓﺎﻉﻫﺎﻳﺶ ﺭﻭﺑﺮﻭ ﻛﺮﺩﻩ ﺑﻮﺩﻡ ﻫﻤﻜﺎﺭﻱ ﺧـﻮﺏ ﺍﻭ ﺑﺎﻋـﺚ ﺷـﺪﻩ‬
‫ﺑﻮﺩ ﺗﺎ ﺗﻌﺎﺭﺽ ﻫﺎﻳﺶ ﺭﻭ ﺷﻮﺩ‪ .‬ﺍﺳـﺘﻴﻮ ﺑـﺎﻻﺧﺮﻩ ﻣﺘﻮﺟـﻪ ﺷـﺪ ﻗﺒـﻞ ﺍﺯ ﺁﻧﻜـﻪ ﺭﻧـﺞ ﺗﺰﺭﻳـﻖ‬
‫ﺗﺴﺘﺴﺘﺮﻭﻥ ﺭﺍ ﺑﻪ ﺟﺎﻥ ﺑﺨﺮﺩ ﻭ ﻳﺎ ﺑﺮﺍﻱ ﻛﺴﺐ ﺭﺿﺎﻳﺖ ﺟﻨﺴﻲ ﺑﻪ ﺭﻭﺍﺑـﻂ ﭘﻨﻬـﺎﻥ ﺧـﺎﺭﺝ ﺍﺯ‬
‫ﻋﺮﻑ ﺗﻦ ﺩﻫﺪ‪ ،‬ﺍﻭ ﻭ ﻫﻤﺴﺮﺵ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻣﺸﻜﻼﺕ ﺭﻭﺍﻥﺷﻨﺎﺧﺘﻲ ﺧﻮﺩ ﺑﭙﺮﺩﺍﺯﻧﺪ ﻭ ﺗـﻼﺵ‬
‫ﻛﻨﻨﺪ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺗﻌﺎﺭﺽﻫﺎﻳﻲ ﻛﻪ ﺗﻮﺍﻧـﺎﻳﻲ ﻟـﺬﺕ ﺟﻨﺴـﻲ ﺁﻧﻬـﺎ ﺭﺍ ﺩﺭ ﭼـﺎﺭﭼﻮﺏ ﺣـﺮﻳﻢ‬
‫ﺯﻧﺪﮔﻲ ﺧﺼﻮﺻﻲ ﻧﺸﺎﻧﻪ ﺭﻓﺘﻪ ﺑﻮﺩ ﺍﺯ ﭘﻴﺶ ﺭﻭ ﺑﺮﺩﺍﺭﻧﺪ‪.‬‬
‫ﺳﻲ ﺳﺎﻝ ﺑﻌﺪ ﻳﻚ ﺭﻭﺯ ﻭﻗﺘﻲ ﺑﻪ ﺑﭽﻪﻫﺎﻱ ﻛـﻼﺱ ﺗﻮﺿـﻴﺢ ﻣـﻲﺩﺍﺩﻡ ﻛـﻪ ﺍﮔـﺮ ﻣﺘﻮﺟـﻪ‬
‫ﺷﺪﻳﺪ ﺍﺯ ﺑﻴﻦ ﻣﺮﺍﺟﻌﺎﻧﺘﺎﻥ ﻳﻜﻲ ﻗﺼﺪ ﺩﺍﺭﺩ ﺑﺮﺍﻱ ﺩﺭ ﺭﻓﺘﻦ ﺍﺯ ﺯﻳﺮ ﺑﺎﺭ ﺩﺭﻣﺎﻥ‪ ،‬ﻧﻴﺖ ﺧﻮﺩﻛﺸﻲ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺩﺭﻭﻍ ﭘﻨﻬﺎﻥ ﺳﺎﺯﺩ‪ ،‬ﺑﺎﻳﺪ ﺑﻪ ﺁﻧﻬﺎ ﺑﮕﻮﻳﻴﺪ ﻛﻪ »ﺍﺣﺴﺎﺱ ﻣﻲﻛﻨﻢ ﺷﻤﺎ ﺑﺎ ﻣـﻦ ﺻـﺎﺩﻕ‬
‫ﻧﺒﻮﺩﻩﺍﻳﺪ »ﻭ ﺑﻪ ﺩﻧﺒﺎﻝ ﺁﻥ ﺍﺿﺎﻓﻪ ﻛﻨﻴﺪ ﻛﻪ‪» :‬ﺷﻤﺎ ﺳﻌﻲ ﺩﺍﺷﺘﻴﺪ ﺑﺎ ﻓﺮﻳﺐ‪ ،‬ﻣﺮﺍ ﺑـﺎ ﺧـﻮﺩ ﻫﻤـﺮﺍﻩ‬
‫ﻛﻨﻴﺪ‪ .‬ﺷﻤﺎ ﻛﻪ ﺩﺭﻣﺎﻧﮕﺮ ﻣﻦ ﻧﻴﺴﺘﻴﺪ ﻣﺮﺍ ﺩﺭﻣﺎﻥ ﻛﻨﻴﺪ‪ ،‬ﺍﻳﻦ ﺷﻤﺎ ﻫﺴﺘﻴﺪ ﻛﻪ ﺑﺎﻳﺪ ﺗـﻼﺵ ﻛﻨﻴـﺪ‬
‫ﻧﻬﺎﻳﺖ ﺍﺳﺘﻔﺎﺩﻩ ﺭﺍ ﺍﺯ ﺟﻠﺴﺎﺕ ﺩﺭﻣﺎﻧﻲ ﻣﻦ ﺑﺒﺮﻳﺪ«‪ ،‬ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻫﻨﮕﺎﻡ ﺩﻛﺘﺮ ‪ C.‬ﻧﺎﻭﺑـﺎﻥ ﻳﻜـﻢ‬
‫ﻧﻴﺮﻭﻱ ﺩﺭﻳﺎﻳﻲ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﻛﻪ ﺩﺭ ﺣﺎﻝ ﭘﺎﻳﺎﻥ ﺑﺮﺩﻥ ﺍﻧﺘﺮﻥ ﺭﻭﺍﻥﺷﻨﺎﺳﻲ ﺩﺭ ﻣﺮﻛﺰ ﭘﺰﺷـﻜﻲ‬
‫ﻧﻴﺮﻭﻱ ﺩﺭﻳﺎﻳﻲ ﭘﻮﺭﺕ ﺍﺳﻤﻮﺱ ﺑﻮﺩ ﺣﺮﻑ ﻣﺮﺍ ﻗﻄﻊ ﻛﺮﺩﻩ ﻭ ﺍﺯ ﻣﻦ ﭘﺮﺳـﻴﺪ‪» :‬ﺧﻮﺩﺗـﺎﻥ ﻫـﻢ‬
‫ﻣﻲﺩﺍﻧﻴﺪ ﻛﻪ ﭼﻪ ﻣﻲﮔﻮﻳﻴﺪ؟ ﺍﻳﻦ ﺣﺮﻓﻬﺎ ﺧﻴﻠﻲ ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ﺍﺳﺖ!«‬
‫ﺑﻌﺪ ﺍﺯ ﺍﻋﺘﺮﺍﺽ ﺩﻛﺘﺮ ‪ C.‬ﺍﺯ ﭘﺮﺧﺎﺷﮕﺮﺍﻧﻪ ﺑﻮﺩﻥ ﭼﻨﻴﻦ ﺭﻭﺵ ﻣﺪﺍﺧﻠﻪﺍﻱ‪ ،‬ﻣﺘـﺬﻛﺮ ﺷـﺪﻡ‬
‫‪2‬‬ ‫‪1‬‬
‫ﻛﻪ ﻫﻢ ﺩﺭﻭﻍﭘﺮﺩﺍﺯﻱ )‪ (23‬ﻭ ﻫﻢ ﺑﻲﺍﺭﺯﺵﺳﺎﺯﻱ )‪ (50‬ﻫﺮ ﺩﻭ ﺩﻓﺎﻉ ﻫﺴﺘﻨﺪ‪ .‬ﺷﺎﻳﺪ ﺩﻛﺘﺮ ‪C.‬‬
‫ﻭ ﻳﺎ ﻳﻚ ﻧﺎﻭﺑﺎﻥ ﻧﻴﺮﻭﻱ ﺩﺭﻳﺎﻳﻲ ﺍﻇﻬﺎﺭ ﻛﻨﺪ ﻛﻪ ﺍﺯ ﺑﺮﺧﻲ ﺩﻓﺎﻉﻫﺎ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﺪ ﻭ ﺍﮔﺮ ﻫﻤـﻪ‬
‫ﭼﻴﺰ ﺧﻮﺏ ﭘﻴﺶ ﺑﺮﻭﺩ ﺧﻮﺍﻫﺪ ﺗﻮﺍﻧﺴﺖ ﺭﻭﻱ ﺗﻌﺎﺭﺽﻫﺎﻳﻲ ﻛﻪ ﺍﺯ ﺁﻧﻬﺎ ﮔﺮﻳﺰﺍﻥ ﺑﻮﺩﻩ ﻛﻨﺘـﺮﻝ‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕـﺮ ﺑﺮﺧـﻲ ﺍﺯ ﺩﺍﻧﺸـﺠﻮﻳﺎﻥ ﺩﻭﺭﻩﻱ ﺍﻧﺘـﺮﻥ ﻛـﻪ ﻓﻘـﻂ ﺧﻮﺩﺷـﺎﻥ‬
‫ﻣﻲﺩﺍﻧﻨﺪ »ﺗﻤﺎﻳﻞ ﺑﻪ ﻓﺮﺍﺭ ﺍﺯ ﺧﺪﻣﺖ« ﺩﺍﺭﻧﺪ‪ ،‬ﺷﺎﻳﺪ ﺑﺎ ﺭﻭﺍﻥﺩﺭﻣـﺎﻧﻲ ﻧـﻮﻉ ﺭﻭﺍﻥﭘﻮﻳﺸـﻲ ﻗﺎﺑـﻞ‬
‫ﻲ ﺗﺸـﺨﻴﺺ ﻭ ﺩﺭﻣـﺎﻥ ﺩﺭﺩ ﺯﺍﻧـﻮ ﻧﺨﻮﺍﻫـﺪ ﺑـﻮﺩ‪.‬‬ ‫ﺩﺭﻣﺎﻥ ﺑﺎﺷﻨﺪ‪ ،‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﺩﺭﻣـﺎﻥ ﺑـﻪ ﺭﺍﺣﺘـ ِ‬
‫ﺑﻪﻋﻼﻭﻩ ﻣﻮﺍﺟﻪ ﺳﺎﺧﺘﻦ ﻓﺮﺩ ﺑﺎ ﺩﻓﺎﻉﻫﺎﻳﺶ ﺑﻪ ﺗﺸﺨﻴﺺ ﻛﻤﻚ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪ :‬ﺍﺣﺘﻤـﺎﻻً ﺗﻴـﭗ‬
‫ﺳــﺎﻳﻜﻮﭘﺎﺕ )ﺍﻓــﺮﺍﺩ ﺿــﺪ ﺍﺟﺘﻤــﺎﻉ( ﺑــﺮ ﺩﺭﻭﻍﮔــﻮﻳﻲ ﺧــﻮﺩ ﺍﺻــﺮﺍﺭ ﺧﻮﺍﻫﻨــﺪ ﻭﺭﺯﻳــﺪ ﻭ‬
‫ﺭﻭﺍﻧﭙﺮﻳﺶﻫﺎﻱ ﺧﻮﺩﺑﺰﺭگﺑﻴﻦ ﺑﺎ ﺳﺆﺍﻻﺕ ﺑﻲﺑﺎﻛﺎﻧﻪﻱ ﺧﻮﺩ ﻛﺴﺎﻧﻲ ﻣﺜـﻞ ﺩﻛﺘـﺮ ‪ C.‬ﺭﺍ ﺑـﺮﺍﻱ‬
‫ﺩﺭﻙ ﺍﻧﮕﻴﺰﻩﻫﺎﻱ ﺧﻮﺩ ﺁﻣﺎﺝ ﺣﻤﻠﻪ ﻗﺮﺍﺭ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺩ‪.‬‬

‫‪ -1‬ﺍﺷﺎﺭﻩ ﺑﻪ ﻣﺜﺎﻟﻲ ﻛﻪ ﺍﺯ ﻓﺮﺩ ﺧﻮﺩﻛﺸﻲﻛﻨﻨﺪﻩ ﺷﺪﻩ ﺑﻮﺩ‪.‬‬

‫‪ -2‬ﺍﺷﺎﺭﻩﻱ ﺗﻠﻮﻳﺤﻲ ﺑﻪ ﺭﻓﺘﺎﺭ ﺩﻛﺘﺮ ‪C.‬‬

‫»‪«13‬‬
‫ﺩﻛﺘﺮ ‪ C.‬ﺑﺎ ﻫﺮ ﻛﺴﻲ ﻛﻪ ﻛﺎﺭ ﻣﻲﻛﺮﺩ ﺑﺎﻳﺴﺘﻲ ﺑﻴﺰﺍﺭﻱ ﺧﻮﺩ ﺍﺯ ﺷﻐﻠﺶ ﺭﺍ ﭘﻨﻬﺎﻥ ﻣﻲﻛـﺮﺩ‪،‬‬
‫ﺍﻣﺎ ﺍﻭ ﭼﻨﻴﻦ ﻓﺮﺩﻱ ﻧﺒﻮﺩ ﻛﻪ ﻣﻨﻔﻌﻼﻧﻪ)‪ (62‬ﺭﻭﻱ ﺻـﻨﺪﻟﻲ ﺧـﻮﺩ ﺑﻨﺸـﻴﻨﺪ ﻭ ﺑـﻪ ﻫـﺮ ﻧﻈـﺎﻣﻲ‬
‫ﻧﻴﺮﻭﻱ ﺩﺭﻳﺎﻳﻲ ﺍﺟﺎﺯﻩ ﺩﻫﺪ ﻛﻪ ﺍﻭ ﺭﺍ ﻣﺮﻋﻮﺏ)‪ (83‬ﺳـﺎﺯﺩ‪ .‬ﺩﻛﺘـﺮ ‪ C.‬ﻋﻼﻗـﻪﻱ ﺧـﻮﺩ ﺭﺍ ﺑـﻪ‬
‫ﺍﻇﻬﺎﺭﺍﺕ ﻣﻦ ﻧﺸﺎﻥ ﺩﺍﺩ ﻭ ﺑﻌﺪﻫﺎ ﮔﺰﺍﺭﺵ ﺩﺍﺩ ﻛﻪ ﺍﺯ ﻣﻮﺍﺟﻪ ﺑﺎ ﺩﻓﺎﻉﻫﺎﻳﺶ ﻛﻪ ﻧﺸﺎﻥﺩﻫﻨـﺪﻩﻱ‬
‫)ﺗﻤﺎﻳﻞ ﺑﻪ ﻓﺮﺍﺭ ﺍﺯ ﺧﺪﻣﺖ( ﺑﻮﺩﻧﺪ ﻟﺬﺕ ﻣﻲﺑﺮﺩ ﻭ ﮔﺎﻩ ﻭ ﺑﻴﮕﺎﻩ ﻣﺘﻮﺟﻪ ﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺮﺧـﻲ ﺍﺯ‬
‫ﺍﻳﻦ ﺩﻓﺎﻉﻫﺎ ﺍﺯ ﺯﻧﺪﮔﻲ ﺍﻭ ﺭﺧﺖ ﺑﺮ ﻣﻲﺑﻨﺪﻧﺪ‪ .‬ﺍﻭ ﺑﻪ ﻣﻦ ﺗﻮﺿﻴﺢ ﺩﺍﺩ ﻛﻪ ﻓﻜﺮ ﻣﻲﻛﺮﺩﻩ ﺍﺳـﺖ‬
‫ﻫﻤﺪﻟﻲ ﭼﻴﺰﻱ ﺷﺒﻴﻪ ﻣﻨﻔﻌﻼﻧﻪ ﺭﻓﺘﺎﺭ ﻛـﺮﺩﻥ ﻣـﻲﺑﺎﺷـﺪ‪ ،‬ﺯﻳـﺮﺍ ﻭﻱ ﺍﺯ ﺑـﻪ ﻛـﺎﺭ ﺑـﺮﺩﻥ ﺭﻭﺵ‬
‫ﻣﺴﺘﻘﻴﻢ ﺩﺭ ﺟﻠﺴﺎﺕ ﺍﺭﺯﻳﺎﺑﻲ ﻭ ﺩﺭﻣﺎﻥ ﺍﺣﺴﺎﺱ ﮔﻨﺎﻩ ﻣﻲﻛﺮﺩ‪.‬‬

‫ﺭﻭﺍﻥ ﺍﻧﺴﺎﻥ ﻗﺎﺑﻠﻴﺖ ﺷﮕﻔﺖﺍﻧﮕﻴﺰ ﺑﺮﺍﻱ ﺍﺑﺪﺍﻉ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻳﻲ ﺩﺍﺭﺩ ﻛﻪ ﺷﺨﺺ ﺭﺍ ﺍﺯ ﺁﮔـﺎﻩ‬
‫ﺷﺪﻥ ﺑﻪ ﻫﻴﺠﺎﻧﻬﺎﻱ ﻧﺎﻣﻄﻠﻮﺏ ﺑﺮﺣﺬﺭ ﻣﻲﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ ﻣﻜﺎﻧﻴﺰﻣﻬﺎ ﺍﻏﻠﺐ ﺑﻪ ﺷـﻜﻞ ﻣﺒـﺪ‪‬ﻝ ﻭ ﺩﺭ‬
‫ﺧﺎﺭﺝ ﺍﺯ ﺣﻴﻄﻪﻱ ﻫﺸﻴﺎﺭﻱ ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﻣﻲﭘﺮﺩﺍﺯﻧﺪ‪ .‬ﺑﻪ ﻋﻠﺖ ﻭﻳﮋﮔﻲﻫـﺎﻱ ﻧﻬـﺎﻧﻲ ﺩﻓـﺎﻉﻫـﺎ‪،‬‬
‫ﻛﻨﺎﺭ ﺯﺩﻥ ﺍﺯ ﺣﺠﺎﺏ ﻭ ﻣﻌﺮﻓﻲ ﺁﻧﻬﺎ ﺑﺎﻟﻘﻮﻩ ﻣﻲﺗﻮﺍﻧﺪ ﺁﺛﺎﺭ ﺯﻳﺎﻧﺒﺨﺶ ﺩﻓﺎﻉﻫﺎ ﺭﺍ ﺍﺯ ﺑـﻴﻦ ﺑﺒـﺮﺩ‪.‬‬
‫ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﻣﻤﻜﻦ ﺍﺳﺖ ﺷﺨﺼﻲ ﺍﺯ ﺷﺪﺕ ﺧﺸﻢ ﺧﻮﺩ ﻋﻠﻴﻪ ﻓﺮﺩ ﻣﻮﺭﺩ ﻋﻼﻗﻪ ﺍﺵ]ﻣﺜـﻞ‬
‫ﻫﻤﺴﺮﺵ[ ﺁﮔﺎﻩ ﻧﺒﺎﺷﺪ‪ ،‬ﺍﻣﺎ ﺑﻪ ﺟﺎﻱ ﺍﻳﻨﻜﻪ ﺍﺯ ﺩﺳﺖ ﺍﻭ ﻧﺎﺭﺍﺣﺖ ﺑﺎﺷـﺪ‪ ،‬ﺷـﺪﻳﺪﺍً ﺍﺯ ﺧـﻮﺩﺵ‬
‫ﻧﻔﺮﺕ ﭘﻴﺪﺍ ﻛﻨﺪ‪ .‬ﺟﺎﻱ ﺗﻌﺠﺐ ﻧﺨﻮﺍﻫﺪ ﺑﻮﺩ ﺭﻭﺯﻱ ﻫﻤـﻴﻦ ﺷـﺨﺺ ﺑـﺎ ﺷـﻜﺎﻳﺖ ﺍﺯ ﻋﻼﻳـﻢ‬
‫ﺍﻓﺴﺮﺩﮔﻲ ﺷﺪﻳﺪ ﺳﺮ ﻭ ﻛﺎﺭﺵ ﺑﻪ ﺍﻭﺭژﺍﻧﺲ ﺑﻜﺸﺪ‪ ،‬ﻭ ﺍﮔـﺮ ﺩﺭﻣـﺎﻧﮕﺮ ﻣﻬـﺎﺭﺕ ﺁﻥ ﺭﺍ ﺩﺍﺷـﺘﻪ‬
‫ﺑﺎﺷﺪ ﻛﻪ ﺑﺎ ﺍﻭ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉ ﺗﻐﻴﻴﺮ ﺟﻬﺖ ﺑـﻪ ﺳـﻤﺖ ﺧـﻮﺩ‪ (15)1‬ﮔﻔﺘﮕـﻮ ﻛﻨـﺪ‪ ،‬ﺑـﻪ ﺣـﺪ‬
‫ﻣﻄﻠﻮﺏ ﻣﻲﺗﻮﺍﻥ ﺍﺯ ﺍﻗﺪﺍﻡ ﺑﻪ ﺧﻮﺩﻛﺸﻲ ﻳﺎ ﺳﺎﻳﺮ ﺍﺷﻜﺎﻝ ﺭﻓﺘﺎﺭﻫﺎﻱ ﺧـﻮﺩﻭﻳﺮﺍﻧﮕﺮ ﭘﻴﺸـﮕﻴﺮﻱ‬
‫ﻛﺮﺩ )ﻓﺼﻞ ‪ 8‬ﺭﺍ ﺑﺒﻴﻨﻴﺪ(‪.‬‬
‫ﺩﺍﻧﺴﺘﻦ ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﺑﺴﻴﺎﺭﻱ ﺍﺯﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﺯﻧـﺪﮔﻲ ﺍﺭﺯﺷـﻤﻨﺪ ﺍﺳـﺖ‪ ،‬ﺑـﻪ ﻃـﻮﺭ ﻣﺜـﺎﻝ‬
‫ﺷﻨﺎﺳﺎﻳﻲ ﺩﻓﺎﻉﻫﺎﻱ ﻳﻚ ﺩﺧﺘﺮ ﻧﻮﺟﻮﺍﻥ ﺑﻪﺧﺼﻮﺹ ﻭﻗﺘﻲ ﺍﺯ ﺩﻓﺎﻉ ﻛﻮﭼـﻚﻧﻤـﺎﻳﻲ‪ (75)2‬ﻭ‬
‫ﻳﺎ ﺭﻓﺘﺎﺭﻫﺎﻱ ﻣﻘﺎﺑﻠﻪﺍﻱ ﺑﺎ ﻫﺮﺍﺱ‪ (44)3‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺮﺍﻱ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭﻱ ﻛﻪ ﺗﻼﺵﺩﺍﺭﻧـﺪ‬
‫ﻣﺤﻴﻄﻲ ﺍﻳﻤﻦ ﻭ ﺑﻪ ﺩﻭﺭ ﺍﺯ ﺧﻄﺮ ﺑﺮﺍﻱ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﻣﻬﻴﺎ ﻛﻨﻨﺪ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﻓﻮﻕﺍﻟﻌﺎﺩﻩ ﺳـﻮﺩﻣﻨﺪ‬
‫ﺑﺎﺷﺪ‪ .‬ﺩﺍﻧﺴﺘﻦ ﺑﺰﺭگﭘﻨﺪﺍﺭﻱ‪ (63) 4‬ﻛﺎﺭﻛﻨﺎﻥ‪ ،‬ﻛﻤﻚ ﺑﺰﺭﮔﻲ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﺗﺎ ﻳﻚ ﻣـﺪﻳﺮ ﺭﺍ ﺩﺭ‬
‫ﺭﺳﻴﺪﻥ ﺑﻪ ﻣﺪﺍﺭﺝ ﻋﺎﻟﻲﺗﺮ ﺩﺭ ﻋﺮﺻﻪﻫﺎﻱ ﺭﻗﺎﺑﺖ ﺗﺠﺎﺭﻱ ﻳﺎﺭﻱ ﺩﻫﺪ‪ .‬ﺭﻭﺩﺭﺭﻭ ﻛﺮﺩﻥ ﺍﻓﺮﺍﺩ ﺑﺎ‬
‫ﺍﻧﻜﺎﺭﻫﺎ‪ (6) 5‬ﻭ ﺩﻟﻴﻞﺗﺮﺍﺷﻲﻫﺎ‪ (42) 6‬ﺑﺮﺍﻱ ﺍﻋﻀﺎء ﺧﺎﻧﻮﺍﺩﻩﺍﻱ ﻛﻪ ﺑﺎ ﻳﻚ ﺷﺨﺺ ﻋﺰﻳـﺰ ﺍﻣـﺎ‬

‫‪1-turning on the self‬‬ ‫‪2- minimization‬‬

‫‪3- counterphobic behavior‬‬ ‫‪4- grandiosity‬‬
‫‪5- denial‬‬ ‫‪6- rationalization‬‬

‫»‪«14‬‬
‫ﺍﻟﻜﻠﻲ ﺳﺮ ﻭ ﻛﺎﺭ ﺩﺍﺭﻧﺪ‪ ،‬ﺧﻴﻠﻲ ﻣﻬﻢ ﺍﺳﺖ‪ .‬ﺗﻮﺟﻪ ﺑﻪ ﻫﻤﺎﻧﻨﺪﺳـﺎﺯﻱ ﺑـﺎ ﺷـﻲء )ﺷـﺨﺺ( ﺍﺯ‬
‫ﺩﺳﺖ ﺭﻓﺘﻪ‪ (37) 1‬ﺑﻪ ﻣﻨﻈﻮﺭ ﻛﻨﺎﺭ ﺁﻣـﺪﻥ ﺍﻋﻀـﺎﻱ ﺧـﺎﻧﻮﺍﺩﻩﻱ ﻣﻌـﺰﺍ ﺑـﺎ ﻋﺎﺭﺿـﻪﻱ ﺳـﻮگ‬
‫‪2‬‬
‫ﻣﻲﺗﻮﺍﻧﺪ ﺳﻮﺩﻣﻨﺪ ﺑﺎﺷﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﭘﻲ ﺑﺮﺩﻥ ﺑﻪ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻱ ﺩﻓﺎﻋﻲ ﻓﺎﺻﻠﻪﮔﻴﺮﻱ ‪ /‬ﺍﺟﺘﻨـﺎﺏ‬
‫)‪ (61‬ﺩﺭ ﺭﻭﺍﺑﻂ ﺯﻧﺎﺷﻮﻳﻲ ﺳﺮﻧﺦ ﺍﺭﺯﺷﻤﻨﺪﻱ ﺑﻪ ﺯﻭﺟﻴﻦ ﺧﻮﺍﻫﺪ ﺩﺍﺩ ﺗﺎ ﺩﺭﻳﺎﺑﻨﺪ ﭼﮕﻮﻧﻪ ﺭﻭﺯ‬
‫ﺑﻪ ﺭﻭﺯ ﺍﺯ ﺷﻴﺮﻳﻨﻲ ﺯﻧﺪﮔﻲ ﻭ ﭘﺎﻳﺒﻨﺪﻱ ﺁﻧﻬﺎ ﺑﻪ ﺗﻌﻬﺪﺍﺕ ﺯﻧﺪﮔﻲ ﻣﺸﺘﺮﻙ ﻛﺎﺳﺘﻪ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻦ ﻧﻜﺘﻪ ﻫﻢ ﺿﺮﻭﺭﻱ ﺍﺳﺖ ﻛﻪ ﮔﺎﻫﻲ ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﺑﺎﻟﻴﻨﻲ‪ ،‬ﻋﺠﻠـﻪ‬
‫ﺩﺭ ﻣﻄﺮﺡ ﻛﺮﺩﻥ ﺩﻓﺎﻉﻫﺎﻳﻲ ﻛﻪ ﺷﻨﺎﺳﺎﻳﻲ ﺷﺪﻩﺍﻧﺪ‪ ،‬ﻣﻲﺗﻮﺍﻧﺪ ﺑﻪ ﺭﻭﻧﺪ ﺩﺭﻣﺎﻥ ﺁﺳـﻴﺐ ﺑﺮﺳـﺎﻧﺪ‪.‬‬
‫ﺍﻣﺎ ﺍﻏﻠﺐ ﺗﺎ ﺯﻣﺎﻧﻲ ﻛﻪ ﻣﻮﻓﻖ ﺑﻪ ﺗﺸـﺨﻴﺺ ﺩﻓـﺎﻉﻫـﺎ ﺩﺭ ﻓـﺮﺩ ﻧﺸـﻮﻳﺪ‪ ،‬ﻫﻤﭽﻨـﺎﻥ ﺩﺭ ﺑﺴـﺘﺮ‬
‫ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﺑﻪ ﻓﻌﺎﻟﻴﺖ ﺍﺩﺍﻣﻪ ﻣﻲﺩﻫﻨﺪ‪ .‬ﻛﺸﻒ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻳﻦ ﻣﻜﺎﻧﻴﺰﻡﻫـﺎ ﺩﺭ ﻓﺮﺍﻳﻨـﺪ ﺩﺭﻣـﺎﻥ‬
‫ﺣﺘﻲ ﻣﻲﺗﻮﺍﻧﺪ ﻣﺸﻮ‪‬ﻕ ﻓﺮﺩ ﺑﺮﺍﻱ ﺍﺩﺍﻣﻪﻱ ﺩﺭﻣﺎﻥ ﺑﺎﺷﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻛﺘﺎﺏ‪ ،‬ﺗﻼﺵ ﺑﺮ ﺍﻳﻦ ﺑﻮﺩﻩ ﺍﺳﺖ ﺗﺎ ﻓﺮﻣﻮﻝ ﻣﻨﺎﺳﺒﻲ ﺑـﺮﺍﻱ ﺗﻮﺻـﻴﻒ ﺭﻳﺸـﻪﻫـﺎ‪،‬‬
‫ﺧﺼﻮﺻﻴﺖﻫﺎ‪ ،‬ﻋﻠﺖ ﻓﻌﺎﻟﻴﺖ ﺩﻓﺎﻉﻫﺎ ﺍﺭﺍﻳﻪ ﺩﻫﻢ ﻭ ﻓﺼﻞ ﺩﻳﮕﺮﻱ ﺭﺍ ﻫﻢ ﺑﻪ ﺗﻔﻜﻴﻚ ﺍﻓـﺮﺍﺩﻱ‬
‫ﻛﻪ ﻣﻲﺑﺎﻳﺴﺖ ﺑﺎ ﺗﻜﻨﻴﻚﻫﺎﻱ ﺗﻔﺴﻴﺮﻱ ﺩﺭﻣﺎﻥ ﺷﻮﻧﺪ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺩﻩﺍﻡ‪ .‬ﺑﺨﺶ ﺩﻳﮕﺮﻱ ﺭﺍ ﻧﻴﺰ‬
‫ﺑــﻪ ﭼﮕــﻮﻧﮕﻲ ﺭﻣﺰﮔﺸــﺎﻳﻲ ﺍﺯ ﺩﻓــﺎﻉﻫــﺎﻱ ﻣﺮﺿــﻲ ﺍﺧﺘﺼــﺎﺹ ﺩﺍﺩﻩﺍﻡ‪ .‬ﻫﻤـﭽﻨــﻴﻦ ﻓﺼــﻞ‬
‫ﺟﺪﺍﮔﺎﻧﻪﺍﻱ ﺭﺍ ﺑﻪ ﺗﻔﻜﻴﻚ ﻭ ﺗﻨﻈﻴﻢ ﺩﻭ ﮔﺮﻭﻩ ﺍﺯ ﺩﻓﺎﻉﻫﺎﻱ ﺣﻤﺎﻳﺖﻛﻨﻨﺪﻩ ﻭ ﺩﻓﺎﻉﻫﺎﻳﻲ ﻛﻪ ﻧﻴﺎﺯ‬
‫ﺑﻪ ﺗﻔﺴﻴﺮ ﺩﺍﺭﻧﺪ ﺍﺧﺘﺼﺎﺹ ﺩﺍﺩﻩﺍﻡ ﻭ ﺗﻜﻨﻴـﻚﻫـﺎﻱ ﺩﺭﻣـﺎﻧﻲ ﻣﺮﺑﻮﻃـﻪ ﺭﺍ ﻧﻴـﺰ ﺑـﻪ ﻫﻤـﺮﺍﻩ ﺁﻥ‬
‫ﺗﺸﺮﻳﺢ ﻛﺮﺩﻩﺍﻡ‪ .‬ﻧﻬﺎﻳﺘﺎً ﺩﺭ ﺿﻤﻴﻤﻪ ﻓﺼﻠﻲ ﺭﺍ ﺑﻪ ﻣﻮﺿﻮﻉ ﭼﮕـﻮﻧﮕﻲ ﻣﻘﺎﺑﻠـﻪ ﺑـﺎ ﺩﻓـﺎﻉﻫـﺎ ﺩﺭ‬
‫ﺩﺭﻣﺎﻥ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﮔﺮﺍﻳﺶ ﺑﺎﻃﻨﻲ ﺑﻪ ﺧﻮﺩﻛﺸﻲ ﺩﺍﺭﻧﺪ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪﺍﻡ‪.‬‬

‫‪1- Identification with the lost object‬‬ ‫‪2- distancing/avoidance‬‬

‫»‪«15‬‬
‫ﻣﻘﺪﻣﻪ‬

‫ﺍﺻﻄﻼﺡ ﺩﻓﺎﻉ ﺍﺷﺎﺭﻩ ﺑـﻪ ﺁﻥ ﻧـﻮﻉ ﺍﺯ ﺷـﮕﺮﺩﻫﺎﻱ ﺧـﺎﺹ ﺭﻭﺍﻥ ﺩﺍﺭﺩ ﻛـﻪ ﺍﺣﺴﺎﺳـﺎﺕ ﺭﺍ ﺍﺯ‬
‫ﺣﻴﻄﻪﻱ ﺧﻮﺩﺁﮔﺎﻩ ﺑﻪ ﺧﺎﺭﺝ )ﻧﺎﺧﻮﺩﺁﮔﺎﻩ( ﻣﻲﺭﺍﻧﻨـﺪ‪ .‬ﺑـﺮﺍﻱ ﻫﻤﮕـﺎﻥ ﻗﺎﺑـﻞ ﺩﺭﻙ ﺍﺳـﺖ ﻛـﻪ‬
‫ﺩﺭﻣﺎﻧﮕﺮﺍﻥ ﺗﻼﺵ ﺩﺍﺭﻧﺪ ﺗﺎ ﺍﺯ ﺍﺣﺴﺎﺳﺎﺕ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭﻣﺎﻥ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺳﺮ ﺩﺭ ﺑﻴﺎﻭﺭﻧﺪ‪.‬‬
‫ﺍﻣﺎ ﺩﺭ ﻋﻤﻞ‪ ،‬ﻳﺎﻓﺘﻦ ﺍﻳﻦ ﺍﺣﺴﺎﺳﺎﺕ ﺑﺮﺍﻱ ﻛﻤﻚ ﺑﻪ ﻣﺮﺩﻡ ﻭ ﭼﻴﺮﻩ ﺷﺪﻥ ﺑﺮ ﻣﺸﻜﻼﺗﺸـﺎﻥ ﺑـﻪ‬
‫ﺗﻨﻬﺎﻳﻲ ﻛﺎﻓﻲ ﻧﻴﺴﺖ‪ .‬ﺑـﺮﺍﻱ ﺑﻴﻤـﺎﺭﺍﻥ ﻣﻬـﻢ ﺍﺳـﺖ ﻛـﻪ ﺑﺪﺍﻧﻨـﺪ ﭼـﺮﺍ ﻭ ﭼﮕﻮﻧـﻪ ﺩﻓـﺎﻉﻫـﺎﻱ‬
‫ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻣﺎﻧﻊ ﺁﮔﺎﻩ ﺷﺪﻥ ﺑﻪ ﺍﺣﺴﺎﺳﺎﺕ ﻧﺎﺧﻮﺷﺎﻳﻨﺪﺷﺎﻥ ﻣﻲﺷﻮﺩ‪ .‬ﺁﻧﻬﺎ ﺩﺭ ﺟﻠﺴﺎﺕ ﺩﺭﻣـﺎﻥ‬
‫ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﺗﺪﺭﻳﺞ ﺑـﻪ ﺍﻳـﻦ ﺷـﻨﺎﺧﺖ ﻧﺎﻳـﻞ ﺷـﻮﻧﺪ ﻛـﻪ ﺩﺭ ﺣﻘﻴﻘـﺖ ﺭﻳﺸـﻪﻱ ﺑﺴـﻴﺎﺭﻱ ﺍﺯ‬
‫ﺍﺧﺘﻼﻻﺕ ﻫﻴﺠﺎﻧﻲ ﺁﻧﻬﺎ ﻧﺎﺷﻲ ﺍﺯ ﺩﻓﺎﻉﻫﺎ ﻭ ﻳﺎ ﺗﺮﻛﻴﺒﻲ ﺍﺯ ﺩﻓﺎﻉﻫﺎﻱ ﻣﺴﺄﻟﻪﺳﺎﺯ ﻭ ﻋﻮﺍﻃﻒ ﺳﺮ‬
‫ﺑﻪ ﻣﻬﺮ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﺑﺎ ﺑﻴﻨﺶ ﻛﺎﻓﻲ ﺑﻪ ﻣﻜﺎﻧﻴﺴﻢﻫﺎﻱ ﺩﻓﺎﻋﻲ ﻭ ﺁﮔﺎﻫﻲ ﺑـﻪ ﺍﺣﺴﺎﺳـﺎﺕ ﺑﻴﻤـﺎﺭﮔﻮﻥ‪ ،‬ﺍﻓـﺮﺍﺩ ﺑـﻪ‬
‫ﺁﺳﺎﻧﻲ ﻭ ﺑﺎ ﺷﻔﺎﻓﻴﺖ ﺑﻴﺸﺘﺮﻱ ﺑﻪ ﻛﻨﻪ ﻣﻌﻨﺎﻱ ﺭﻓﺘﺎﺭﻫﺎﻳﻲ ﻛﻪ ﺗـﺎ ﺁﻥ ﻟﺤﻈـﻪ ﻣﻨﻄﻘـﻲ ﺑـﺮﺍﻱ ﺁﻥ‬
‫ﻧﻤﻲ ﻳﺎﻓﺘﻨﺪ‪ ،‬ﺭﺳﻴﺪﻩ‪ ،‬ﻭ ﺍﺯ ﻋﻼﻳﻢ ﺑﻴﻤﺎﺭﻱ ﻭ ﺷﻴﻮﻩﻱ ﻧﮕﺮﺵ ﺧﻮﺩ ﺍﻃﻼﻋﺎﺕ ﺑﻴﺸﺘﺮﻱ ﻛﺴـﺐ‬
‫ﻣﻲﻛﻨﻨﺪ‪ .‬ﺭﺳﻴﺪﻥ ﺑﻪ ﭼﻨﻴﻦ ﺷﻨﺎﺧﺘﻲ‪ ،‬ﻧﺸﺎﻧﻪﻫﺎﻱ ﺭﻭﺍﻥﭘﺰﺷﻜﻲ ﺩﺭﺩﻧﺎﻙ )ﺍﺯ ﻗﺒﻴﻞ ﺍﻓﺴﺮﺩﮔﻲﻫﺎ‬
‫ﻭ ﻫﺮﺍﺱﻫﺎ( ﺭﺍ ﺩﺭ ﺍﻓﺮﺍﺩ ﻛﺎﻫﺶ ﺩﺍﺩﻩ ﻭ ﺑﺎﻋﺚ ﺍﻳﺠﺎﺩ ﺗﻐﻴﻴـﺮﺍﺕ ﺭﻓﺘـﺎﺭﻱ ﺳـﺎﻟﻢ ﺩﺭ ﺯﻧـﺪﮔﻲ‬
‫ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺍﺣﺘﻤﺎﻻً ﺗﻌﺪﺍﺩ ﺩﻓﺎﻉﻫﺎ ﺑﻲﺷﻤﺎﺭ ﺍﺳﺖ ﻭ ﺗﻨﻬﺎ ﻣﺤﺪﻭﺩ ﺑﻪ ‪ 101‬ﻣﻮﺭﺩﻱ ﻛﻪ ﻣـﻦ ﻓﻬﺮﺳـﺖ‬
‫ﻛﺮﺩﻩﺍﻡ ﻧﻤﻲﺷﻮﺩ‪ .‬ﺩﻭ ﺗﻦ ﺍﺯ ﻣﺘﺨﺼﺼﻴﻦ ﺣﻮﺯﻩﻱ ﺭﻭﺍﻥﺗﺤﻠﻴﻠﻲ ﻳﻌﻨﻲ ﺁﻧﺎ ﻓﺮﻭﻳـﺪ )ﺳـﻨﺪﻟﺮ ﻭ‬
‫ﻓﺮﻭﻳﺪ‪ (1983 ،‬ﻭ ﭼﺎﺭﻟﺰ ﺑﺮﻧﺮ) ‪ ،(2002‬ﺗﺎﻛﻴﺪ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﺗﻘﺮﻳﺒﺎ ﻫـﺮ ﭼﻴـﺰﻱ ﻣﻤﻜـﻦ ﺍﺳـﺖ‬
‫ﺩﻓﺎﻉ ﺗﻠﻘﻲ ﺷﻮﺩ‪ .‬ﺧﻴﺮﻩ ﺷﺪﻥ ﺑﻪ ﺟﺎﻳﻲ )ﺭﻧﻴـﻚ‪ 1978 ،‬ﺻـﻔﺤﻪ ‪ ،(597‬ﺟﻴـﻎ ﻭ ﺩﺍﺩ‪ ،‬ﺑـﺎﺯﻱ‬
‫ﮔﻠﻒ‪ ،‬ﻭ ﻫﻤﻴﻦﻃﻮﺭ ﭘﺲﺍﻧﺪﺍﺯ ﻛﺮﺩﻥ ﻣﻲﺗﻮﺍﻧﺪ ﺩﻓﺎﻉ ﻣﺤﺴﻮﺏ ﺷﻮﺩ‪ ،‬ﻳﺎ ﺣﺪﺍﻗﻞ ﺗﻤـﺎﻣﻲ ﺍﻳـﻦ‬
‫ﻓﻌﺎﻟﻴﺖﻫﺎ ﻣﻤﻜﻦ ﺍﺳﺖ ﻋﻼﻣﺘﻲ ﺍﺯ ﻳﻚ ﺩﻓﺎﻉ ﺧـﺎﺹ ﺑﺎﺷـﻨﺪ‪ .‬ﺑـﻪ ﻃـﻮﺭ ﻛﻠـﻲ ﺁﻥ ﺩﺳـﺘﻪ ﺍﺯ‬

‫»‪«17‬‬
‫ﻓﻌﺎﻟﻴﺖﻫﺎ ﻭ ﺭﻓﺘﺎﺭﻫﺎﻱ ﺭﻭﺍﻧﻲ ﻛـﻪ ﺷـﻤﺎ ﺭﺍ ﺍﺯ ﺗﺠﺮﺑـﻪﻱ ﻫﻴﺠﺎﻧـﺎﺕ ﻧﺎﺧﻮﺷـﺎﻳﻨﺪ ﻣﺤﺎﻓﻈـﺖ‬
‫ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺭﻓﺘﺎﺭ ﺩﻓﺎﻋﻲ‪ 1‬ﻧﺎﻣﻴﺪﻩ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﻋﻮﺍﻃﻒ ﻣﻲﺗﻮﺍﻧﻨﺪ ﻟﺬﺕﺑﺨﺶ ﻭ ﻳﺎ ﻏﻴﺮﻟﺬﺕﺑﺨﺶ ﺑﺎﺷﻨﺪ‪ .‬ﺑـﻪ ﻃـﻮﺭ ﻛﻠـﻲ ﺁﻥ ﺩﺳـﺘﻪ ﺍﺯ‬
‫‪2‬‬
‫ﻋﻮﺍﻃﻒ ﻏﻴﺮﻟﺬﺕﺑﺨﺸﻲ ﻛﻪ ﺑﻪ ﻣﺸﻜﻞ ﻣﻨﺘﻬﻲ ﻣﻲﺷﻮﻧﺪ ﺑﻪ ﻇﻬـﻮﺭ ﺩﻓـﺎﻉﻫـﺎﻱ ﻏﻴﺮﺍﻧﻄﺒـﺎﻗﻲ‬
‫ﻛﻤﻚ ﺧﻮﺍﻫﺪ ﻛﺮﺩ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﻌﻴﻦ ﻋﻮﺍﻃﻒ ﻏﻴﺮ ﻟﺬﺕﺑﺨﺶ ﺍﺯ ﺩﻭ ﻣﺤﺘﻮﻱ ﺗﺸﻜﻴﻞ ﻣﻲﻳﺎﺑﺪ‪:‬‬
‫ﺍﺣﺴﺎﺱ ﻏﻴﺮﻟﺬﺕﺑﺨﺶ ﺑﻪ ﺍﻧﻀﻤﺎﻡ ﻳﻚ ﻓﻜﺮ ﺁﺯﺍﺭﺩﻫﻨﺪﻩ‪ ،‬ﻛﻪ ﺧﺒﺮ ﺍﺯ ﻭﻗـﻮﻉ ﺍﻣـﺮﻱ ﺩﺭ‬
‫ﺁﻳﻨﺪﻩ ﻣﻲﺩﻫﺪ )»ﺍﺿﻄﺮﺍﺏ«( ﻳﺎ ﺑﻪ ﺷﻜﻞ ﺁﺯﺍﺭﺩﻫﻨـﺪﻩﺍﻱ ﺍﺣﺴـﺎﺱ ﻣـﻲﻛﻨـﻴﻢ ﻳـﺎ ﻓﻜـﺮ‬
‫‪3‬‬
‫ﻣﻲﻛﻨﻴﻢ ﺍﺗﻔﺎﻗﻲ ﺩﺭ ﮔﺬﺷﺘﻪ ﺭﻭﻱ ﺩﺍﺩﻩ ﺍﺳﺖ )»ﻋﻮﺍﻃﻒ ﺍﻓﺴﺮﺩﻩ«( )ﺳﻲ‪ .‬ﺑﺮﻧﺮ ‪.(1982،‬‬

‫ﺣﺎﻝ ﻣﻲﺗﻮﺍﻧﻴﻢ ﺗﻌﺮﻳﻒ ﺩﻓﺎﻉ ﺭﺍ ﺩﺭ ﻋﺒﺎﺭﺕ ﺯﻳﺮ ﺑﺴﻂ ﺩﻫﻴﻢ‪:‬‬

‫ﺩﻓﺎﻉﻫﺎ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺍﻗﺪﺍﻣﺎﺕ‪ 4‬ﺭﻭﺍﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻃﻲ ﻗﻮﺍﻋﺪ ﺧﺎﺻﻲ ﻣﺎﻧﻊ ﺍﺯ ﺁﮔﺎﻩ ﺷﺪﻥ‬
‫ﻓﺮﺩ ﺑﻪ ﻣﻀﻤﻮﻥ ﻳﺎ ﻣﻀﺎﻣﻴﻦ ﻋﺎﻃﻔﻲ ﻏﻴﺮﻟﺬﺕ ﺑﺨﺶ )ﺗﻔﻜﺮ‪ ،‬ﺍﺣﺴﺎﺱ ﻭ ﻳﺎ ﻫﺮ ﺩﻭﻱ ﺁﻧﻬﺎ(‬
‫ﻭ ﻣﺎﻧﻊ ﻭﺭﻭﺩ ﺁﻧﻬﺎ ﺑﻪ ﺣﻴﻄﻪﻱ ﻫﻮﺷﻴﺎﺭﻱ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫ﺍﺟﺎﺯﻩ ﺩﻫﻴﺪ ﺑﻪ ﻟﺤﺎﻅ ﺗﺸﺨﻴﺼﻲ‪ ،‬ﻣﻔﻬﻮﻡ ﻋﻮﺍﻃﻒ ﻭ ﺩﻓﺎﻉﻫﺎ ﺭﺍ ﺑﺎ ﭘﺪﻳﺪﻩﻱ ﺷﺎﻳﻌﻲ ﺑﻪ ﻧﺎﻡ‬
‫ﻓﺮﺍﻣﻮﺷﻲ ﺗﻮﺻﻴﻒ ﻛﻨﻴﻢ‪ ،‬ﻣﺜﻞ ﻓﺮﺍﻣﻮﺵ ﻛـﺮﺩﻥ ﻗـﺮﺍﺭ ﻣﻼﻗـﺎﺕ ﻣﻬـﻢ ﺑـﺎ ﻳـﻚ ﺷـﺨﺺ‪ .‬ﺩﺭ‬
‫ﻓﺮﺍﻣﻮﺷﻲ‪ ،‬ﻋﻨﺼﺮ ﻓﻜﺮ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﺣﻴﻄﻪﻱ ﺧﻮﺩﺁﮔﺎﻫﻲ ﺭﺍﻧﺪﻩ ﻣﻲﺷـﻮﺩ‪ .‬ﭼﻨـﺪ ﺳـﺎﻋﺘﻲ ﻛـﻪ‬
‫ﻣﻲﮔﺬﺭﺩ ﺑﻪ ﻛﻤﻚ ﻣﻮﺿﻮﻉ ﺩﻳﮕﺮﻱ ﻣﻤﻜﻦ ﺍﺳﺖ ﻗﺮﺍﺭ ﻣﻼﻗﺎﺗﻲ ﻛـﻪ ﺩﺍﺷـﺘﻪﺍﻳـﺪ ﺑـﻪ ﻳﺎﺩﺗـﺎﻥ‬
‫ﺑﻴﺎﻳﺪ‪ ،‬ﺷﺎﻳﺪ ﺧﻮﺩﺗﺎﻥ ﻫﻢ ﻣﺘﻮﺟﻪ ﺷﻮﻳﺪ ﻛﻪ ﺑﻪ ﻫﻴﭻ ﻭﺟﻪ ﺭﻏﺒﺘﻲ ﺑﺮﺍﻱ ﻣﻼﻗﺎﺕ ﺑﺎ ﺁﻥ ﺷﺨﺺ‬
‫‪5‬‬
‫ﻧﺪﺍﺷﺘﻪﺍﻳﺪ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﻣﺤﺘﻮﺍﻱ ﻓﻜﺮ )ﻳﺎ ﻳﻚ ﺑﺨﺶ ﺍﺯ ﻋﻮﺍﻃﻒ( ﺩﺭ ﻣﺨـﺰﻥ ﺑﺎﻳﮕـﺎﻧﻲ‬
‫ﺷﺪﻩ ﻭ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻣﻮﻗﻊ ﺑـﺎﺯﺧﻮﺍﻧﻲ‪ 6‬ﺷـﻮﺩ‪ ،‬ﺍﻣـﺎ ﺭﻭﺍﻥ ﺷـﻤﺎ ﺑـﻪ ﺧـﺎﻃﺮ ﻧﺎﺧﻮﺷـﺎﻳﻨﺪ ﺑـﻮﺩﻥ‬
‫ﻳﺎﺩﺁﻭﺭﻱ ﺁﻧﻬﺎ )ﺁﻥ ﺑﺨﺶ ﺍﺯ ﻋﻮﺍﻃﻒ(‪ ،‬ﺑﺎ ﺧﺎﻣﻮﺵ ﻛﺮﺩﻥ ﻓﻜﺮ ﺑﻪ ﺷﻤﺎ ﺗﺴﻜﻴﻦ ﻣﻲﺩﻫﺪ‪.‬‬
‫ﺷﺎﻳﺪ ﺗﻮﺻﻴﻒ ﺩﻓﺎﻉﻫﺎ ﺑﺎ ﺟﺮﻳﺎﻥ ﺍﻟﻜﺘﺮﻳﻜﻲ ﺑﺮﻕ )ﭘﺘﺎﻧﺴﻴﻞ ﻧﻴﺮﻭﻱ ﺑﺮﻕ‪ ،‬ﻻﻣـﭗ‪ ،‬ﻭ ﺳـﻴﻢ‬
‫ﺑﺮﻕ( ﺗﺼﻮﻳﺮ ﺑﻬﺘﺮﻱ ﺍﺯ ﻣﻮﺿﻮﻉ ﺍﺭﺍﻳﻪ ﺩﻫﺪ )ﺑﻪ ﻓﺮﺽ ﺍﻳﻨﻜﻪ ﻫﻴﭻ ﺍﻳـﺮﺍﺩﻱ ﺩﺭ ﺳﻴﺴـﺘﻢ ﺑـﺮﻕ‬
‫ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ(‪ .‬ﻭﻗﺘﻲ ﻛﻠﻴﺪ ﺭﺍ ﻓﺸﺎﺭ ﻣﻲﺩﻫﻴﻢ‪ ،‬ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻗﻄـﻊ ﻭ ﺑـﻪ ﺗﺒـﻊ ﺁﻥ ﻻﻣـﭗ ﻧﻴـﺰ‬
‫ﺧﺎﻣﻮﺵ ﻣﻲﺷﻮﺩ‪ .‬ﻛﻠﻴﺪ ﺩﻓﺎﻉﻫﺎ ﻧﻴﺰ ﻣﺎﻧﻨﺪ ﻛﻠﻴﺪ ﺑﺮﻕ ﻣﻲﺗﻮﺍﻧﺪ ﺁﮔﺎﻫﺎﻧﻪ ﺯﺩﻩ ﺷـﻮﺩ ‪» -‬ﺁﻥ ﺭﺍ ﺍﺯ‬
‫ﺫﻫﻨﻢ ﺧﺎﺭﺝ ﺧﻮﺍﻫﻢ ﺳﺎﺧﺖ« ﻳﺎ »ﻣﻦ ﺑﻪ ﺁﻧﺠﺎ ﻧﺨﻮﺍﻫﻢ ﺭﻓﺖ!« ‪ -‬ﺍﮔﺮ ﭼﻨﺎﻧﭽﻪ ﻛﻠﻴﺪﻫﺎ ﺑـﺪﻭﻥ‬

‫‪1- defensive‬‬ ‫‪2- unpleasurable affects‬‬

‫‪3- C. Brenner‬‬ ‫‪4- operations‬‬
‫‪5- stored‬‬ ‫‪6- retrieved‬‬

‫»‪«18‬‬
‫ﻗﺼﺪ ﻫﺸﻴﺎﺭﺍﻧﻪﻱ ﺷﻤﺎ ﺑﻪ ﻛﺎﺭ ﺍﻓﺘﻨـﺪ‪ ،‬ﺁﻥﮔـﺎﻩ ﺻـﺤﺒﺖ ﺍﺯ ﻳـﻚ ﺩﻓـﺎﻉ ﻧﺎﺧﻮﺩﺁﮔـﺎﻩ ﺩﺭ ﻣﻴـﺎﻥ‬
‫ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬

‫ﺩﻓﺎﻉﻫﺎﻱ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻫﻤﺎﻧﻨﺪ ﻓﻴﻮﺯﻫﺎﻱ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻋﻤﻞ ﻣـﻲﻛﻨﻨـﺪ‪ .‬ﻭﻗﺘـﻲ‬
‫ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺷﺪﺕ ﻳﺎﻓﺘﻪ ﻭ ﺁﻣﭙﺮﺍژ ﺑﺎﻻ ﻣﻲ ﺭﻭﺩ‪ ،‬ﻓﻴﻮﺯ ﺑﺮﻕ ﭼﻜﺎﻧﺪﻩ ﺷﺪﻩ ﻭ ﺑﻼﻓﺎﺻﻠﻪ ﺟﺮﻳﺎﻥ‬
‫ﺑﺮﻕ ﻗﻄﻊ ﻭ ﻻﻣﭗ ﺧﺎﻣﻮﺵ ﻣﻲﺷﻮﺩ‪ .‬ﻭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺭﺍ ﻣﻘﺎﻳﺴﻪ ﻛﻨﻴﺪ ﺑﺎ ﺷـﺮﺍﻳﻄﻲ ﻛـﻪ ﺷـﺪﺕ‬
‫ﻋﻮﺍﻃﻒ )ﻫﻴﺠﺎﻥﻫﺎﻳﻲ ﻧﻈﻴﺮ ﺧﺸﻢ‪ ،‬ﺍﺿﻄﺮﺍﺏ‪ ،‬ﺍﻓﺴﺮﺩﮔﻲ‪ ،‬ﻭ ﺍﺣﺴﺎﺱ ﮔﻨﺎﻩ( ﺑﻪ ﺣﺪﻱ ﺭﺳﻴﺪﻩ‬
‫ﺍﺳﺖ ﻛﻪ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺭﻭﺍﻧﻲ ﻓﺮﺩ ﺭﺍ ﺗﻬﺪﻳﺪ ﺑﻪ ﺍﺿﻤﺤﻼﻝ )ﺷـﺒﻴﻪ ﺫﻭﺏ ﺷـﺪﻥ ﺳـﻴﻢ ﺑـﺮﻕ(‬
‫ﻣﻲﻛﻨﺪ‪ .‬ﺩﺭ ﭼﻨﻴﻦ ﻭﺿﻌﻴﺘﻲ ﺍﺳﺖ ﻛﻪ ﻳﻚ ﻛﻠﻴﺪ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﺟﺮﻳﺎﻥ ﺭﻭﺍﻧﻲ ﻓﻌﺎﻝ ﻣـﻲﺷـﻮﺩ‪:‬‬
‫ﻳﻌﻨﻲ ﻫﻤﺎﻥ ﻓﺮﺍﻣﻮﺷﻲ‪ .‬ﻫﻤﺎﻧﻨﺪ ﻓﻴﻮﺯ ﻗﻄﻊﻛﻨﻨﺪﻩ ﺟﺮﻳﺎﻥ ﺑـﺮﻕ ﻛـﻪ ﺑـﻪ ﻃـﻮﺭ ﺧﻮﺩﻛـﺎﺭ ﻓﻌـﺎﻝ‬
‫ﻣﻲﺷﻮﺩ‪ ،‬ﻓﺮﺍﻣﻮﺷﻲ ﻧﻴﺰ ﺑﻪ ﻃﻮﺭ ﺧﻮﺩﻛﺎﺭ ﺑﻪ ﺭﺍﻩ ﻣﻲﺍﻓﺘﺪ‪.‬‬
‫ﺑﺎ ﻭﻗﻮﻉ ﺧﺎﻣﻮﺷﻲ ﺑﻪ ﺩﻧﺒﺎﻝ ﻋﻠﺖ ﺁﻥ ﻣﻲﮔﺮﺩﻳﻢ‪ .‬ﻗﺒﻞ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﻣﻤﻜـﻦ ﺍﺳـﺖ ﺗﺼـﻮﺭ‬
‫ﻛﻨﻴﻢ‪ ،‬ﻋﻴﺐ ﺍﺯ ﺧﻮﺩ ﻻﻣﭗ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﺗﻼﺵ ﺑﺮﺍﻱ ﺍﺻﻼﺡ ﻭﺿﻌﻴﺖ ﺑﺎﻳﺴﺘﻲ ﺑـﻪ‬
‫ﺳﻤﺖ ﺟﺎﻳﮕﺰﻳﻨﻲ ﻳﻚ ﻻﻣﭗ ﺳﺎﻟﻢ ﺑﺎ ﻻﻣﭗ ﻣﻌﻴﻮﺑﻲ ﻛﻪ ﻗﻄﻊ ﻭ ﻭﺻﻞ ﻣﻲﺷﻮﺩ‪ ،‬ﭘـﻴﺶ ﺑـﺮﻭﺩ‬
‫)ﺗﻘﺮﻳﺒﺎً ﺷﺒﻴﻪ ﺑﺎﺯﺳﺎﺯﻱ ﺷﺨﺼﻴﺖ ﺑﻴﻤﺎﺭﺍﻥ ﺍﺳﻜﻴﺰﻭﻓﺮﻥ(‪ .‬ﮔﺎﻫﻲ ﺗـﻼﺵ ﻧﺎﻛـﺎﻓﻲ ﻓـﺮﺩ ﺑـﺮﺍﻱ‬
‫ﺗﻌﻤﻴﺮ ﻻﻣﭗ ﻳﺎ ﺭﻓﻊ ﻧﻘﺺ ﺳﻴﻢ )ﺷﺒﻴﻪ ﺩﻓﺎﻉ ﺑﺎﺯﺳﺎﺯﻱ ﻭﺍﻗﻌﻴﺖ‪ [278]1‬ﻛﻪ ﺑﻌـﺪ ﺍﺯ ﺷﻜﺴـﺖ‬
‫ﺩﺭ ﺁﺯﻣﻮﻥ ﻭﺍﻗﻌﻴﺖ‪ 3‬ﺑﻪ ﻛﺎﺭ ﻣﻲﺍﻓﺘﺪ(‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺎﻋـﺚ ﻭﻗـﻮﻉ ﺍﺗﺼـﺎﻝ ﺩﺭ ﺟﺮﻳـﺎﻥ ﺑـﺮﻕ‬
‫)ﻫﺬﻳﺎﻥ( ﺷﻮﺩ‪.‬‬
‫ﮔﺎﻫﻲ ﻭﻟﻮ ﺑﺎ ﺍﻳﻨﻜﻪ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﺩﺭ ﺷﺒﻜﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﻭ ﻻﻣﭗ ﻭ ﻣﻨﺒﻊ ﻧﻴﺮﻭ ﺑﺪﻭﻥ ﻫﻴﭻ‬
‫ﺍﺑﺮﺍﺩﻱ ﻛﺎﺭ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺗﻮﺍﻥ ﺳﻴﻢ ﺑﺮﻕ ﺑﻪ ﺍﻧﺪﺍﺯﻩﺍﻱ ﻧﻴﺴﺖ ﻛـﻪ ﺑﺘﻮﺍﻧـﺪ ﺟﺮﻳـﺎﻥﻫـﺎﻱ ﻗـﻮﻱ ﺭﺍ‬
‫ﺗﺤﻤﻞ ﻛﻨﺪ‪ ،‬ﺁﻥ ﻭﻗﺖ ﻣﻤﻜﻦ ﺍﺳﺖ ﺳﻴﻢ ﺑﺮﻕ ﺳﻮﺧﺘﻪ‪ ،‬ﻳﺎ ﺍﻳﻦﻛﻪ ﺳﻴﺴﺘﻢ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﺟﺮﻳﺎﻥ‬
‫‪4‬‬
‫ﺑﺮﻕ ﺑﻪ ﻛﺎﺭ ﺍﻓﺘﺪ‪ -‬ﺷـﺒﻴﻪ ﺑـﻪ ﻭﺿـﻌﻴﺖ ﺑﻴﻤـﺎﺭﺍﻧﻲ ﻛـﻪ ﺩﺍﺭﺍﻱ ﺳـﺎﺧﺘﺎﺭ ﺷﺨﺼـﻴﺘﻲ ﻣـﺮﺯﻱ‬
‫)ﻛﺮﻧﺒﺮگ‪ (1975 ،5‬ﻫﺴﺘﻨﺪ‪ .‬ﮔﺎﻫﻲ ﺿﻌﻒ ﺟﺮﻳﺎﻥ ﺑﺮﻕ ﻣـﻲﺗﻮﺍﻧـﺪ ﺣﺎﺻـﻞ ﺷـﺪﺕ ﻣﺴـﺘﻤﺮ‬
‫ﺟﺮﻳﺎﻥ ﺑﺮﻕ )ﺑﺎﻻ ﺑﻮﺩﻥ ﺁﻣﭙﺮ( ﺑﺎﺷـﺪ‪ ،‬ﺷـﺒﻴﻪ ﺑـﻪ ﻭﺿـﻌﻴﺖ ﺍﻓـﺮﺍﺩ ﺑﺰﺭﮔﺴـﺎﻟﻲ ﻛـﻪ ﺩﺭ ﺩﻭﺭﺍﻥ‬
‫ﻛﻮﺩﻛﻲ ﻣﻮﺭﺩ ﺳﻮء ﺍﺳﺘﻔﺎﺩﻩﻱ ﺟﻨﺴﻲ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪﺍﻧﺪ ﻭ ﺑﻪ ﺧـﺎﻃﺮ ﺳـﺎﻳﻪﺍﻓﻜﻨـﻲ ﺧﺸـﻮﻧﺖ ﻭ‬

‫‪1-reconstruction of reality‬‬
‫‪ -2‬ﺍﻋﺪﺍﺩ ﺩﺍﺧﻞ ﭘﺮﺍﻧﺘﺰ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩﻱ ﺷﻤﺎﺭﻩﻱ ﻣﻜﺎﻧﻴﺰﻡﻫﺎﻱ ﺩﻓﺎﻋﻲ ﺍﺳﺖ‪.‬‬
‫‪ Reality testing -3‬ﻫﺮ ﻓﺮﺁﻳﻨﺪﻱ ﻛﻪ ﺑﻪ ﻭﺳﻴﻠﻪﻱ ﺁﻥ ﺍﺭﮔﺎﻧﻴﺴﻢ ﺑﻪ ﻃﻮﺭ ﺳﻴﺴﺘﻤﺎﺗﻴﻚ ﻣﺤﺪﻭﺩﻳﺖﻫـﺎﻳﻲ ﺭﺍ ﻛـﻪ‬
‫ﻣﺤﻴﻂ ﺑﻴﺮﻭﻧﻲ ﺑﺮ ﺭﻓﺘﺎﺭ ﺍﻭ ﺗﺤﻤﻴﻞ ﻣﻲﻛﻨﺪ‪ ،‬ﺍﺭﺯﻳﺎﺑﻲ ﻣﻲﻧﻤﺎﻳﺪ )ﭘﻮﺭﺍﻓﻜﺎﺭﻱ‪.(1986 ،‬‬
‫‪4-borderline personality organization‬‬ ‫‪5- Kernberg‬‬

‫»‪«19‬‬
‫ﺍﺿﻄﺮﺍﺏ ﻣﺰﻣﻦ ﺩﺭ ﺳﺮﺍﺳﺮ ﺩﻭﺭﻩﻫﺎﻱ ﺯﻧﺪﮔﻲ‪ ،‬ﺗﻮﺍﻥ ﺁﻧﻬـﺎ )ﺟﺮﻳـﺎﻥ ﺑـﺮﻕ( ﺑـﺮﺍﻱ ﻣـﺪﻳﺮﻳﺖ‬
‫ﻋﻮﺍﻃﻔﺸﺎﻥ ﺗﺤﻠﻴﻞ ﺭﻓﺘﻪ ﺍﺳﺖ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﮔﺮ ﺟﺮﻳﺎﻧﻬﺎﻱ ﺳﺮﻳﻊ ﻭ ﻧﺎﮔﻬﺎﻧﻲ ﺑﺮﻕ ﭼﻨﺪﻳﻦ ﺑﺎﺭ‬
‫ﺗﻜﺮﺍﺭ ﺷﻮﻧﺪ‪ ،‬ﺑﻪ ﺭﺷﺘﻪ ﺳﻴﻢﻫﺎﻳﻲ ﻛـﻪ ﻗﻄـﺮ ﺿـﻌﻴﻒ ﺩﺍﺭﻧـﺪ‪ ،‬ﻓﺸـﺎﺭ ﻭﺍﺭﺩ ﺁﻣـﺪﻩ‪ ،‬ﻭ ﺳﻴﺴـﺘﻢ‬
‫ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﺟﺮﻳﺎﻥ ﺑﻪ ﻛﺎﺭ ﺧﻮﺍﻫﺪ ﺍﻓﺘﺎﺩ‪ .‬ﺑﺎ ﺩﺭ ﻧﻈﺮ ﮔـﺮﻓﺘﻦ ﺍﻳـﻦ ﻗﻴـﺎﺱ ﻣـﻲﺗـﻮﺍﻥ ﮔﻔـﺖ‪،‬‬
‫ﺍﺣﺘﻤﺎﻻً ﺑﺰﺭﮔﺴﺎﻻﻧﻲ ﻛﻪ ﺩﺍﺭﺍﻱ ﺷﺨﺼﻴﺖ ﻣﺮﺯﻱ ﺑﻮﺩﻩ ﻭ ﺗﺤﻤﻞ‪ -‬ﻋـﺎﻃﻔﻲ ﺿـﻌﻴﻔﻲ ﺩﺍﺭﻧـﺪ‪،‬‬
‫ﻣﺘﻮﺳﻞ ﺑﻪ ﺩﻓﺎﻉ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫‪1‬‬
‫ﺩﺭ ﻧﻬﺎﻳـﺖ‪ ،‬ﺩﺭ ﺗﺸــﺒﻴﻪ ﺍﻓــﺮﺍﺩﻱ ﻛــﻪ ﺍﺯ ﻧﻈـﺮ ﺭﻭﺍﻥ ﺗﺤﻠﻴــﻞﮔــﺮﺍﻥ "ﻧﻮﺭﻭﺗﻴــﻚ" ﺗﻠﻘــﻲ‬
‫ﻣﻲﺷﻮﻧﺪ‪ ،‬ﺑﺎﻳﺴﺘﻲ ﮔﻔﺖ ﻧﻮﺭﻭﺗﻴﻚﻫﺎ ﻫﻤﻪ ﭼﻴﺰﺷﺎﻥ ﺳﺎﻟﻢ ﺍﺳﺖ‪ ،‬ﺍﻣـﺎ ﻗﻄـﻊﻛﻨﻨـﺪﻩﻱ ﺟﺮﻳـﺎﻥ‬
‫ﺁﻧﺎﻥ ﺳﺎﻝﻫﺎ ﭘﻴﺶ ﺩﺭ ﻣﺴﻴﺮ ﺟﺮﻳﺎﻥ ﺩﻳﮕﺮﻱ ﻛﺎﺭ ﮔﺬﺍﺷﺘﻪ ﺷﺪﻩ ﻭ ﺣﺎﻝ ﺿﺮﻭﺭﺗﻲ ﺑﺮﺍﻱ ﻭﺟﻮﺩ‬
‫ﺁﻥ ﻧﻴﺴﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻟﺖ ﺭﺷﺘﻪﻫﺎﻱ ﺳﻴﻢ ﺑﻴﺸﺘﺮﻱ ﺍﺳـﺘﻔﺎﺩﻩ ﺷـﺪﻩ ﻭ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛـﻮﺩﻛﻲ ﻫـﺮ‬
‫ﺭﻭﺯ ﺑﺮ ﻗﺪﺭﺕ ﺳﻴﻢﻫﺎ ﺍﻓﺰﻭﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻣﺎ ﺳﻴﺴﺘﻢ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﻗﺪﻳﻤﻲ ﺣﺘﻲ ﺯﻣﺎﻧﻲ ﻛـﻪ‬
‫ﻫﻴﭻ ﺧﻄﺮ ﻭﺍﻗﻌﻲ ﺍﺯ ﺑﺎﺭ ﺍﺿﺎﻓﻲ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ ،‬ﺑﺮﻕ ﺭﺍ ﺍﺯ ﺟﺮﻳﺎﻥ ﻣﻲﺍﻧﺪﺍﺯﺩ‪.‬‬
‫ﻭﻇﻴﻔﻪﻱ ﺩﺭﻣﺎﻧﮕﺮ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻧﻮﻉ ﻣﺸﻜﻞ ﺭﺍ ﺩﺭ ﻣﺴﻴﺮ ﺍﻳﻦ ﺟﺮﻳﺎﻥﻫﺎ ﺷﻨﺎﺳـﺎﻳﻲ ﻛﻨـﺪ‪.‬‬
‫ﺷﺎﻳﺪ ﻻﺯﻡ ﺑﺎﺷﺪ ﻻﻣﭗ ﺑﺎﺯﺳﺎﺯﻱ ﺷﻮﺩ‪ ،‬ﻳﺎ ﺗﺸﺨﻴﺺ ﺩﻫـﺪ ﻗـﺪﺭﺕ ﺳـﻴﻢ ﺍﺭﺗﻘـﺎء ﻳﺎﺑـﺪ‪ ،‬ﻳـﺎ‬
‫ﺳﻴﺴﺘﻢ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﺟﺪﻳﺪﻱ ﻛﺎﺭ ﮔﺬﺍﺷﺘﻪ ﺷﻮﺩ‪ ،‬ﻳﺎ ﺍﮔﺮ ﭼﻨﺎﻧﭽﻪ ﺗﺸﺨﻴﺺ ﺣﺎﻟﺖ ﻧﻮﺭﻭﺗﻴﻚ‬
‫ﺩﺍﺩﻩ ﺷﺪ‪ ،‬ﺳﻴﺴﺘﻢﻫﺎﻱ ﻗﻄﻊﻛﻨﻨﺪﻩﻱ ﻏﻴﺮ ﺿﺮﻭﺭﻱ ﺭﺍ ﭘﻴﺪﺍ ﻛﺮﺩﻩ ﻭ ﺑﻪ ﺟﺎﻱ ﺁﻥ ﻣﻨﺒﻊ ﺗﻐﺬﻳـﻪﻱ‬
‫ﺟﺪﻳﺪﻱ ﺭﺍ ﺟﺎﻳﮕﺰﻳﻦ ﺳﺎﺧﺖ‪ ،‬ﺗﺎ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﻳﻚ ﻓﺮﺩ ﺑﺰﺭﮔﺴﺎﻝ ﻭ ﺑﺎ ﻭﺍﻗـﻊﮔﺮﺍﻳـﻲ‬
‫ﺑﻴﺸﺘﺮ ﻋﻤﻞ ﻛﻨﺪ‪.‬‬
‫ﺩﺭ ﺑﺮﺧﻲ ﺍﺧﺘﻼﻻﺕ ﺭﻭﺍﻧﻲ ﭘﻴﭽﻴﺪﻩﺗﺮ ﻛﻪ ﺁﻏـﺎﺯ ﺁﻧﻬـﺎ ﺑـﺎ ﺩﻓـﺎﻉﻫـﺎ ﺷـﺮﻭﻉ ﻧﻤـﻲﺷـﻮﺩ‪،‬‬
‫ﻣﺸﻜﻼﺗﻲ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻲﻛﻨﻴﻢ ﻛﻪ ﺑﺎ ﺗﺤﻠﻴﻞ ﺳﺎﻳﺮ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺭﻭﺍﻥ ﻫﻤـﺮﺍﻩ ﻣـﻲﺑﺎﺷـﻨﺪ‪ .‬ﺑـﻪ‬
‫ﻃﻮﺭ ﻣﺜﺎﻝ ﮔﺎﻫﻲ ﺍﻓﺮﺍﺩ ﺑـﻪ ﻗـﺪﺭﻱ ﻏـﺮﻕ ﺍﺣﺴﺎﺳـﺎﺕ ﻣـﻲﺷـﻮﻧﺪ ﻛـﻪ ﺗﻮﺍﻧـﺎﻳﻲ ﺁﻧﻬـﺎ ﺑـﺮﺍﻱ‬
‫ﺳﺎﺯﻣﺎﻥﺩﻫﻲ ﺍﻓﻜﺎﺭ ﻭ ﺗﻤﺮﻛﺰ ﺑﻪ ﻫﻢ ﻣﻲﺭﻳﺰﺩ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺗﺤﻠﻴﻞ ﻛﺎﺭﻛﺮﺩﻫـﺎﻳﻲ ﻣﺜـﻞ ﺗﻤﺮﻛـﺰ ﻭ‬
‫ﺳﺎﺯﻣﺎﻥﺩﻫﻲ ﺍﻓﻜﺎﺭ ﻧﺎﺷﻲ ﺍﺯ ﺩﻓﺎﻉ ﻧﻴﺴﺖ )ﺩﺭ ﻓﺼﻞ ‪ 4‬ﻭ ‪ 6‬ﻏﻴﺮ ﺍﺯ ﻣﻜﺎﻧﻴﺰﻡ ﺩﻓﺎﻋﻲ ﺑﺎﺯﮔﺸﺖ‬
‫ﺍﻳﮕﻮ‪ [28] 2‬ﻣﻲﺗﻮﺍﻧﻴﺪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﺩﻧﺒﺎﻝ ﻛﻨﻴﺪ(‪ .‬ﺍﻟﺒﺘﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺩﺭ ﻣﻮﺭﺩ ﺩﺍﻧﺸـﺠﻮﻳﻲ‬
‫]ﺑﺪﻭﻥ ﻫﻴﭻ ﺍﺧﺘﻼﻟﻲ ﺩﺭ ﻛﺎﺭﻛﺮﺩ ﺗﻤﺮﻛﺰ[ ﻛﻪ ﺍﺯ ﻳﻚ ﺩﺭﺱ ﺑﻴﺰﺍﺭ ﺍﺳﺖ ﻭ ﺑـﺎ ﺗـﺎﺧﻴﺮ ﺩﺭ ﺳـﺮ‬
‫ﻛﻼﺱ ﺣﺎﺿﺮ ﻣﻲﺷﻮﺩ ﻓﺮﻕ ﻣﻲﻛﻨﺪ‪ .‬ﭼﺮﺍ ﻛﻪ ﺷﺎﻳﺪ ﺍﺧﺘﻼﻝ ﺩﺭ ﺗﻤﺮﻛﺰ ﺍﻭ ﺑﻪ ﺍﻳﻦ ﺩﻟﻴﻞ ﺑﺎﺷـﺪ‬
‫ﻛﻪ ﺍﺳﺘﺎﺩﺵ ﻣﺪﺗﻬﺎ ﭘﻴﺶ ﺩﺭ ﺳﺮ ﻛﻼﺱ ﺍﻭ ﺭﺍ ﺑﻪ ﺑﺎﺩ ﺍﺳـﺘﻬﺰﺍ ﮔﺮﻓﺘـﻪ‪ ،‬ﻛـﻪ ﺩﺭ ﺍﻳـﻦ ﺻـﻮﺭﺕ‬

‫‪1-neurotic‬‬ ‫‪2- ego regression‬‬

‫»‪«20‬‬
‫ﺍﺣﺘﻤﺎﻝ ﻣﻲﺩﻫﻴﻢ ﺭﺩ ﭘﺎﻳﻲ ﺍﺯ ﻳﻚ ﺩﻓﺎﻉ ﺩﺭ ﺑﻴﻦ ﺑﻮﺩﻩ ﻭ ﺑﺎﻋﺚ ﺷﺪﻩ ﺍﻳﻦ ﺩﺍﻧﺸـﺠﻮ ﺍﺯ ﻛـﻼﺱ‬
‫ﺍﺟﺘﻨﺎﺏ‪ 1‬ﻛﻨﺪ ﻭ ﻳﺎ ﺣﺘﻲ ﺑﻪ ﻧﺤﻮﻱ ﺑﺮﺍﻱ ﻛﺎﺳﺘﻦ ﺍﺯ ﺑـﺎﺭ ﮔﻨﺎﻫـﺎﻥ ﺧـﻮﺩ‪ ،‬ﺑـﻪ ﻃـﻮﺭ ﺗـﺪﺍﻓﻌﻲ‬
‫ﺧﻮﺍﻫﺎﻥ ﺗﻨﺒﻴﻪ‪ (41)2‬ﺧﻮﺩ ﺍﺳﺖ‪.‬‬
‫ﻭﻗﺘﻲ ﻛﻪ ﻣﺸﻐﻮﻝ ﺩﺭﻣﺎﻥ ﻫﺴﺘﻴﺪ‪ ،‬ﺗﺎ ﺟـﺎﻳﻲ ﻛـﻪ ﻣـﻲﺗﻮﺍﻧﻴـﺪ ﺑﺎﻭﺭﻫـﺎﻳﻲ ﺭﺍ ﻛـﻪ ﻣﺨﺘﺼـﺮ‬
‫ﺷﺒﺎﻫﺘﻲ ﺑﻪ ﻣﻜﺎﻧﻴﺰﻣﻬﺎﻱ ﺩﻓﺎﻋﻲ ﺭﺍﻳﺞ ﺩﺍﺭﻧﺪ ﺷﻨﺎﺳﺎﻳﻲ ﻛﻨﻴﺪ‪ .‬ﻫﻤﺎﻧﻄﻮﺭ ﻛـﻪ ﺩﺭ ﺩﺭﻣـﺎﻥ ﭘـﻴﺶ‬
‫ﻣﻲ ﺭﻭﻳﺪ ﺍﺯ ﺧﻮﺩ ﺳﺆﺍﻝ ﻛﻨﻴﺪ ﻛﻪ ﺁﻳﺎ ﻭﻗـﺖ ﺁﻥ ﺭﺳـﻴﺪﻩ ﺍﺳـﺖ ﻛـﻪ ﺑـﻪ ﺗﻮﺿـﻴﺢ ﺩﻓـﺎﻉﻫـﺎﻱ‬
‫ﻣﺴﺄﻟﻪﺳﺎﺯ ﺑﭙﺮﺩﺍﺯﻳﺪ‪ -‬ﺁﻳﺎ ﺍﺯ ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﭘﻮﻳﺸﻲ‪) -3‬ﻓﺼﻞ ‪ (5‬ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻢ ﻳـﺎ ﺍﻳﻨﻜـﻪ ﺧﻴـﺮ‪،‬‬
‫ﺑﻬﺘﺮ ﺍﺳﺖ ﺍﺯ ﺭﻭﺵ ﺩﺭﻣﺎﻥ ﺣﻤﺎﻳﺘﻲ‪) -4‬ﻓﺼﻞ ‪ (7‬ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﻭ ﺩﻓـﺎﻉﻫـﺎﻱ ﺟﺪﻳـﺪ ﺑـﻪ ﺍﻭ‬
‫ﭘﻴﺸﻨﻬﺎﺩ ﺩﻫﻴﻢ‪ .‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺩﺭ ﻓﻬﻢ ﺍﻳﻦ ﻧﻜﺘﻪ ﻧﻴﺰ ﺗﻼﺵ ﻛﻨﻴﻢ ﻛﻪ ﭼﻪ ﻋـﻮﺍﻣﻠﻲ ﺑـﻪ ﮔﺴـﺘﺮﺵ‬
‫ﻓﻌﺎﻟﻴﺖ ﺩﻓﺎﻉﻫﺎ ﺩﺍﻣﻦ ﻣﻲﺯﻧﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺩﺭ ﻓﺼﻞ ‪ 1‬ﺑﺮﺭﺳﻲ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬

‫‪1-avoiding‬‬ ‫‪2- inviting punishment‬‬

‫‪3- dynamic‬‬ ‫‪4- supportive therapy‬‬

‫»‪«21‬‬
‫‪1‬‬
‫ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉﻫﺎ‬

‫ﺍﺑﺘﺪﺍ ﺍﺟﺎﺯﻩ ﺩﻫﻴﺪ ﻣﺮﻭﺭﻱ ﻣﺠﺪﺩ ﺑﺮ ﺗﻌﺮﻳﻒ ﺩﻓـﺎﻉ ﻭ ﻋﺎﻃﻔـﻪﻱ ﻧﺎﺧﻮﺷـﺎﻳﻨﺪ ﺩﺍﺷـﺘﻪ ﺑﺎﺷـﻴﻢ‪.‬‬
‫ﺳﭙﺲ ﻣﺠﺎﻝ ﺁﻥ ﺭﺍ ﺧﻮﺍﻫﻴﻢ ﺩﺍﺷﺖ ﺗﺎ ﺗﻮﺿﻴﺤﺎﺕ ﺑﻴﺸﺘﺮﻱ ﺍﺯ ﻭﻳﮋﮔـﻲ ﻭ ﻛـﺎﺭﻛﺮﺩ ﺩﻓـﺎﻉﻫـﺎ‬
‫ﺍﺭﺍﻳﻪ ﺩﻫﻴﻢ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﺩﻓﺎﻉ ﻭ ﻋﻮﺍﻃﻒ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ‬

‫ﺩﻓﺎﻉﻫﺎ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺍﻗﺪﺍﻣﺎﺕ ﺭﻭﺍﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﻀﺎﻣﻴﻦ ﻋﺎﻃﻔﻲ ﻧﺎﺧﻮﺷـﺎﻳﻨﺪ ﺭﺍ ﺍﺯ ﺣﻴﻄـﻪﻱ‬
‫ﻫﻮﺷﻴﺎﺭﻱ ﺧﻮﺩﺁﮔﺎﻩ‪ 1‬ﺑﻪ ﺑﻴﺮﻭﻥ ﻣﻲﺭﺍﻧﻨﺪ‪.‬‬
‫ﻋﻮﺍﻃﻒ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﺷﺎﻣﻞ ﻣﻮﺍﺭﺩﻱ ﻫﻤﭽﻮﻥ ﺍﺿﻄﺮﺍﺏ‪ ،‬ﺍﻓﺴﺮﺩﮔﻲ ﻭ ﺧﺸﻢ ﻣـﻲﺷـﻮﻧﺪ‪.‬‬
‫ﺍﺿﻄﺮﺍﺏ ﺗﺮﻛﻴﺒﻲ ﺍﺯ ﻳﻚ ﺣﺲ‪ 2‬ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﺑﻪﻋﻼﻭﻩﻱ ﺗﻔﻜﺮﻱ‪ 3‬ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﺍﺳﺖ ﻛﻪ ﺧﺒـﺮ‬
‫ﺍﺯ ﺍﺣﺘﻤﺎﻝ ﻭﻗﻮﻉ ﺭﻭﻳﺪﺍﺩ ﻭﺣﺸﺘﻨﺎﻛﻲ ﺩﺭ ﺁﻳﻨﺪﻩ ﻣﻲﺩﻫﺪ‪ .‬ﺍﻓﺴﺮﺩﮔﻲ ﻳـﻚ ﺣـﺲ ﻧﺎﺧﻮﺷـﺎﻳﻨﺪ‬
‫ﺑﻪﻋﻼﻭﻩﻱ ﺗﻔﻜﺮﻱ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﺩﺭ ﺑﺎﺭﻩﻱ ﺭﻭﻳﺪﺍﺩ ﻧﺎﮔﻮﺍﺭﻱ ﺍﺳﺖ ﻛﻪ ﻗﺒﻼً ﺍﺗﻔﺎﻕ ﺍﻓﺘﺎﺩﻩ ﺍﺳـﺖ‬
‫)ﺳﻲ‪ .‬ﺑﺮﻧﺮ‪ .(1982 ،‬ﺧﺸﻢ ﺩﺭ ﺑﺮﺩﺍﺭﻧﺪﻩﻱ ﻳﻚ ﺣﺲ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﺑﻪﻋﻼﻭﻩﻱ ﺗﻔﻜﺮ ﺩﺭ ﺑﺎﺭﻩﻱ‬
‫ﺗﺨﺮﻳﺐ ﻛﺮﺩﻥ ﭼﻴﺰﻱ ﻳﺎ ﺷﺨﺼﻲ ﺍﺳﺖ )ﺳﻲ‪ .‬ﺑﺮﻧﺮ‪ ،‬ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﺷﺨﺼﻲ‪ .(1990 ،‬ﻣﻀﻤﻮﻥ‬
‫ﻭ ﻣﺤﺘﻮﺍﻱ ﻓﻜﺮﻱ ﻭ ﻋﺎﻃﻔﻲ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﻋﻮﺍﻃﻒ ﻣﻤﻜﻦ ﺍﺳﺖ ﺭﻳﺸﻪ ﺩﺭ ﻣﺮﺍﺣﻞ ﺳـﻨﻴﻦ‬
‫ﺍﻭﻟﻴﻪﻱ ﺭﺷﺪ ﺗﺎ ﺯﻣﺎﻥ ﺣﺎﻝ ﺑﺎﺷﺪ ﻛﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﺑﺮ ﭘﺎﻳـﻪﻱ ﺭﻭﻳـﺪﺍﺩﻫﺎﻱ ﻭﺍﻗﻌـﻲ ﺯﻧـﺪﮔﻲ‪،‬‬
‫ﺗﺨﻴﻞ‪ ،‬ﻳﺎ ﺗﺮﻛﻴﺒﻲ ﺍﺯ ﺁﻥ ﺩﻭ ﺷﻜﻞ ﮔﺮﻓﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬

‫‪1-conscious awareness‬‬ ‫‪2- sensation‬‬

‫‪3 - thought‬‬

‫»‪«23‬‬
‫‪ 101‬ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻉ ﺭﻭﺍﻧﻲ‬ ‫‪| 24‬‬

‫ﺭﺍﻩﺍﻧﺪﺍﺯ ﺩﻓﺎﻉﻫﺎ‬
‫ﺍﻓﺮﺍﺩ ﺑﻬﻨﺠﺎﺭ ﻳﺎ "ﻣﻴﺎﻧﮕﻴﻦ‪ -‬ﻗﺎﺑﻞ ﺍﻧﺘﻈﺎﺭ"‪) 1‬ﻫﺎﺭﺗﻤﻦ‪(1939 ،2‬‬
‫ﺩﺭ ﺍﻓﺮﺍﺩ ﺑﻬﻨﺠﺎﺭ )ﺟﻮﻧﺰ‪ ،(1942 ،3‬ﺑﺮﻭﺯ ﻳﻚ ﻫﻴﺠﺎﻥ ﺑﺴﻴﺎﺭ ﻗﻮﻱ‪ ،‬ﻣﻮﺟـﺐ ﺍﺿـﻤﺤﻼﻝ )ﻳـﺎ‬
‫ﺩﺭﻫﻢ ﺷﻜﺴﺘﮕﻲ( ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺭﻭﺍﻧـﻲ ﺗﻔﻜـﺮ‪ ،‬ﺳـﺎﺯﻣﺎﻥﺩﻫـﻲ ﻭ ﺗﻤﺮﻛـﺰ ﻣـﻲﺷـﻮﺩ‪ .‬ﻓﺮﻭﻳـﺪ‬
‫)‪ (1926‬ﺑﻪ ﻟﺤﺎﻅ ﻓﻨﻲ ﻋﻮﺍﻃﻒ ﺭﺍ ﻭﻗﺘﻲ "ﺗﺮﻭﻣﺎﺗﻴﻚ‪ "4‬ﻣﻲﺧﻮﺍﻧﺪ ﻛﻪ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺍﻳﮕﻮ‪ 5‬ﺑﻪ‬
‫ﺧﺼﻮﺹ ﺗﻔﻜﺮ‪ ،‬ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﻭ ﺗﻤﺮﻛﺰ ﺭﺍ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮﺍﺭ ﺩﻫﺪ )ﻫﺎﺭﺗﻤﻦ‪.(1939 ،‬‬
‫ﺧﺎﻧﻤﻲ ‪ 39‬ﺳﺎﻟﻪ ﺑﻪ ﻧﺎﻡ ‪ AB.‬ﺑﺮﺍﻱ ﺩﺭﻣﺎﻥ ﻣﺸﻜﻼﺕ ﺯﻧﺎﺷﻮﻳﻲ ﻧﺰﺩ ﻣﻦ ﺁﻣﺪﻩ ﺑﻮﺩ‪ .‬ﺍﻭ ﻧﻘﻞ ﻣﻲﻛـﺮﺩ‬
‫ﻳﻚ ﺭﻭﺯ ﺩﺭ ﺟﻌﺒﻪﻱ ﻛﻤﻚﻫﺎﻱ ﺍﻭﻟﻴﻪﻱ ﺣﻤﺎﻡ ﻣﻘﺪﺍﺭﻱ ﺣﺸﻴﺶ‪ 6‬ﭘﻴﺪﺍ ﻣﻲﻛﻨﺪ ﻭ ﺣﺪﺱ ﻣﻲﺯﻧـﺪ‬
‫ﻛﺎﺭ ﺷﻮﻫﺮﺵ ﺑﺎﺷﺪ‪ ..‬ﺍﺑﺘﺪﺍ ﺧﺸﻢ ﺧﻮﺩ ﺭﺍ ﺳﺮﻛﻮﺏ ﻛﺮﺩﻩ ﻭ ﺻـﺒﺮ ﻣـﻲﻛﻨـﺪ ﺩﻭ ﺑﭽـﻪﻱ ‪ 13‬ﻭ ‪15‬‬
‫ﺳﺎﻟﻪﺍﺵ ﺑﻪ ﺧﻮﺍﺏ ﺑﺮﻭﻧﺪ )ﺁﮔﺎﻫﺎﻧﻪ ﻣﻮﺿﻮﻉ ﺭﺍ ﺍﺯ ﺫﻫﻨﺶ ﺑﻴﺮﻭﻥ ﻣﻲﺳﺎﺯﺩ(‪ .‬ﺳﭙﺲ ﺳـﺮ ﺩﻋـﻮﺍ ﺭﺍ‬
‫ﺍﻳﻨﮕﻮﻧﻪ ﺑﺎ ﺷﻮﻫﺮﺵ ﺑﺎﺯ ﻣﻲﻛﻨﺪ ﻛﻪ‪ :‬ﭼﺮﺍ ﺑﻪ ﻓﻜﺮ ﺳﻼﻣﺘﻲ ﺧﻮﺩ ﻭ ﻓﺮﺯﻧﺪﺍﻧﺶ ﻧﻴﺴﺖ‪ ،‬ﭼﺮﺍ ﺍﺣﺘﻤﺎﻝ‬
‫ﺑﺎﺯﺩﺍﺷﺖ ﺷﺪﻥ ﺗﻮﺳﻂ ﭘﻠﻴﺲ ﺭﺍ ﺟﺪﻱ ﻧﻤﻲﮔﻴﺮﺩ‪ ،‬ﭼﺮﺍ ﻧﻤﻲﻓﻬﻤﺪ ﺍﮔﺮ ﺩﺭ ﻣﺤﻞ ﻛـﺎﺭ ﺧﻤـﺎﺭﻱ ﺑـﻪ‬
‫ﺳﺮﺵ ﺑﺰﻧﺪ‪ ،‬ﻫﻤﻜﺎﺭﺍﻧﺶ ﻣﻮﺿﻮﻉ ﺭﺍ ﻣﻲﻓﻬﻤﻨﺪ ﻭ ﺑﺮﺍﻳﺶ ﮔﺮﺍﻥ ﺗﻤﺎﻡ ﻣﻲﺷﻮﺩ ﻭ ﻳـﺎ ﺣـﺪﺍﻗﻞ ﺑـﻴﻦ‬
‫ﺁﻧﻬﺎ ﺗﺤﻘﻴﺮ ﻣﻲﺷﻮﺩ ﻭ ‪ . ...‬ﺍﻳﻦ ﺯﻥ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﻭﺍﻫﻤﻪ ﺩﺍﺷﺖ ﻛﻪ ﺭﻓﺘـﺎﺭ ﺷـﻮﻫﺮﺵ ﺍﻟﮕـﻮﻳﻲ‬
‫ﻏﻴﺮﺍﺧﻼﻗﻲ ﻭ ﻧﺎﺷﺎﻳﺴﺖ ﺑﺮﺍﻱ ﻓﺮﺯﻧﺪﺍﻧﺶ ﺑﺎﺷﺪ‪ .‬ﺷﻮﻫﺮﺵ ﻧﻴﺰ ﺩﺭ ﭘﺎﺳﺦ ﺷﺮﻭﻉ ﺑﻪ ﺩﻓﺎﻉ ﺍﺯ ﺧـﻮﺩ‬
‫ﻛﺮﺩﻩ ﻭ ﺑﻪ ﺧﻮﺩﺵ ﺣﻖ ﻣﻲﺩﻫﺪ ﻛﻪ ﺣﺸﻴﺶ ﺑﻜﺸﺪ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻝ ﺯﻥ ﺑﺎ ﮔﺮﻳﻪ ﺍﺯ ﻛﻨـﺎﺭ ﺍﻭ "ﺑﻠﻨـﺪ‬
‫ﺷﺪﻩ" ﻭ ﺍﺗﺎﻕ ﺧﻮﺍﺏ ﺭﺍ ﺗﺮﻙ ﻣﻲﻛﻨﺪ‪ ،‬ﺍﻣﺎ ﭼﻨﺪ ﻟﺤﻈﻪ ﻧﻤﻲﮔﺬﺭﺩ ﻛﻪ ﺑﻪ ﺧﻮﺩﺵ ﻣﺴﻠﻂ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﻇﻬﺮ ﺭﻭﺯ ﺑﻌﺪ‪ ،‬ﺯﻥ ﻣﺸﻐﻮﻝ ﭼﻴﺪﻥ ﮔﻞ ﺍﺯ ﺣﻴﺎﻁ ﺧﺎﻧﻪ ﺑﺮﺍﻱ ﻣﻐﺎﺯﻩﻱ ﮔﻠﻔﺮﻭﺷﻲ ﺧﻮﺩ ﺑـﻮﺩ‬
‫ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺣﻴﻦ ﺁﻗﺎﻱ ‪ AB.‬ﺑﻪ ﺗﻠﻔﻦ ﻫﻤﺮﺍﻩ ﺍﻭ ﺯﻧﮓ ﻣﻲﺯﻧـﺪ ﻭ ﺑـﻪ ﺍﻭ ﭘﻴﺸـﻨﻬﺎﺩ ﻣـﻲﺩﻫـﺪ ﺩﺭ‬
‫ﻓﺮﺻﺘﻲ ﻛﻪ ﺑﭽﻪﻫﺎ ﺩﺭ ﻣﺪﺭﺳﻪ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻭﻗﺎﺗﻲ ﺭﺍ ﺑـﺎ ﻫـﻢ ﺧﻠـﻮﺕ ﻛﻨﻨـﺪ‪ ،‬ﻭ ﺧـﺎﻃﺮﺍﺕ ﺩﻭﺭﺍﻥ‬
‫ﺩﺍﻧﺸﻜﺪﻩ ﺭﺍ ﺯﻧﺪﻩ ﻛﻨﻨﺪ‪ .‬ﺯﻥ ﺑﻪ ﺯﻭﺩﻱ ﻫﻤﻪ ﭼﻴﺰ ﺭﺍ ﻓﺮﺍﻣﻮﺵ ﻛـﺮﺩﻩ ﻭ ﺍﺯ ﺍﻳـﻦﻛـﻪ ﺷـﻮﻫﺮﺵ ﺭﺍ‬
‫ﻧﺎﺭﺍﺣﺖ ﻛﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺍﺣﺴﺎﺱ ﮔﻨﺎﻩ ﻣﻲﻛﻨﺪ‪.‬‬

‫ﺩﺭ ﺍﻳﻦ ﻣﺜﺎﻝ ﺧﺎﻧﻢ ‪ AB.‬ﺩﺭ ﺍﺑﺘﺪﺍ ﺧﺸﻤﺶ ﺭﺍ )ﺁﮔﺎﻫﺎﻧﻪ( ﺳﺮﻛﻮﺏ‪ (31) 7‬ﻣـﻲﻛﻨـﺪ‪ ،‬ﺍﻣـﺎ‬
‫ﻭﻗﺘﻲ ﺷﻮﻫﺮﺵ ﺩﺭ ﺑﺮﺍﺑﺮ ﮔﻼﻳﻪﻫﺎﻱ ﺍﻭ ﻏﻴﺮ ﻣﻨﻄﻘﻲ ﺑﺮﺧﻮﺭﺩ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺎ ﺑﺎﻻ ﺭﻓـﺘﻦ ﺧﺸـﻢ ﻭ‬
‫ﺍﻓﺴﺮﺩﮔﻲ ﺯﻥ‪ ،‬ﻫﻴﺠﺎﻥﻫﺎﻱ ﺍﻭ ﺟﻨﺒﻪﻱ "ﺗﺮﻭﻣﺎﺗﻴﻚ" ﭘﻴﺪﺍ ﻣﻲﻛﻨﺪ‪ .‬ﺳـﭙﺲ ﺍﻳـﻦ ﺧـﺎﻧﻢ ﺑـﺪﻭﻥ‬

‫‪1- Average-expectable‬‬ ‫‪2- Hartman‬‬

‫‪3- E. Jones‬‬ ‫‪4- traumatic‬‬
‫‪5- Ego functions‬‬ ‫‪6- marijuana‬‬
‫‪7- suppressed‬‬

‫»‪«24‬‬
‫‪25‬‬ ‫|‬ ‫ﻓﺼﻞ ‪ .1‬ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉﻫﺎ‬

‫ﺍﻳﻦﻛﻪ ﺧﻮﺩ ﻧﻴﺰ ﺁﮔﺎﻩ ﺑﺎﺷﺪ‪ ،‬ﺷﺎﻟﻮﺩﻩﻱ ﭼﻨﺪﻳﻦ ﺩﻓﺎﻉ ﺩﻳﮕﺮ ﺭﺍ ﭘﺎﻳﻪﺭﻳـﺰﻱ ﻣـﻲﻛﻨـﺪ‪ .‬ﺍﻭ ﺩﺭ ﺁﻥ‬
‫ﺷﺐ ﻫﻤﺒﺴﺘﺮ ﺷﺪﻥ ﺑﺎ ﺷﻮﻫﺮﺵ ﺭﺍ ﻭﺍﭘﺲﺯﻧﻲ‪ (25) 1‬ﻣﻲﻛﻨـﺪ ﺍﻳـﻦ ﻋﻤـﻞ ﻫﻤﺰﻣـﺎﻥ ﺑﺎﻋـﺚ‬
‫ﻣﻲﺷﺪ ﺍﺯ ﻳﻚ ﻃﺮﻑ ﺧﺸﻢ ﺧﻮﺩ ﺭﺍ ﺗﺴﻜﻴﻦ ﺩﻫﺪ ﻭ ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺑﺎﻋﺚ ﻣﻲﺷﺪ ﺧﺸـﻤﺶ‬
‫ﺭﺍ ﺑﻪ ﺍﻭ ﻧﺸﺎﻥ ﺩﻫﺪ )ﺷﻜﻞﮔﻴﺮﻱ ﻣﺼﺎﻟﺤﻪﺟﻮﻳﻲ‪ .(2‬ﺍﻭ ﻫﻤﭽﻨﻴﻦ ﺍﺯ ﻣﻜﺎﻧﻴﺴـﻢ ﻫﻤﺎﻧﻨﺪﺳـﺎﺯﻱ‬
‫ﻓﺮﺍﻓﻜﻨﺎﻧﻪ‪) (4) 3‬ﭘﺪﻳﺪ ﺁﻭﺭﺩﻥ ﻧﺎﻛﺎﻣﻲﻫﺎﻱ ﺷﺪﻳﺪ ﺑـﺮﺍﻱ ﺷـﻮﻫﺮ ﺧـﻮﺩ ﺑـﻪ ﻣﻨﻈـﻮﺭ ﺗﺴـﻜﻴﻦ‬
‫ﻧﺎﻛﺎﻣﻲﻫﺎﻱ ﺧﻮﺩ ﻛﻪ ﭼﻨﺪﺍﻥ ﺗﻮﺟﻬﻲ ﺑﻪ ﺧﻮﺍﺳﺘﻪﻫـﺎﻳﺶ ﻧﺸـﺪﻩ ﺍﺳـﺖ( ﺑﻬـﺮﻩ ﻣـﻲﮔﻴـﺮﺩ‪ .‬ﺍﻭ‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻋﻲ ﻫﻤﺎﻧﻨﺪﺳﺎﺯﻱ ﺑﺎ ﭘﺮﺧﺎﺷﮕﺮ‪ (35) 4‬ﺭﺍ ﺑﻪ ﺷﻜﻠﻲ ﻛﻪ ﺷـﻮﻫﺮﺵ ﺩﺭ‬
‫ﺑﺮﺍﺑﺮ ﺍﻭ ﺑﻪ ﻛﺎﺭ ﺑﺴﺘﻪ ﺑﻮﺩ )ﺑﻲﺍﻋﺘﻨﺎﻳﻲ ﺑﻪ ﺧﻮﺍﺳﺘﻪﻫﺎﻳﺶ( ﺑﻪ ﻛﺎﺭ ﻣﻲﮔﻴـﺮﺩ‪ .‬ﺍﻭ ﺣﺎﺿـﺮ ﻧﺸـﺪﻩ‬
‫ﺑﻮﺩ ﺩﺭ ﺍﺭﺍﻳﻪﻱ ﭘﻴﺸﻨﻬﺎﺩ )ﺍﺧﺘﺼﺎﺹ ﻭﻗﺘﻲ ﺑﺮﺍﻱ ﺧﻠﻮﺕ ﻛﺮﺩﻥ ﺑﺎ ﻫﻢ( ﭘﻴﺶﻗـﺪﻡ ﺷـﻮﺩ ﻭ ﺑـﺎ‬
‫ﻣﻌﻄﻮﻑ ﻛﺮﺩﻥ ﺗﻮﺟﻪ ﺧﻮﺩ ﺑﻪ ﻣﺤﻴﻂ ﻭ ﻋﻨﺎﺻﺮ ﻣﻼﻃﻔﺖﺁﻣﻴﺰ )ﮔﻞﻫﺎﻱ ﺑﺎﻏﭽﻪ( ﺍﺯ ﻣﻜﺎﻧﻴﺴـﻢ‬
‫ﺟﺎﺑﺠﺎﻳﻲ‪ (19) 5‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﺮﺩ ﻭ ﺑﺎ ﻧﻤﺎﺩﺳﺎﺯﻱ‪ (20) 6‬ﺑﻪ ﻇﺮﺍﻓﺖ ﺯﻧﺎﻧﮕﻲ ﺧﻮﺩ ﻣﻬﺮ ﺗﺄﻳﻴـﺪ‬
‫ﻣــﻲﺯﺩ‪ .‬ﺍﻭ ﺍﺯ ﺍﻳــﻦ ﻃﺮﻳــﻖ ﺑــﻪ ﺗــﻮﻫﻴﻦﻫــﺎﻳﻲ ﻛــﻪ ﺩﺭ ﺣﻘــﺶ ﺭﻭﺍ ﺩﺍﺷــﺘﻪ ﺷــﺪﻩ ﺑــﻮﺩ ﻭ ﺑــﻪ‬
‫ﺑﻲﺍﻋﺘﻨﺎﻳﻲﻫﺎﻳﻲ ﻛﻪ ﺷﻮﻫﺮﺵ ﺩﺭ ﺑﺮﺍﺑﺮ ﮔﻼﻳﻪﻫﺎﻱ ﺍﻭ ﺩﺍﺷﺖ‪ ،‬ﻭﺍﭘﺲ ﺯﻧـﻲ)‪ (25‬ﻣـﻲﻛـﺮﺩ‪ .‬ﺍﻭ‬
‫ﻫﻤﻴﻦﻃﻮﺭ ﺍﺣﺴﺎﺱ ﺍﻓﺴﺮﺩﮔﻲﺍﺵ ﺭﺍ ﺍﺯ ﺍﻳﻦ ﺍﺯﺩﻭﺍﺝ ﺟﺪﺍﺳﺎﺯﻱ‪ 7‬ﻣﻲﻛﺮﺩ )ﻣﺨﻔﻲ ﻣﻲﻛﺮﺩ(‪.‬‬
‫ﻭﻗﺘﻲ ﺑﺮﺍﻱ ﺯﻥ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻡ ﻛﻪ ﻓﺮﺍﻣﻮﺷﻲ ﺩﻋﻮﺍﻱ ﺷﺐ ﭘﻴﺶ ﺑـﺎ ﺷـﻮﻫﺮﺵ ﻭ ﻣﺸـﻐﻮﻝ‬
‫ﺷﺪﻥ ﺑﻪ ﮔﻞﻫﺎﻱ ﺑﺎﻏﭽﻪ ﭼﻨﻴﻦ ﺗﻌﺒﻴﺮﻱ ﺩﺍﺭﺩ‪ ،‬ﺁﮔﺎﻫﻲ ﺑﻴﺸـﺘﺮﻱ ﺑـﻪ ﺧﺸـﻢ ﺩﺭﻭﻧـﻲ ﺧـﻮﺩ ﻭ‬
‫ﺍﺣﺴﺎﺱ ﮔﻨﺎﻫﺶ ﭘﻴﺪﺍ ﻣﻲﻛﻨﺪ‪ .‬ﺯﻣﺎﻧﻲ ﻛﻪ ﺷﻮﻫﺮﺵ ﺑﺎ ﺍﻭ ﻃﺮﺡ ﺁﺷﺘﻲ ﻣـﻲﺭﻳـﺰﺩ‪ ،‬ﻛﺸـﻤﻜﺶ‬
‫ﻣﻴﺎﻥ ﺍﺣﺴﺎﺱ ﺧﺸﻢ ﻭ ﺍﺣﺴﺎﺱ ﮔﻨﺎﻩ ﺑﺎﻋﺚ ﺷﺪﻩ ﺑﻮﺩ ﺗﺎ ﺍﻭ ﻣﻨﻔﻌﻼﻧﻪ‪ (62) 8‬ﺑﺮﺧﻮﺭﺩ ﻛﻨﺪ‪ .‬ﺑﺎ‬
‫ﮔﺬﺷﺖ ﭼﻨﺪ ﺟﻠﺴﻪﻱ ﺩﺭﻣﺎﻧﻲ‪ ،‬ﺍﻭ ﮔﺰﺍﺭﺵ ﺩﺍﺩ ﻛﻪ ﺑﻪ ﺷﻮﻫﺮﺵ ﺗﻮﺿﻴﺢ ﺩﺍﺩﻩ ﺍﺳـﺖ ﻛـﻪ ﺑـﻪ‬
‫ﺧﺎﻃﺮ ﭘﺎﻓﺸﺎﺭﻱ ﻭ ﻟﺠﺎﺟﺖ ﺍﻭ ﺩﺭ ﺍﺭﺗﻜﺎﺏ ﺑﻪ ﺍﻋﻤﺎﻝ ﻏﻴﺮ ﻗﺎﻧﻮﻧﻲ‪ ،‬ﻭ ﻣﺼﺮﻑ ﻣﻮﺍﺩ ﻣﺨـﺪﺭ ﺍﺯ‬
‫ﺩﺳﺘﺶ ﻋﺼﺒﺎﻧﻲ ﺑﻮﺩﻩ ﻭ ﺍﺯ ﺍﺯﺩﻭﺍﺟﺶ ﺑﺎ ﺍﻭ ﻧﺎﺧﺮﺳﻨﺪ ﺍﺳﺖ‪ .‬ﺭﻭﺩﺭﺭﻭ ﻛﺮﺩﻥ ﺁﻧﻬﺎ ﺑﺎ ﻫﻤﺪﻳﮕﺮ‬
‫ﺑﻪ ﻭﻳﮋﻩ ﻧﻈﺮ ﺑﻪ ﺁﺛﺎﺭ ﺳﻮء ﺍﺩﺍﻣﻪﻱ ﭼﻨﻴﻦ ﺭﻭﻧﺪﻱ ﺑﺮ ﻓﺮﺯﻧﺪﺍﻥ‪ ،‬ﺷﻮﻫﺮﺵ ﺭﺍ ﺩﺭ ﺷﺮﺍﻳﻄﻲ ﻗـﺮﺍﺭ‬
‫ﺩﺍﺩ ﺗﺎ ﺩﺭ ﻣﻮﺭﺩ ﻟﺠﺒﺎﺯﻱﻫﺎﻱ ﺧﻮﺩ ﺗﺠﺪﻳﺪ ﻧﻈﺮ ﻛﻨﺪ‪ .‬ﺳﺮﺍﻧﺠﺎﻡ ﺷﻮﻫﺮﺵ ﻋﺬﺭﺧﻮﺍﻫﻲ ﻛﺮﺩ ﻭ‬
‫ﻣﺼﺮﻑ ﺣﺸﻴﺶ ﺭﺍ ﻛﻨﺎﺭ ﮔﺬﺍﺷﺖ‪.‬‬

‫‪1- repressed‬‬ ‫‪2- compromise formation‬‬

‫‪3- projective identification‬‬ ‫‪4- identification with the aggressor‬‬
‫‪5 - displacement‬‬ ‫‪6- symbolization‬‬
‫‪7 - isolation‬‬ ‫‪8- passive‬‬

‫»‪«25‬‬
‫‪ 101‬ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻉ ﺭﻭﺍﻧﻲ‬ ‫‪| 26‬‬

‫ﺭﻭﺍﻥﭘﺮﻳﺸﻲ ﻭ ﺷﺨﺼﻴﺖ ﻣﺮﺯﻱ‬

‫ﺩﺭ ﺑﻴﻦ ﺍﻓﺮﺍﺩ ﺭﻭﺍﻥﭘﺮﻳﺶ ﻳﺎ ﺍﻓﺮﺍﺩ ﺩﺍﺭﺍﻱ ﺷﺨﺼﻴﺖ ﻣﺮﺯﻱ‪ ،‬ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺍﻳﮕﻮ ﻣﻤﻜـﻦ ﺍﺳـﺖ‬
‫ﺣﺘﻲ ﺑﺎ ﺗﻐﻴﻴﺮﺍﺕ ﻋﺎﻃﻔﻲ ﺧﻔﻴـﻒ‪ ،‬ﺑـﻪﻫـﻢ ﺭﻳﺨﺘـﻪ ﻭ ﺷﻜﺴـﺘﻪ ﺷـﻮﻧﺪ‪ .‬ﺩﺭ ﻫـﺮﺩﻭ ﮔـﺮﻭﻩ ﺍﺯ‬
‫‪2‬‬
‫ﺍﺧﺘﻼﻻﺕ ﻳﺎﺩﺷﺪﻩ‪ ،‬ﭘﺎﻳﻪﻫﺎﻱ ﺗﺤﻤﻞ – ﻋﺎﻃﻔﻲ‪ 1‬ﻛـﻪ ﻳﻜـﻲ ﺍﺯ ﻗﻮﺍﻫـﺎ ﻳـﺎ ﻧﻴﺮﻭﻣﻨـﺪﻱ ﺍﻳﮕـﻮ‬
‫)ﻛﺮﻧﺒﺮگ‪ (1975 ،3‬ﺑﻪﺷﻤﺎﺭ ﻣﻲﺭﻭﺩ‪ ،‬ﻣﻤﻜﻦ ﺍﺳﺖ ﺍﺯ ﻫﻤـﺎﻥ ﺁﻏـﺎﺯ ﻣﺮﺍﺣـﻞ ﺭﺷـﺪ ﺿـﻌﻴﻒ‬
‫ﺑﻮﺩﻩ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺁﻗﺎﻱ ‪ 25 DB.‬ﺳﺎﻟﻪ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ ﺷﺪﻳﺪﺍً ﺍﺯ ﻧﺎﺣﻴﻪﻱ ﻣﺎﺩﺭﺵ ﻣﻮﺭﺩ ﺑﻲﻣﻬﺮﻱ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻪ‬
‫ﺑﻮﺩ‪ .‬ﻣﺎﺩﺭﺵ ﺑﻪ ﺑﺮﺍﺩﺭﺍﻥ ﺑﺰﺭﮔﺘﺮ ﺍﻭ ﺍﺟﺎﺯﻩ ﺩﺍﺩﻩ ﺑﻮﺩ ﺗﺎ ﺍﻭ ﺭﺍ ﻛﺘﻚ ﺑﺰﻧﻨـﺪ‪ ،‬ﺑـﻪﻋـﻼﻭﻩ ﻭﻗﺘـﻲ ﺍﻭ‬
‫ﺩﻭﺭﻩ ﻣﻘﺪﻣﺎﺗﻲ ﺩﺑﻴﺮﺳﺘﺎﻥ ﺭﺍ ﻣﻲﮔﺬﺭﺍﻧﺪ‪ ،‬ﺷﺎﻫﺪ ﺭﻭﺳﭙﻲﮔﺮﻱ ﺧـﻮﺍﻫﺮﺍﻥ ﻧﻮﺟـﻮﺍﻥ ﺧـﻮﺩ ﺑـﻮﺩﻩ‬
‫ﺍﺳﺖ‪ .‬ﺍﺯ ﺳﻦ ‪ 15‬ﺳﺎﻟﮕﻲ ﻣﺼﺮﻑ ﻣﺸﺮﻭﺑﺎﺕ ﺍﻟﻜﻠﻲ ﺭﺍ ﺷﺮﻭﻉ ﻛﺮﺩﻩ ﺑﻮﺩ‪ .‬ﻫﻤـﻪ ﺍﻳـﻦ ﻋﻮﺍﻣـﻞ‪-‬‬
‫ﺧﺸﻮﻧﺖﻫﺎﻱ ﺑﻲﺍﻣﺎﻥ ﺑـﺮﺍﺩﺭﺍﻥ‪ ،‬ﺗﺤﺮﻳﻜـﺎﺕ ﺟﻨﺴـﻲ ﺷـﺪﻳﺪ ﻭ ﻣﺸـﺎﻫﺪﻩ ﺍﻧﺤﺮﺍﻓـﺎﺕ ﺟﻨﺴـﻲ‬
‫ﺧﻮﺍﻫﺮﺍﻥ‪ ،‬ﻣﺼـﺮﻑ ﺍﻟﻜـﻞ ﻭ ﺍﺧـﻼﻝ ﺩﺭ ﺭﻭﻧـﺪ ﺭﺷـﺪ ﻧﻴﺮﻭﻫـﺎﻱ ﺍﻳﮕـﻮ‪ -‬ﺑـﻪﻋﻨـﻮﺍﻥ ﻋﻮﺍﻣـﻞ‬
‫ﻣﺨﺪﻭﺵﻛﻨﻨﺪﻩ ﻋﻮﺍﻃﻒ ﺍﺯ ﺩﻭﺭﺍﻥ ﻛﻮﺩﻛﻲ ﺩﺳﺖ ﺑﻪ ﺩﺳﺖ ﻫﻢ ﺩﺍﺩﻩ ﺑﻮﺩﻧﺪ ﺗﺎ ﺿﻌﻒ ﻋﻤﺪﻩﺍﻱ ﺩﺭ‬
‫ﺗﻮﺍﻥ ﺗﺤﻤﻞ ‪ -‬ﻋﺎﻃﻔﻲ ﺁﻗﺎﻱ ‪ DB.‬ﺑﻪ ﻭﺟﻮﺩ ﺁﻳﺪ‪.‬‬
‫ﺣﺎﻝ ﻛﻪ ﻭﺍﺭﺩ ﺗﺤﺼﻴﻼﺕ ﻋﺎﻟﻲ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﻋﺪﻡ ﺗﻮﺍﻧﺎﻳﻲ ﺗﻤﺮﻛﺰ ﺭﻭﻱ ﺳﺆﺍﻻﺕ ﺍﻣﺘﺤـﺎﻧﻲ ﻭ‬
‫ﻧﺎﺗﻮﺍﻧﻲ ﺩﺭ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺍﻓﻜﺎﺭ‪ ،‬ﺍﻭ ﺭﺍ ﺍﺯ ﭘﺎ ﺩﺭ ﺁﻭﺭﺩﻩ ﺑﻮﺩ‪ .‬ﺍﻭ ﻧﻤﻲﺗﻮﺍﻧﺴﺖ ﻣﻄﺎﻟﻌﻪ ﻛﻨـﺪ‪ .‬ﺑـﺮﺍﻱ‬
‫ﺍﻳﻨﻜﻪ ﺗﺎ ﺣﺪﻭﺩﻱ ﺧﺸﻢ ﺳﺮﻛﺶ ﻭ ﻋﻮﺍﻃﻒ ﺍﻓﺴﺮﺩﻩ ﺧﻮﺩ ﺭﺍ ﺑـﻪ ﻃـﻮﺭ ﺗـﺪﺍﻓﻌﻲ ﻛﻨﺘـﺮﻝ ﻛـﺮﺩﻩ‬
‫ﺑﺎﺷﺪ‪ ،‬ﻳﻜﻲ ﺍﺯ ﺩﻭﺳﺘﺎﻧﺶ ﺭﺍ ﻛﻪ ﻣﺸﻮﻕ ﺍﻭ ﺑﺮﺍﻱ ﺗﺤﺼﻴﻼﺕ ﺗﻜﻤﻴﻠﻲ ﺑـﻮﺩ ﺳـﺮﺯﻧﺶ ﻣـﻲﻛـﺮﺩ‬
‫)ﺳﺮﺯﻧﺶ ﻓﺮﺍﻓﻜﻦ(‪ .(5) 4‬ﻭﻱ ﻫﻤﻴﻦﻃﻮﺭ ﺍﺣﺴﺎﺱ ﺑﺰﺭگﭘﻨﺪﺍﺭﻱ‪ (63) 5‬ﺩﺍﺷﺖ )ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻳﻦ‬
‫ﻓﻜﺮ ﻛﻪ ﺭﻓﺘﺎﺭ ﺍﺳﺘﺎﺩﺵ ﺑﺎ ﺍﻭ ﻣﻐﺮﺿﺎﻧﻪ ﺍﺳﺖ(‪ ،‬ﻭ ﺑﻪ ﻣﺼﺮﻑ ﺍﻟﻜﻞ ﺍﺩﺍﻣﻪ ﻣﻲﺩﺍﺩ )ﺳﻮء ﻣﺼـﺮﻑ‬
‫ﻣﻮﺍﺩ ﺑﻪﻋﻨﻮﺍﻥ ﻳﻚ ﺩﻓﺎﻉ(‪.(69) 6‬‬

‫ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﺑﻪ ﺳﺒﺐ ﺻﺪﻣﻪﺍﻱ ﻛﻪ ﺑﻪ )ﺍﻳﮕﻮ( ﺗﻮﺍﻥ ﺗﺤﻤﻞ ﻋﺎﻃﻔﻲ ﻭﺍﺭﺩ ﺁﻣﺪﻩ ﺑـﻮﺩ‪،‬‬
‫ﻳﻚ ﺍﺳﺘﺮﺱ ﻣﻌﻤﻮﻟﻲ ﻫﻤﭽﻮﻥ ﺗﻜﻠﻴﻒ ﺍﻣﺘﺤﺎﻧﻲ ﭘﺎﻳـﺎﻥ ﺗـﺮﻡ )ﭼﻜﺎﻧﻨـﺪﻩﻱ ﻣﺎﺷـﻪﻱ ﺧﺸـﻢ(‬
‫ﺑﺎﻋﺚ ﺷﺪﻩ ﺑﻮﺩ ﺗﺎ ﺗﺤﺖ ﻓﺸﺎﺭ ﻫﻴﺠﺎﻥ ﺧﺸﻢ ﻣﺴﺘﺄﺻﻞ ﺷﻮﺩ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻬﻴﺎ ﺑﻮﺩﻥ ﺷﺮﺍﻳﻂ‪،‬‬
‫ﻓﺮﺻﺘﻲ ﺑﺮﺍﻱ ﻋﺮﺽ ﺍﻧﺪﺍﻡ ﺩﻓﺎﻉﻫﺎﻱ ﭘﺎﺗﻮﻟﻮژﻳـﻚ ﺑـﻪ ﺩﺳـﺖ ﺁﻣـﺪﻩ ﺑـﻮﺩ ﺗـﺎ ﺑﻠﻜـﻪ ﺑﺘﻮﺍﻧـﺪ‬

‫‪1-affect-tolerance‬‬ ‫‪2- ego strength‬‬

‫‪3- kernberg‬‬ ‫‪4- projective blaming‬‬
‫‪5- grandiose‬‬ ‫‪6- substance abuse as a defense‬‬

‫»‪«26‬‬
‫‪27‬‬ ‫|‬ ‫ﻓﺼﻞ ‪ .1‬ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉﻫﺎ‬

‫ﺷﺮﻣﻨﺪﮔﻲ ﺍﻭ ﺭﺍ ﻛﻪ ﺩﺭ ﺯﻳـﺮ ﻟـﻮﺍﻱ ﺷﻜﺴـﺖ ﭘـﻲﺩﺭﭘـﻲ ﻛﺎﺭﻛﺮﺩﻫـﺎﻱ ﺍﻳﮕـﻮ ﺩﺭ ﺗﻤﺮﻛـﺰ ﻭ‬

‫ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺣﺎﺻﻞ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﺗﺴﻜﻴﻦ ﺩﻫﺪ‪.‬‬

‫ﺭﻭﺍﻥﺭﻧﺠﻮﺭﻱ‬
‫ﺩﺭ ﺑﻴﻦ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺩﭼﺎﺭ ﺭﻭﺍﻥ ﺭﻧﺠﻮﺭﻱ )ﺍﺯ ﻗﺒﻴﻞ‪ :‬ﻓﻮﺑﻴﺎ‪ ،‬ﻫﻴﺴﺘﺮﻱ ﺗﺒﺪﻳﻠﻲ‪ ،‬ﻫـﺮﺍﺱ‪ ،‬ﻭﺳـﻮﺍﺱ‬
‫ﻓﻜﺮﻱ‪ ،‬ﻭﺳﻮﺍﺱ ﻋﻤﻠﻲ‪ ،‬ﺗﻜﺎﻧﺶﮔﺮﻱ‪ ،‬ﺑﺮﺧﻲ ﺍﻓﺴﺮﺩﮔﻲﻫﺎ( ﻫﺴﺘﻨﺪ‪ ،‬ﻣﻤﻜﻦ ﺍﺳـﺖ ﻧﻴﺮﻭﻣﻨـﺪﻱ‬
‫ﺍﻳﮕﻮ‪) 1‬ﺿﻤﻴﻤﻪ ‪ (2‬ﺩﺭ ﺣﺪ ﻣﺘﻌﺎﺩﻝ ﺑﺎﺷﺪ‪ ،‬ﺍﻣﺎ ﻭﻗﺘﻲ ﻋﺎﻃﻔﻪﺍﻱ ﻭﻟﻮ ﺑﺎ ﺷﺪﺕ ﻛﻢ ﺑﺮ ﻓﺮﺩ ﻋـﺎﺭﺽ‬
‫ﺷﻮﺩ‪ ،‬ﺍﻳﻦ ﻣﻘﺪﺍﺭ ﻧﺎﭼﻴﺰ ﺍﺯ ﻋﻮﺍﻃﻒ‪ ،‬ﺑﻪ ﻭﻗﺖ ﺧﻮﺩ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳـﻚ ﻋﻼﻣـﺖ‪ 2‬ﻋﻤـﻞ ﻣـﻲﻛﻨـﺪ‬
‫)ﻓﺮﻭﻳﺪ‪1926 ،‬؛ ﺳﻲ‪ .‬ﺑﺮﻧﺰ‪ .(1982،‬ﻋﻼﺋﻢ ﻋﺎﻃﻔﻲ ﺑﺎﻗﻴﻤﺎﻧﺪﻩ ﺍﺯ ﮔﺬﺷـﺘﻪ‪ ،‬ﺑـﻪ ﻃـﻮﺭ ﻧﺎﺧﻮﺩﺁﮔـﺎﻩ‬
‫ﺳﺒﺐ ﺭﺍﻩﺍﻧﺪﺍﺯﻱ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺩﻓﺎﻉﻫﺎ ﺩﺭ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﻧﺎﮔﻮﺍﺭ ﺟﺎﺭﻱ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺭﻧﻪ ﺯﻥ ‪ 34‬ﺳﺎﻟﻪﺍﻱ ﺑﻮﺩ ﻛﻪ ﺍﺣﺴﺎﺱ ﻭﺣﺸﺖ ﻣﻲﻛﺮﺩ‪ .‬ﺍﻓﻜﺎﺭ ﺍﺿﻄﺮﺍﺑﻲ ﺍﻳـﻦ ﺯﻥ ﺑـﻪ ﺗﺼـﻤﻴﻢ‬
‫ﺍﺧﻴﺮ ﺍﻭ ﺑﺮﺍﻱ ﺑﭽﻪﺩﺍﺭ ﺷﺪﻥ ﺑﺮﻣﻲﮔﺸﺖ‪ ،‬ﺯﻳﺮﺍ ﺯﻭﺟﻴﻦ ﺩﺭ ﺁﻏﺎﺯ ﺯﻧـﺪﮔﻲ ﺧـﻮﺩ ﺗﻮﺍﻓـﻖ ﻛـﺮﺩﻩ‬
‫ﺑﻮﺩﻧﺪ ﺗﺎ ﻣﺪﺗﻲ ﺑﭽﻪﺩﺍﺭ ﻧﺸﻮﻧﺪ‪ .‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺭﻧﻪ ﻧﻤﻲﺧﻮﺍﻧﺴﺖ ﺑﻪ ﺩﺭﺁﻣﺪ ﺷﻮﻫﺮﺵ »ﻣﺘﻜـﻲ«‬
‫ﺑﺎﺷﺪ‪ .‬ﺍﻭ ﺍﺯ ﭘﺪﺭﺵ ﺩﻝ ﺧﻮﺷﻲ ﻧﺪﺍﺷﺖ ﭼﻮﻥ ﻭﻗﺘﻲ ﻧﻮﺟﻮﺍﻧﻲ ﺑﻴﺶ ﻧﺒـﻮﺩﻩ‪ ،‬ﻣﺠﺒـﻮﺭ ﺑـﻮﺩﻩ ﺑـﺎ‬
‫ﺍﻟﺘﻤﺎﺱ ﺍﺯ ﺍﻭ ﭘﻮﻝ ﺗﻮﺟﻴﺒﻲ ﺑﮕﻴﺮﺩ‪.‬‬
‫ﺑﻪ ﺍﻭ ﻣﺘﺬﻛﺮ ﺷﺪﻡ ﻛﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﺗﺼﻮﺭ ﻛﻨﺪ ﺷﻮﻫﺮﺵ ﻧﻴﺰ ﻣﺜﻞ ﭘﺪﺭﺵ ﻣـﺮﺩﻱ ﺧﺴـﻴﺲ‬
‫ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻨﻜﻪ ﺷﻮﻫﺮ ﺭﻧﻪ ﺧﻴﻠﻲ ﺩﺳﺖ ﻭ ﺩﻟﺒﺎﺯ ﻫﻢ ﺑﻮﺩ ﺍﻣﺎ ﺧﻴﺎﻝ ﻣﻲﻛﺮﺩ ﻣﻮﺿﻮﻉ ]ﻧﺨﻮﺍﺳـﺘﻦ‬
‫ﺑﭽﻪ[ ﻳﻜﻲ ﺩﻳﮕﺮ ﺍﺯ ﺭﻓﺘﺎﺭﻫﺎﻱ ﻏﻴﺮﻣﻨﺼﻔﺎﻧﻪﻱ ﺷﻮﻫﺮﺵ ﺑﺎ ﺍﻭ ﺑـﻮﺩﻩ ﺍﺳـﺖ‪ .‬ﺑـﺎ ﮔﺬﺷـﺖ ﭼﻨـﺪ‬
‫ﺟﻠﺴﻪ ﺭﻭﺍﻥﺩﺭﻣﺎﻧﻲ ﻛﻮﺗﺎﻩﻣﺪﺕ )ﻛﻤﺘﺮﺍﺯ ﭼﻨﺪﻣﺎﻩ(‪ ،‬ﺭﻧﻪ ﻣﻮﺿﻮﻉ ﺧﻮﺍﺳﺘﻦ ﺑﭽﻪ ﺭﺍ ﻛﻪ ﺷـﻮﻫﺮﺵ‬
‫ﺁﻥ ﺭﺍ ﺑﻪ ﻓﺮﺍﻣﻮﺷﻲ ﺳﭙﺮﺩﻩ ﺑﻮﺩ‪ ،‬ﺩﺭ ﻣﻴﺎﻥ ﻣﻲﮔﺬﺍﺭﺩ ﻭ ﺷﻮﻫﺮﺵ ﺑﺎ ﺧﻮﺷﺤﺎﻟﻲ ﺍﺯ ﺍﻳﻦ ﭘﻴﺸـﻨﻬﺎﺩ‬
‫ﺍﺳﺘﻘﺒﺎﻝ ﻣﻲﻛﻨﺪ )ﺗﻮﺿﻴﺢ ﻛﺎﻣﻞﺗﺮ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﺭﺍ ﺩﺭ ﻛﺘﺎﺏ ﺑﻠﻜﻤﻦ‪ ،2001 ،‬ﺻﻔﺤﻪﻱ ‪ 174‬ﺗﺎ‬
‫‪ 177‬ﺑﺨﻮﺍﻧﻴﺪ(‪.‬‬

‫ﺭﻧﻪ ﺑﺮﺍﻱ ﻣﻤﺎﻧﻌﺖ ﺍﺯ ﺍﻧﺘﻘﺎﻝ‪ (79)3‬ﺍﺿﻄﺮﺍﺏﻫﺎﻱ ﺍﺳﺎﺳﻲ ﺍﺯ ﭘﺪﺭ ﺑﻪ ﺳﻤﺖ ﺷﻮﻫﺮﺵ‪،‬‬

‫‪ ego strengths -1‬ﺩﻛﺘﺮ ﻣﻨﺼﻮﺭ ﺩﺭ ﻛﺘﺎﺏ ﺳـﺎﺧﺖ‪ ،‬ﭘﺪﻳـﺪﺁﻳﻲ ﻭ ﺗﺤـﻮﻝ ﺷﺨﺼـﻴﺖ )ﺍﺛـﺮ ﻣـﺎﻱ ﻟـﻲ( ﺍﺷـﺎﺭﻩ‬
‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻧﻴﺮﻭﻣﻨﺪﻱ ﻣﻦ )ﺍﻳﮕﻮ( ﻣﻌﻨﺎﻳﻲ ﺟﺰ ﺭﻓﺘﺎﺭ ﺳﺎﺯﺵ ﻳﺎﻓﺘﻪ ﻧﺪﺍﺭﺩ‪ ،‬ﻭ ﺗﺎ ﺑﻪ ﺍﻣﺮﻭﺯ ﺍﻣﻜﺎﻥ ﻧﺪﺍﺷﺘﻪ ﺍﺳﺖ ﻛﻪ‬
‫ﻣﻌﻨﺎﻱ ﺩﻗﻴﻖﺗﺮﻱ ﺑﻪ ﺁﻥ ﺑﺪﻫﻨﺪ )ﺹ‪ -92‬ﺍﻧﺘﺸﺎﺭﺍﺕ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ‪ -‬ﺳﺎﻝ ‪(73‬‬
‫‪2- signal‬‬ ‫‪3- transference‬‬

‫»‪«27‬‬
‫‪ 101‬ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻉ ﺭﻭﺍﻧﻲ‬ ‫‪| 28‬‬

‫ﺍﺯ ﺩﻓﺎﻉﻫﺎﻱ ﺧﺎﻣﻮﺷﻲ‪ ،(59)1‬ﺍﺟﺘﻨﺎﺏ‪ (61) 2‬ﻭ ﺍﺳﺘﻘﻼﻝ ﻛﺎﺫﺏ‪ (72) 3‬ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛـﺮﺩ‪ .‬ﺑـﻪ‬
‫ﻋﺒـﺎﺭﺕ ﺩﻳﮕـﺮ‪ ،‬ﺑـﺎ ﺍﻳــﻦﻛـﻪ »ﺍﺿـﻄﺮﺍﺏِ ﻋﻼﻣﺘـﻲ‪ «4‬ﺍﻭ ﻣﺎﻫﻴﺘـﺎً ﻣﺴﺘﺄﺻـﻞﻛﻨﻨـﺪﻩ ﻧﺒـﻮﺩ‪ ،‬ﺍﻣــﺎ‬
‫ﺍﺿﻄﺮﺍﺏﻫﺎﻱ ﺑﻪ ﺟﺎ ﻣﺎﻧﺪﻩ ﺍﺯ ﻗﺒﻞ‪ ،‬ﺩﻓﺎﻉﻫﺎﻱ ﭘﺎﺗﻮﻟﻮژﻳﻚ ﻣﺘﻌﺪﺩﻱ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩﻩ ﺑﻮﺩ‪.‬‬

‫ﺩﻓﺎﻉﻫﺎﻱ ﺧﻮﺩﺁﮔﺎﻩ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ‬

‫ﻧﺤﻮﻩﻱ ﻋﻤﻞ ﺩﻓﺎﻉﻫﺎ ﺭﺍ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﻋﻤﻞ ﺗﻨﻔﺲ ﺗﺸﺒﻴﻪ ﻛﺮﺩ‪ .‬ﻣﻌﻤﻮﻻً ﺩﺭ ﺣﺎﻟﺖ ﻋﺎﺩﻱ ﺍﻓﺮﺍﺩ ﺑـﻪ‬
‫ﺗﻨﻈﻴﻢ ﻋﻤﻞ ﺩﻡ ﻭ ﺑﺎﺯﺩﻡ ﺧﻮﺩ‪ ،‬ﺁﮔﺎﻫﻲ ﻧﺪﺍﺭﻧﺪ )ﺩﻓﺎﻉﻫﺎﻱ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ‪ ،(5‬ﺍﻣـﺎ ﻣـﻲﺗـﻮﺍﻧﻴﻢ ﻋﻤـﺪﺍً‬
‫ﺗﻨﻈﻴﻢ ﺁﻥ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺑﮕﻴﺮﻳﻢ )ﺩﻓﺎﻉﻫﺎﻱ ﺧﻮﺩﺁﮔﺎﻩ‪ .(6‬ﺩﺭ ﻭﺍﻗﻊ ﺩﻓﺎﻉﻫﺎ ﻫﻢ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺑﻪ ﺷﻜﻞ‬
‫ﺧﻮﺩﺁﮔﺎﻩ ﻭ ﻫﻢ ﺑﻪ ﺷﻜﻞ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﻋﻤﻞ ﻛﻨﻨﺪ؛ ﺑﻨﺎﺑﺮ ﺍﻳﻦ ﺍﻧﺴﺎﻧﻬﺎ ﻗﺎﺩﺭﻧﺪ ﺩﻓﺎﻉﻫﺎ ﺭﺍ ﻋﻤـﺪﻱ ﻭ‬
‫ﻳﺎ ﺣﺘﻲ ﺑﺪﻭﻥ ﺍﻳﻦﻛﻪ ﺍﻃﻼﻋﻲ ﺍﺯ ﺁﻥ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ )ﻏﻴﺮﻋﻤﺪﻱ(‪ ،‬ﺑﻪ ﺧﺪﻣﺖ ﺑﮕﻴﺮﻧﺪ‪.‬‬
‫ﺩﺭ ﺍﺩﺑﻴﺎﺕ ﺭﻭﺍﻥﺗﺤﻠﻴﻠﻲ‪ ،‬ﺩﻓﺎﻉﻫﺎﻱ ﺧﻮﺩﺁﮔﺎﻩ ﻭ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﺭﺍ ﺑﺎ ﺍﺻﻄﻼﺣﺎﺕ ﻣﺘﻔﺎﻭﺗﻲ ﺍﺯ‬
‫ﻫﻢ ﻣﺘﻤﺎﻳﺰ ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺍﺻﻄﻼﺡ ﺳﺮﻛﻮﺑﻲ‪ (31) 7‬ﺑﻪ ﻓﺮﺍﻣﻮﺷﻲ ﺍﺯ ﺭﻭﻱ ﻗﺼـﺪ‪ ،‬ﻭ‬
‫‪9‬‬
‫ﻭﺍﭘﺲﺯﻧﻲ‪ (25) 8‬ﺑﻪ ﻓﺮﺍﻣﻮﺷﻲ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﺍﻃﻼﻕ ﻣﻲﺷﻮﺩ‪ .‬ﻣﺸﺎﺑﻪ ﻫﻤﻴﻦ ﻣﻮﺭﺩ‪ ،‬ﺩﺭﻭﻍﮔﻮﻳﻲ‬
‫)‪ (23‬ﺑﻪ ﻣﻔﻬﻮﻡ ﻫﺮ ﻧﻮﻉ ﺣﺮﻑ ﺩﺭﻭﻏﻲ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺭﻭﻱ ﻗﺼﺪ ﺑﺎﺷﺪ‪ ،‬ﻭ ﺍﻓﺴﺎﻧﻪﺑﺎﻓﻲ‪(24) 10‬‬
‫ﺑﻪ ﺗﺤﺮﻳﻒﻫﺎﻳﻲ ﺍﻃﻼﻕ ﻣﻲﺷﻮﺩ ﻛﻪ ﺑﺪﻭﻥ ﺁﮔﺎﻫﻲ ﺷﺨﺺ ﺭﺥ ﻣﻲﺩﻫﻨﺪ‪ .‬ﺍﮔـﺮ ﺗﻮﺟـﻪ ﻛـﺮﺩﻩ‬
‫ﺑﺎﺷﻴﺪ‪ ،‬ﺧﺎﻧﻢ ‪) AB.‬ﻛﻪ ﻣﻮﺿـﻮﻉ ﺁﻥ ﭼﻨـﺪﻱ ﭘـﻴﺶ ﻣﻄـﺮﺡ ﺷـﺪ(‪ ،‬ﺧﺸـﻤﺶ ﺭﺍ )ﺁﮔﺎﻫﺎﻧـﻪ(‬
‫ﺳﺮﻛﻮﺏ ﻭ ﺍﻓﻜـﺎﺭ ﺧﺸـﻢﺁﻟـﻮﺩ ﺧـﻮﺩ ﺩﺭ ﺑـﺎﺭﻩﻱ ﺯﻧـﺪﮔﻲ ﺑـﺎ ﺷـﻮﻫﺮﺵ ﺭﺍ )ﻧﺎﺧﻮﺩﺁﮔـﺎﻩ(‬
‫ﻭﺍﭘﺲﺯﻧﻲ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬

‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﺻﻠﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻓﺮﻋﻲ‬

‫‪12‬‬
‫ﻏﺎﻟﺒﺎً ﺩﺭ ﺑﺰﺭﮔﺴﺎﻻﻥ‪ ،‬ﺍﺻﻠﻲﺗﺮﻳﻦ ﻣﻜﺎﻧﻴﺴﻢﻫﺎﻱ ﺩﻓﺎﻋﻲ ﻭﺍﭘﺲﺯﻧـﻲ‪ (25) 11‬ﻭ ﺟﺪﺍﺳـﺎﺯﻱ‬
‫)‪) (13‬ﻋﻮﺍﻃﻒ( ﻣﻲﺑﺎﺷﺪ‪ .‬ﻃﺒﻖ ﻧﻈﺮ ﺳﻲ‪ .‬ﺑﺮﻧﺮ )‪ (1982‬ﺗﻤﺎﻣﻲ ﻋﻮﺍﻃﻒ ﺩﻭ ﻋﻨﺼـﺮ ﭘﺎﻳـﻪﺍﻱ‬

‫‪1- reticence‬‬ ‫‪2- avoidance‬‬

‫‪3- pseudoindependence‬‬
‫‪ :signal anxiety -4‬ﺍﻳــﻦ ﺍﺿــﻄﺮﺍﺏ ﺩﺭ ﭘﺎﺳــﺦ ﺑــﻪ ﺗﻬﺪﻳــﺪ ﺑــﺮﺍﻱ ﺗﻌــﺎﺩﻝ ﺍﻳﮕــﻮ ﻇــﺎﻫﺮ ﺷــﺪﻩ ﻭ ﻭﺳــﻴﻠﻪﺍﻱ‬
‫ﻫﺸﺪﺍﺭﺩﻫﻨﺪﻩ ﺑﺮﺍﻱ ﭘﻴﺸﮕﻴﺮﻱ ﺍﺯ ﺗﺠﺮﺑﻪ ﻭﻳﺮﺍﻧﮕﺮ ﺍﺿﻄﺮﺍﺏ ﺍﻭﻟﻴﻪ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﺍﺯﻫﻢﭘﺎﺷﻴﺪﮔﻲ ﺍﻳﮕﻮ ﻫﻤﺮﺍﻩ ﺍﺳـﺖ‬
‫)ﻓﺮﻭﻳﺪ‪(1926 ،‬‬
‫‪5- unconscious defense‬‬ ‫‪6- conscious defense‬‬
‫‪7- suppression‬‬ ‫‪8- repression‬‬
‫‪9- prevarication‬‬ ‫‪10- confabulation‬‬
‫‪11- repression‬‬ ‫‪12- isolation‬‬

‫»‪«28‬‬
‫‪29‬‬ ‫|‬ ‫ﻓﺼﻞ ‪ .1‬ﻣﻔﺎﻫﻴﻢ ﻛﻠﻲ ﺩﺭ ﺑﺎﺭﻩﻱ ﺩﻓﺎﻉﻫﺎ‬

‫ﺩﺍﺭﻧــﺪ‪ :‬ﻋﻨﺼــﺮ ﺍﺣﺴﺎﺳــﻲ ﻭ ﻋﻨﺼــﺮ ﻓﻜــﺮﻱ‪ .‬ﺍﺣﺴﺎﺳــﺎﺕ ﻣــﻲﺗﻮﺍﻧﻨــﺪ ﻟــﺬﺕﺑﺨــﺶ ﻳــﺎ‬

‫ﻏﻴﺮﻟﺬﺕﺑﺨﺶ‪ ،‬ﻭ ﺍﻓﻜﺎﺭ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺧﻮﺩﺁﮔﺎﻩ ﻳﺎ ﻧﺎﺧﻮﺩﺁﮔﺎﻩ ﺑﺎﺷﻨﺪ‪ .‬ﺍﺻﻄﻼﺡ ﻭﺍﭘﺲﺯﻧﻲ ﺍﺷﺎﺭﻩ‬
‫ﺑﻪ ﭘﺪﻳﺪﻩﺍﻱ ﺩﺍﺭﺩ ﻛﻪ ﺭﻭﺍﻥ ﺩﺭ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﻧﺎﮔﻮﺍﺭ ﺑﻪ ﻃﻮﺭ ﺧﻮﺩﻛﺎﺭ ﻣﺤﺘـﻮﺍﻱ ﺗﻔﻜـﺮ ﺭﺍ )ﺍﺯ‬
‫ﻳﻚ ﻋﺎﻃﻔﻪ( ﺑﻪ ﺑﻴﺮﻭﻥ ﺍﺯ ﺣﻴﻄﻪﻱ ﺧﻮﺩﺁﮔﺎﻫﻲ ﻣﻲﺭﺍﻧﺪ‪ .‬ﺟﺪﺍﺳﺎﺯﻱ ﻧﻴـﺰ ﺍﺷـﺎﺭﻩ ﺑـﻪ ﺁﻥ ﻧـﻮﻉ‬
‫ﻓﻌﺎﻟﻴﺖ ﺭﻭﺍﻧﻲ ﺩﺍﺭﺩ ﻛﻪ ﺍﺣﺴﺎﺱ ﺭﺍ ﺑﻪ ﺧﺎﺭﺝ ﺍﺯ ﺣﻴﻄﻪﻱ ﺁﮔﺎﻫﻲ ﻣﻲﺭﺍﻧـﺪ‪ ،‬ﻭ ﺍﺳﺎﺳـﺎً ﺷـﺎﻣﻞ‬
‫ﺍﻓﻜﺎﺭ ﻧﻤﻲﺷﻮﻧﺪ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻣﻲﺗﻮﺍﻥ ﮔﻔﺖ ﺳﺎﻳﺮ ﺩﻓﺎﻉﻫﺎ‪ ،‬ﻧﻮﻋﻲ ﺳﺎﺯ ﻭ ﺑﺮگﻫﺎﻱ‬
‫ﺩﻓﺎﻋﻲ ﻛﻤﻜﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﻭﺍﭘﺲﺯﻧﻲ‪ ،‬ﺟﺪﺍﺳﺎﺯﻱ ﻭ ﻳﺎ ﻫﺮ ﺩﻭﻱ ﺁﻧﻬﺎ ﺭﺍ ﭘﺸـﺘﻴﺒﺎﻧﻲ ﻣـﻲﻛﻨﻨـﺪ‪.‬‬
‫ﻛﺮﻧﺒﺮگ )‪ (1975‬ﺑﻪ ﺍﻳﻦ ﻗﺎﻋﺪﻩﻱ ﻛﻠﻲ ﺍﻋﺘﺮﺍﺽ ﺩﺍﺭﺩ‪ ،‬ﻭ ﻣﻌﺘﻘﺪ ﺍﺳﺖ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺍﻭ ﺁﻧﻬـﺎ ﺭﺍ‬
‫ﺩﺭ ﻣﻌﺎﻳﻨﺎﺕ ﺑﺎﻟﻴﻨﻲ ﺧﻮﺩ ﺗﺤﺖ ﻋﻨﻮﺍﻥ ﺷﺨﺼـﻴﺖ ﻣـﺮﺯﻱ‪ 1‬ﺗﺸـﺨﻴﺺ ﺩﺍﺩﻩ ﺍﺳـﺖ‪ ،‬ﻏﺎﻟﺒـﺎ ﺍﺯ‬
‫ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻋﻲ ﺩﻭﻧﻴﻢﺳﺎﺯﻱ‪ (8) 2‬ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺩﻓﺎﻉ ﺍﺻﻠﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩﻩﺍﻧﺪ‪.‬‬

‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﻧﻄﺒﺎﻗﻲ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻏﻴﺮﺍﻧﻄﺒﺎﻗﻲ‬

‫ﺍﺯ ﺩﻓﺎﻉﻫﺎ ﺑﻪ ﺩﻭ ﺷﻜﻞ ﺍﻧﻄﺒﺎﻗﻲ ﻭ ﻏﻴﺮﺍﻧﻄﺒﺎﻗﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﺷﻮﺩ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﻭﻗﺘﻲ ﺩﺭﻣـﺎﻧﮕﺮ ﺩﺭ‬
‫ﺣﻴﻦ ﺟﻠﺴﺎﺕ ﺩﺭﻣﺎﻧﻲ ﻣﺘﻮﺟﻪ ﻣﻲﺷﻮﺩ ﺑﻴﻤﺎﺭ ﺍﺯ ﻳﻚ ﺩﻓﺎﻉ ﻏﻴﺮ ﺍﻧﻄﺒﺎﻗﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﻬﺘﺮ‬
‫ﺍﺳﺖ ﺍﻭ ﺭﺍ ﺩﺭ ﺟﺮﻳﺎﻥ ﺑﮕﺬﺍﺭﺩ‪ .‬ﺑﺎﻳﺪ ﺗﻮﺟﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﻢ ﻛﻪ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﺩﻓﺎﻉﻫﺎﻱ ﺍﻧﻄﺒﺎﻕ‬
‫ﻧﻴﺎﻓﺘﻪ ﻣﺴﺌﻮﻝ ﺑﻪﻭﺟـﻮﺩ ﺁﻣـﺪﻥ ﺍﺧﺘﻼﻻﺗـﻲ ﻧﻈﻴـﺮ ﺍﺧـﺘﻼﻻﺕ ﻭﺳﻮﺍﺳـﻲ‪ ،‬ﻓﻮﺑﻴﺎﻫـﺎ‪ ،‬ﺍﺧـﺘﻼﻝ‬
‫ﺳﺎﺯﮔﺎﺭﻱ ﺑﺎ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﺑﻴﺮﻭﻧﻲ )"ﺟﻮﺭﺷﺪﻥ‪] "٣‬ﻫﺎﺭﺗﻤﻦ‪ ([1939 ،4‬ﻣﻲﺑﺎﺷﻨﺪ‪ .‬ﻭﻇﻴﻔـﻪﻱ‬
‫ﺩﺭﻣﺎﻧﮕﺮ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺑﺎ ﻋﻠﻨﻲ ﻛﺮﺩﻥ ﺩﻓﺎﻉﻫﺎﻱ ﻣﺴﺄﻟﻪﺩﺍﺭ‪ ،‬ﺗﻮﺟﻪ ﻓﺮﺩ ﺭﺍ ﺑﻪ ﺁﻧﻬﺎ ﺟﻠـﺐ ﻛﻨـﺪ‬
‫)ﺍﻳﻦ ﺗﻜﻨﻴﻚ ﺩﺭ ﺭﻭﺍﻥﻛﺎﻭﻱ »ﻣﻮﺍﺟﻬﻪﺳﺎﺯﻱ‪ «5‬ﻧﺎﻣﻴﺪﻩ ﻣﻲﺷﻮﺩ( )ﻓﺼﻞ ‪.(5‬‬
‫ﺯﻧﻲ ﻛﻪ ﺣﺴﺎﺑﺪﺍﺭ ﻳﻚ ﺷﺮﻛﺖ ﺑﻮﺩ ﺩﺭ ﻣﺤﻞ ﻛﺎﺭ ﺧﻮﺩ ﻫﻴﭻ ﻣﺸﻜﻠﻲ ﺑﺎ ﺧﺼﻠﺖ ﻛﻤـﺎﻝﮔﺮﺍﻳـﻲ‪،‬‬
‫ﺗﻮﺟﻴﻪ ﻋﻘﻠﻲ‪ ،(45) 6‬ﺁﺩﺍﺏ ﺁﻳﻴﻨﻲ‪ (12) 7‬ﻭ ﻭﺳﻮﺍﺱ ﺧﻮﺩ ﻧﺪﺍﺷﺖ‪ .‬ﺍﻣﺎ ﺷـﻮﻫﺮﺵ ﺍﺯ ﺧﺼـﻠﺖ‬
‫ﻛﻤﺎﻝﮔﺮﺍﻳﻲ ﺯﻧﺶ ﺑﻪ ﺳﺘﻮﻩ ﺁﻣﺪﻩ ﺑﻮﺩ‪ .‬ﺑﺮ ﺍﻳﻦ ﺍﺳﺎﺱ‪ ،‬ﺩﺭﻣـﺎﻧﮕﺮ ﺗﻮﺟـﻪ ﺯﻥ ﺭﺍ ﺑـﻪ ﻣﺠﻤﻮﻋـﻪﻱ‬
‫ﺩﻓﺎﻉﻫﺎﻱ ﻭﺳﻮﺍﺳﻲ ﻛﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﺮﺩ ﺟﻠﺐ‪ ،‬ﻭ ﺗﻮﺿﻴﺢ ﺩﺍﺩ ﻛﻪ ﺍﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻳﻦ ﺩﻓﺎﻉﻫـﺎ‬
‫ﺍﺯ ﺧﻮﺩﺵ ﺩﺭ ﺑﺮﺍﺑﺮ ﻳﻚ ﺍﺣﺴﺎﺱ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﻣﺤﺎﻓﻈﺖ ﻣﻲﻛﻨﺪ‪.‬‬

‫‪1- borderline personality‬‬ ‫‪2- splitting‬‬

‫‪3- fit in‬‬ ‫‪4- Hartman‬‬
‫‪5- confrontation‬‬ ‫‪6- intellectualization‬‬
‫‪7- ritualistic‬‬

‫»‪«29‬‬
‫‪ 101‬ﻣﻜﺎﻧﻴﺴﻢ ﺩﻓﺎﻉ ﺭﻭﺍﻧﻲ‬ ‫‪| 30‬‬

‫ﺩﻓﺎﻉﻫﺎﻱ ﺍﺿﻄﺮﺍﺭﻱ ﺩﺭ ﺑﺮﺍﺑﺮ ﺩﻓﺎﻉﻫﺎﻱ ﻣﺰﻣﻦ‬

‫ﻏﺎﻟﺒﺎً ﺍﻓﺮﺍﺩ ﻭﻗﺘﻲ ﺩﺭ ﺷﺮﺍﻳﻂ ﺍﺿﻄﺮﺍﺭﻱ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻧﺪ ﺑﻪ ﺩﻓﺎﻉﻫﺎ ﺭﻭ ﻣﻲﺁﻭﺭﻧﺪ‪ .‬ﻭﻗﺘﻲ ﻓﺮﺩ ﺑـﺎ ﻳـﻚ‬
‫ﺗﻬﺪﻳﺪ ﻋﺎﻃﻔﻲ ﻭﻳﺮﺍﻥﮔﺮ ﺭﻭﺑﺮﻭ ﻣﻲﺷﻮﺩ )ﻓﺎﺭﻍ ﺍﺯ ﺍﻳﻦﻛﻪ ﺍﻳﻦ ﺗﻬﺪﻳﺪ ﻭﺍﻗﻌﻲ ﺑﺎﺷﺪ ﻳـﺎ ﻏﻴﺮﻭﺍﻗﻌـﻲ(‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻫﺮ ﺩﺭﻱ ﺧﻮﺍﻫﺪ ﺯﺩ ﺗﺎ ﺍﺯ ﺷﺮ ﭼﻨـﻴﻦ ﻋـﻮﺍﻃﻔﻲ ﺭﻫـﺎﻳﻲ ﻳﺎﺑـﺪ‪ .‬ﺍﻣـﺎ ﺑﻌﻀـﻲ ﺍﺯ ﻣـﺮﺩﻡ‪،‬‬
‫ﺍﻗﺪﺍﻣﺎﺕ ﺩﻓﺎﻋﻲ ﻣﺰﻣﻨﻲ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻏﻠﺐ ﺩﻳﮕﺮﺍﻥ ﺭﺍ ﺳﺮﺯﻧﺶ ﻣﻲﻛﻨﻨﺪ ﻳﺎ ﻣﺪﺍﻡ ﺣﺮﻑ ﻣﻲﺯﻧﻨﺪ‪.‬‬
‫ﺑﺮﺍﻱ ﺭﻭﺷﻦ ﺷﺪﻥ ﺩﻓﺎﻉﻫﺎﻱ ﺍﺿﻄﺮﺍﺭﻱ ﻣﻲﺗﻮﺍﻥ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭﻱ ﺭﺍ ﻣﺜﺎﻝ ﺯﺩ ﻛﻪ ﻧﺎﮔﻬﺎﻥ ﻣﺘﻮﺟـﻪ‬
‫ﻣﻲﺷﻮﻧﺪ ﺍﻧﮕﺸﺖ ﺩﺳﺖ ﭘﺴﺮﺷﺎﻥ ﻻﻱ ﺩﺭ ﺁﻫﻨﻲ ﻣﻨﺰﻟﺸﺎﻥ ﻗﻄﻊ ﺷـﺪﻩ ﺍﺳـﺖ‪ .‬ﺩﺭ ﺁﻥ ﻟﺤﻈـﻪﻱ‬
‫ﺩﺭﺩﻧﺎﻙ ﺍﺣﺴﺎﺱﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ ﺍﺿﻄﺮﺍﺏ‪ ،‬ﮔﻨﺎﻩ‪ ،‬ﻭ ﺍﻓﺴﺮﺩﮔﻲ ﺷﺪﻳﺪ ﺑﻪ ﻭﺍﻟﺪﻳﻦ ﻫﺠﻮﻡ ﻣﻲﺁﻭﺭﻧـﺪ‪.‬‬
‫ﺍﺯ ﻫﻤﺎﻥ ﻟﺤﻈﻪﻱ ﻧﺨﺴﺖ ﺣﻀﻮﺭ ﺑﻪ ﻣﻮﻗﻊ ﺩﻓـﺎﻉﻫـﺎﻱ ﺍﺿـﻄﺮﺍﺭﻱ ﻣـﻲﺗﻮﺍﻧـﺪ ﻣـﺎﻧﻊ ﺗﺸـﺪﻳﺪ‬
‫ﻫﻴﺠﺎﻧﺎﺕ ﺷﺪﻩ ﻭ ﺑﻪ ﻭﺍﻟﺪﻳﻦ ﻛﻤﻚ ﻛﻨﺪ ﺗﺎ ﻋﻤﻠﻜﺮﺩ ﺧﻮﺑﻲ ﺩﺭ ﺍﺗﺨﺎﺫ ﺗﺼﻤﻴﻢ ﺷﺎﻳﺴﺘﻪ‪ ،‬ﺍﺭﺯﻳـﺎﺑﻲ‬
‫ﺩﺭﺳﺖ ﺍﺯ ﻭﺍﻗﻌﻴﺖ‪ ،‬ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺭﻭﺍﻧﻲ‪ -‬ﺣﺮﻛﺘﻲ ﻭ ﺍﻗﺪﺍﻣﺎﺕ ﺳﺮﻳﻊ ﭘﺰﺷـﻜﻲ ﺍﺯ ﺧـﻮﺩ ﻧﺸـﺎﻥ‬
‫ﺩﻫﻨﺪ‪ .‬ﺑﻄﻮﺭ ﻣﺜﺎﻝ ﭘﺪﺭ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﺪ ﺑﺮﺍﻱ ﻃﺮﺍﺣﻲ ﻳﻚ ﻧﻘﺸﻪ ﻋﻤﻠﻲﺗﺮ‪ ،‬ﺍﺣﺴﺎﺳﺎﺕ ﻧﺎﻣﻄﻠﻮﺑﺶ ﺭﺍ‬
‫ﺟﺪﺍﺳﺎﺯﻱ)‪ (13‬ﻛﻨﺪ ﻭ ﻣﺎﺩﺭ ﭘﻴﺎﻣﺪﻫﺎﻱ ﺟﺴﻤﻲ ﻭ ﭘﺰﺷﻜﻲ ﻣﻮﺿـﻮﻉ ﺭﺍ ﻣﻄـﺮﺡ ﻛﻨـﺪ )ﺗﻮﺟﻴـﻪ‬
‫ﻋﻘﻠﻲ()‪ .(45‬ﻫﺮ ﺩﻭ ﺗﺮﺱﺷﺎﻥ ﺭﺍ ﺳﺮﻛﻮﺏ)‪ (31‬ﻧﻤﺎﻳﻨﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﭘـﺪﺭ ﺑـﻪ ﻫﻤـﺮﺍﻩ ﻣـﺎﺩﺭ ﺑـﺎ‬
‫ﺁﺭﺍﻣﺶ )ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻫﺮﺍﺱ()‪ (44‬ﺍﻧﮕﺸﺘﺎﻥ ﻗﻄﻊﺷﺪﻩ ﺭﺍ ﺩﺭ ﻳﻚ ﻇﺮﻑ ﻳﺨﻲ ﺍﻧﺪﺍﺧﺘﻪ ﻭ ﻓﺮﺯﻧﺪﺵ‬
‫ﺭﺍ ﺑﺎ ﺳﺮﻋﺖ ﺑﻪ ﺍﻭﺭژﺍﻧﺲ ﺑﺮﺳﺎﻧﺪ‪.‬‬

‫ﺍﻳﻦ ﻭﺍﻟﺪﻳﻦ ﺑﺮﺍﻱ ﺍﻳﻦﻛﻪ ﺑﺘﻮﺍﻧﻨﺪ ﻓﺮﺯﻧﺪﺷﺎﻥ ﺭﺍ ﺑﺎ ﺩﺭﺍﻳﺖ ﻧﺰﺩ ﭘﺰﺷﻚ ﺍﻭﺭژﺍﻧﺲ ﺑﺮﺳﺎﻧﻨﺪ‪،‬‬
‫ﻫﺮﺍﺱ ﻭ ﻭﺣﺸﺖ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺣﺎﻝ ﺧﻮﺩ ﺭﻫـﺎ ﻧﻜﺮﺩﻧـﺪ‪ .‬ﺩﻓـﺎﻉﻫـﺎﻱ ﺍﺿـﻄﺮﺍﺭﻱ ﺁﻧﻬـﺎ ﻣـﺎﻧﻊ‬
‫ﺍﺧﺘﻼﻝ ﺩﺭ ﻛﺎﺭﻛﺮﺩﻫﺎﻱ ﺧﻮﺩﻣﺨﺘﺎﺭ ﺍﻳﮕﻮ‪ 1‬ﺷﺪﻩ ﺑﻮﺩ ﺗﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺎ ﺗﺼﻤﻴﻢ ﺑﻪﻣﻮﻗـﻊ )ﻗﻀـﺎﻭﺕ‬
‫ﺩﺭﺳﺖ‪ ،‬ﺍﻗﺪﺍﻡﻫﺎﻱ ﺍﻭﻟﻴﻪﻱ ﭘﺰﺷﻜﻲ(‪ ،‬ﺍﻗﺪﺍﻣﺎﺕ ﺑﻴﻤﺎﺭﺳﺘﺎﻧﻲ )ﺁﺯﻣﻮﻥ ﻭﺍﻗﻌﻴﺖ( ﻭ ﺍﻧﺘﻘﺎﻝ ﺳﺮﻳﻊ‬
‫ﻭ ﺯﻳﺮﻛﺎﻧﻪﻱ ﻓﺮﺯﻧﺪﺷﺎﻥ ﺑﻪ ﺑﻴﻤﺎﺭﺳﺘﺎﻥ )ﻭﺍﻛﻨﺶ ﺭﻭﺍﻧـﻲ‪ -‬ﺣﺮﻛﺘـﻲ( ﺍﻭ ﺭﺍ ﻣـﺪﺍﻭﺍ ﻛﻨﻨـﺪ‪ .‬ﺑـﻪ‬
‫ﺍﺣﺘﻤﺎﻝ ﺯﻳﺎﺩ ﺑﺎ ﺍﻳﻦ ﺍﻗﺪﺍﻣﺎﺕ‪ ،‬ﻛﻮﺩﻛﺎﻥ ﭼﻨﻴﻦ ﻭﺍﻟﺪﻳﻨﻲ ﺷﺎﻧﺲ ﺑﻴﺸﺘﺮﻱ ﺑﺮﺍﻱ ﺑﺎﺯﻳﺎﺑﻲ ﺍﻧﮕﺸﺖ‬
‫ﺧﻮﺩ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬
‫‪2‬‬
‫ﺑﺮﺧﻲ ﺩﻓﺎﻉﻫﺎ )ﺩﻓﺎﻉﻫﺎﻱ ﻣﺰﻣﻦ( ﺍﺯ ﺩﻳﺮ ﺑﺎﺯ ﺑﻪﻃﻮﺭ ﺧﻮﺩﻛﺎﺭ ﺩﺭ ﻧﻴﻤﻪﻫﻮﺷﻴﺎﺭ )ﻫﺎﺭﺗﻤﻦ‪،‬‬
‫‪ (1939‬ﺟﺎ ﺧﻮﺵ ﻛﺮﺩﻩﺍﻧﺪ ﻭ ﺩﺭ ﻣﻮﺍﺟﻬﻪ ﺑﺎ ﻣﻮﻗﻌﻴﺖﻫﺎﻱ ﻣﺴﺄﻟﻪﺩﺍﺭ ﺳﺮ ﺍﺯ ﻻﻙ ﺧﻮﺩ ﺑﻴﺮﻭﻥ‬
‫ﻣﻲﺁﻭﺭﻧﺪ‪.‬‬

‫‪1-autonomous ego functions‬‬ ‫‪2- preconscious automatism‬‬

‫»‪«30‬‬