[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-108-1-direct-service-025":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"社會工作直接服務","direct-service",{"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-108-1-社會工作直接服務-025","sw-108-1-direct-service-025",108,1,false,25,"下列何項團體成員的行為特徵，比較容易出現在團體的結束階段？",{"A":15,"B":16,"C":17,"D":18},"因為與其他成員理念不合，價值觀不一致而憤怒暴走","感覺領導者偏袒不公開始杯葛挑釁","儘管過去都表現出穩定進步，成員可能出現悲傷退化的現象","成員顯得畢恭畢敬，親切有禮","C",null,[],"本題考點在於團體結束階段(termination stage)成員的典型行為特徵。依團體發展階段理論,結束階段成員面對分離,常出現對即將失去團體支持的情緒反應,包括捨不得、焦慮,甚至儘管過去穩定進步卻在結束前出現暫時性的退化或悲傷(否認分離的表現),故選 C。A「因理念不合、價值觀衝突而憤怒暴走」屬衝突多見於風暴(轉換\u002F衝突)階段而非結束階段。B「認為領導者偏袒而杯葛挑釁」是對權威的挑戰,典型出現於團體初期的權力控制或轉換階段。D「畢恭畢敬、親切有禮」屬團體初期成員因陌生、觀望而客氣試探的表現,不是結束階段特徵。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-108-1-direct-service-024","有關團體動力的面向，下列何者錯誤？",24,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-108-1-direct-service-026","領導者如何因應成員阻礙團體發展的行為？①他只是希望引人注意，應該忽視這些行為，自然會降低行為的頻率 ②以其人之道還治其人之身，讓他了解被嘲諷打斷的感受 ③了解他這樣做的需求，有無文化的因素 ④引導其他成員分享因標的成員的阻礙所帶來的影響",26,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-108-1-direct-service-023","團體動力學的定義，下列何者錯誤？",23,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-108-1-direct-service-027","某位團體成員說：「接下來的連假，我一方面想和男友出國，另方面又覺得應該回家看阿公」，下列何項是團體領導者最適當的同理心回應",27,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-108-1-direct-service-022","有關社會目標模型（social goals model）的運用，下列敘述何者錯誤？",22,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-108-1-direct-service-028","有關角色扮演的知識和概念何者正確？①Lewin 是心理劇、社會劇最重要的創始人 ②心理劇是一種無腳本的演出 ③社會劇可增加社會角色和社會問題的理解 ④演出受霸凌者心聲的教育短劇演員，其自我揭露最深",28,1787299246997]