[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-112-2-direct-service-009":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-112-2-社會工作直接服務-009","sw-112-2-direct-service-009",112,2,false,9,"有關社會個案工作者在進行評量（assessment）時需具備「多元文化的能力」，下列何者錯誤？",{"A":15,"B":16,"C":17,"D":18},"社會工作者對自己所持觀點、對待案家方式和前述二者如何受到自身文化影響的覺察是培養多元文化能力起點","具備多元文化能力的工作者，除了會挑戰自身文化價值外，同時對他人行為表現和處境會抱持較高的彈性","培養多元文化能力的阻礙，往往不是來自個人，而是來自組織、政策和制度","多元文化能力的培養旨在促使不同形態或不同特質文化之間的相互融合","D",null,[],"本題考點為社會工作評量中「多元文化能力（cultural competence）」的意涵。多元文化能力的目標是尊重、理解並回應文化差異，而非促使不同文化「相互融合」成單一樣態；融合（同化）反而抹除差異，與多元文化精神相悖，故D「旨在促使不同形態或不同特質文化之間的相互融合」為錯誤答案。A以工作者對自身文化影響的自我覺察為起點、B兼具挑戰自身價值與對他人保持彈性、C指出阻礙常來自組織政策制度而非個人，均為正確描述。故答案為D。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-112-2-direct-service-008","依據學者 Kramer 與 Joyce 等人的觀點，社會工作結束的成效反映在下列那幾項任務的完成狀態？ ①案主在處遇過程中所獲得的成果予以加強 ②解決處遇關係中所產生的移情作用與結束分離焦慮 ③案主對於會談室以外行使與維持社會生活功能的準備與類化程度 ④重新定義結案意義以符合案主的發展需求",8,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-112-2-direct-service-010","有關結案後續追蹤階段作法，下列何者錯誤？",10,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-112-2-direct-service-007","有關社會個案工作不同階段的順序，下列何者正確？",7,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-112-2-direct-service-011","面對沒有其他照顧資源而且被多次通報獨留的照顧者，只能再將多名年幼兒少單獨留在家中以出門辦事的情境，下列陳述何者屬於社工員之中高層次的同理回應？",11,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-112-2-direct-service-006","依據學者 Roberts 和 Yeager 2009 年的觀點，在災區為受災者搭建臨時祭祀處，提供香、紙錢等有助其安定感的物品，是危機干預模式中那個階段的工作要點？",6,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-112-2-direct-service-012","下列何者不屬於摘要回應（summarizing responses）的目的？",12,1787299276466]