[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-106-2-human-behavior-029":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-106-2-人類行為與社會環境-029","sw-106-2-human-behavior-029",106,2,false,29,"面對學齡前兒童與學齡兒童的各種攻擊、暴力的警訊與行為時，社會工作者建議父母、照顧者應有的處遇原則，下列陳述何者較不適當？",{"A":15,"B":16,"C":17,"D":18},"進行行為管教技巧，並給予直接的訓誡","進行不相容反應技巧，不理會攻擊行為","進行暫停程序的技巧，將孩子從場所中移開","進行角色楷模的策略，採用非攻擊性的衝突解決策略的楷模與導師","A",null,[],"本題考點是兒童攻擊行為的行為處遇原則。依社會學習理論與行為改變技術,處理學齡前與學齡兒童的攻擊行為,應避免以直接訓誡、斥責回應,因為訓誡一方面給予攻擊行為關注(可能形成增強),另一方面示範了以強制壓制他人的互動模式,故 A 是較不適當的原則,為本題答案。B 不相容反應技巧透過不理會攻擊、增強與攻擊不相容的正向行為來消弱攻擊行為;C 暫停程序(time-out)將孩子暫時移離增強情境,屬標準行為技術;D 依 Bandura 觀察學習原理,提供非攻擊性衝突解決的楷模與導師,皆屬適當作法。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-106-2-human-behavior-028","Seligman（1996）在《樂觀小孩》一書中提出，父母、照顧者、老師和社會工作者與其幫助孩子「感覺好」，還不如幫助他們「做得好」，表示有助於案主面對生活挑戰的具體化概念是下列何者？",28,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-106-2-human-behavior-030","青少女懷孕議題研究發現，青少女面對各種情境，下列敘述何者錯誤？",30,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-106-2-human-behavior-027","針對中年的轉變與適應，Levinson（1978）的成人發展理論主張中年人歷經許多事與願違的事情，對過去持守的信念喪失信心，這過程稱之為何種現象？",27,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-106-2-human-behavior-031","依據 Rollins 與 Feldman（1970）家庭週期研究發現，婚姻滿意度與新婚期一樣是那一個階段？",31,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-106-2-human-behavior-026","Matsakis（2003）認為受暴婦女在恢復和經歷悲傷事件的過程中，下列那一項是不屬於此恢復與經歷悲傷過程的重要課題？",26,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-106-2-human-behavior-032","處在不同文化的嬰兒，發展的快慢會有所不同；但發展的順序則超越文化差異，人人皆同。這種理論認為嬰兒的發展是由基因決定，依照固定的順序進展，稱之為：",32,1787299240807]