[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-1-direct-service-023":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-114-1-社會工作直接服務-023","sw-114-1-direct-service-023",114,1,false,23,"團體領導者幫助成員發展角色行為，下列觀點或作法何者錯誤？①有些失功能行為是無心的，沒有特別意義 ②邀請成員說明自己表現行為的緣由或意圖 ③邀請成員對他人行為狀態提出解釋 ④要求成員用理解自我方式予以反應",{"A":15,"B":16,"C":17,"D":18},"①②","②③","③④","①④","D",null,[],"本題考點在於團體領導者協助成員發展角色行為時的正確觀點,採複選判斷。②邀請成員說明自己行為的緣由或意圖、③邀請成員對他人行為狀態提出解釋,皆屬引導成員覺察與相互理解的正向作法,故正確。①「有些失功能行為是無心的、沒有特別意義」錯誤,團體動力觀點認為成員的失功能行為多半帶有潛在意義或需求訊號,不應被視為無意義而忽略;④「要求成員用理解自我方式予以反應」錯誤,應是引導成員以理解「他人」的方式回應,而非只理解自我。錯誤者為①④,故答案為D。領導者的任務在賦予行為意義並促進相互理解,而非否定行為意義或侷限於自我中心的反應。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-114-1-direct-service-022","下列何者不是在計畫階段增進非志願性服務對象參與動機和完成團體目標的作法？",22,{"webId":29,"stem":30,"number":31,"year":9,"session":10},"sw-114-1-direct-service-024","下列何者可達到溫和鼓勵團體成員的發言？①採用繞圈發言 ②採用配對發言 ③領導者點名甚少發言的成員發言 ④凝塑安全的氣氛，同時接納成員依自己的安全感受發言",24,{"webId":33,"stem":34,"number":35,"year":9,"session":10},"sw-114-1-direct-service-021","針對形成團體開始前的工作準備，工作者應該進行的工作，下列何者錯誤？",21,{"webId":37,"stem":38,"number":39,"year":9,"session":10},"sw-114-1-direct-service-025","有關團體工作者處理非自願或抗拒的成員之作法，下列何者錯誤？",25,{"webId":41,"stem":42,"number":43,"year":9,"session":10},"sw-114-1-direct-service-020","有關團體工作的規劃與準備，下列何者正確？",20,{"webId":45,"stem":46,"number":47,"year":9,"session":10},"sw-114-1-direct-service-026","領導者必須避免「文化封裝」（cultural encapsulation）的作法，下列敘述何者錯誤？",26,1787299281605]