[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-106-1-human-behavior-018":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"人類行為與社會環境","human-behavior",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":10},"sw-106-1-人類行為與社會環境-018","sw-106-1-human-behavior-018",106,1,false,18,"羅伯恩萊特（Robert Enright）提出寬恕的四個階段，原則上是以下列那一種順序發展？",{"A":15,"B":16,"C":17,"D":18},"找出憤怒－決定寬恕－努力寬恕－發現與解放","找出憤怒－努力寬恕－決定寬恕－發現與解放","發現與解放－找出憤怒－決定寬恕－努力寬恕","決定寬恕－找出憤怒－努力寬恕－發現與解放","A",null,[],"本題考點是 Enright 寬恕歷程四階段的順序。依 Robert Enright 的寬恕歷程模式,四階段依序為:揭露期(覺察並面對自己的憤怒與傷害)→決定期(認知舊方式無效,決定嘗試寬恕)→工作期(努力寬恕,如重新框架、對加害者發展同理)→深化期(從苦難中發現意義、獲得解放),即「找出憤怒－決定寬恕－努力寬恕－發現與解放」,故選 A。B 把努力寬恕置於決定寬恕之前,順序顛倒;C 把最終的發現與解放放在起點;D 未先面對憤怒即決定寬恕,皆不符此模式的發展邏輯。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-106-1-human-behavior-017","自我效能（self-efficacy）是那一種理論的重要觀點？",17,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-106-1-human-behavior-019","多數父母對孩子是以權威的方式，強迫青少年子女有所承諾，例如學業成就的追求；此一事態使得青少年未必有機會深思自己的看法或觀點。請問，上述現象符合 James Marcia 提及之何項青少年自我認同的分類？",19,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-106-1-human-behavior-016","關於自助或互助團體的討論，下列敘述何者錯誤？",16,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-106-1-human-behavior-020","有關兒童早期的溝通違常，下列敘述何者錯誤？",20,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-106-1-human-behavior-015","下列何者是生命晚期家庭之核心發展任務？",15,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-106-1-human-behavior-021","以下對於成年中期（中年階段）的敘述，何者有誤？",21,1787299232273]