[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-108-2-direct-service-024":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-108-2-社會工作直接服務-024","sw-108-2-direct-service-024",108,2,false,24,"有關團體結束階段的敘述，下列何者不適當？",{"A":15,"B":16,"C":17,"D":18},"在 Kubler-Ross 研究中面對死亡悲傷的反應也會出現在此階段成員的情緒表現","領導者在此階段應該儘早與成員劃清界線，避免成員依賴領導者","提前預告團體結束會有助於降低離別情緒","鞏固所學可以堅定成員成長獨立的勇氣","B",null,[],"本題考點是團體結束階段（termination stage）的處遇原則，為反向題，要選「不適當」者。依結束階段理論，此時重在處理分離情緒、鞏固成長並協助成員獨立，領導者應以溫和、預備的方式陪伴分離而非切割關係，故選項B「儘早與成員劃清界線、避免依賴」的作法不適當，為答案。其餘皆正確：A依 Kübler-Ross 悲傷五階段，成員結束時確會出現否認、憤怒、討價還價、憂鬱、接受等失落反應；C「提前預告結束」是標準技巧，讓成員有心理準備以緩和離別情緒；D「鞏固所學」能強化成員成長與獨立的信心。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-108-2-direct-service-023","有關團體工作開始階段的工作重點和工作目標，下列何者正確？①建立團體規範 ②加強正向動機，降低抗拒 ③處理團體成員參與的問題 ④處理成員之間的衝突與緊張 ⑤創造安全與信任關係 ⑥發展溝通、地位、角色與規範的彈性結構 ⑦協助成員感覺自己是團體的一份子 ⑧穩定成員的參與及團體的運作",23,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-108-2-direct-service-025","有關接案（intake）會談的敘述，下列何者正確？",25,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-108-2-direct-service-022","有關交換理論（exchange theory）的敘述，下列何者錯誤？",22,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-108-2-direct-service-026","下列何種情況較適合使用腦力激盪？",26,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-108-2-direct-service-021","場域理論（field theory）重要概念，請選出所有正確答案：①場域 ②需求 ③目標 ④張力 ⑤生態系統",21,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-108-2-direct-service-027","以參與「強制親職教育」的非志願團體為例，下列敘述何者正確？",27,1787299249814]