[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-109-2-social-work-013":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"社會工作","social-work",{"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-109-2-社會工作-013","sw-109-2-social-work-013",109,2,false,13,"案主大學一年級，初次離家，錄取的科系非心所屬。開學後本以為室友應像家人般親近，但室友交友廣闊，每天不到宿舍門禁時間不見人影，案主常獨自一人在宿舍，覺得被世界忘記了。課程內容，案主沒興趣，聽不懂也不想學習。案主常待在宿舍上網和睡覺。案主想轉系又擔心無法轉入，也想轉回離家近的學校，就不用住宿。案主覺得從離開家到這裡讀書，沒有一件事順心。下列何者非認知行為取向的處遇？",{"A":15,"B":16,"C":17,"D":18},"澄清案主對室友的不合理期待","運用自由聯想方式，分析案主覺得「被世界遺忘」的潛藏意識與反應的需求","和案主討論設定目標與自我獎勵，提升準時到課與學習表現","指派家庭作業，教導案主記錄每天生活發生事件的想法與情緒","B",null,[],"本題考點在辨識認知行為取向與精神分析取向的處遇技術差異。認知行為取向著重找出並修正不合理信念、設定目標與自我增強、指派家庭作業記錄想法與情緒。A 澄清案主對室友的不合理期待屬認知重建，C 討論設定目標與自我獎勵屬行為改變技術，D 指派家庭作業記錄每天事件的想法與情緒屬認知行為典型作業，三者皆為認知行為取向。B 運用自由聯想分析「被世界遺忘」的潛藏意識與潛在需求，是 Freud 精神分析取向的核心技術，並非認知行為取向，故為正解（反向題選非認知行為者）。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-109-2-social-work-012","下列那一個理論屬於社會工作的「外借理論」？",12,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-109-2-social-work-014","女性主義社會工作者進行評量的重點，下列何者錯誤？",14,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-109-2-social-work-011","心理暨社會學派的實施程序可分為四個部分，請問下列實施程序何者正確？",11,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-109-2-social-work-015","協助身心障礙者評估多重問題的需求、連結資源、追蹤資源使用狀況、諮詢、協調服務使用困境以及整合資源服務之最大效益。下列何種角色最能形容前述社會工作者的任務？",15,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-109-2-social-work-010","社會工作者積極參與立法遊說、政策制定、社會教育和社會運動，以改善既定社會、政治、經濟結構，以利弱勢者生存。係屬於下列那一項社會工作的目標？",10,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-109-2-social-work-016","依據賀羅斯科等人（Holosko, Leslie & Cassano, 2001）所提出的增強權能模型（empowerment model），當工作者在引導案主參與人群服務組織時，工作計有：①得到服務使用者的加入（obtaining service user input） ②過程的開始（process initiation） ③決策的一致性（decision concurrence） ④回饋系統（feedback system），其步驟依序應為？",16,1787299253746]