[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-114-1-direct-service-024":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-024","sw-114-1-direct-service-024",114,1,false,24,"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",{"A":15,"B":16,"C":17,"D":18},"①②③","②③④","①②④","①③④","C",null,[],"本題考點在於區辨哪些技術能「溫和地」鼓勵團體成員發言(強調低壓力、不強迫)。①繞圈發言(round robin)讓每位成員依序輪流、機會均等而壓力小;②配對發言先兩兩對談再回團體,降低在大團體發言的焦慮;④凝塑安全氣氛並接納成員依自身安全感受決定是否發言,最為尊重與溫和。三者皆屬溫和取向,故①②④正確,答案為C。③「領導者點名甚少發言的成員」屬直接指名,帶有社會壓力與被迫感,並非『溫和』鼓勵,因此被排除。判斷關鍵在『溫和』二字:凡尊重成員自主節奏者入選,帶有點名、強迫意味者出局。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":27,"year":9,"session":10},"sw-114-1-direct-service-023","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",23,{"webId":29,"stem":30,"number":31,"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":33,"stem":34,"number":35,"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":37,"stem":38,"number":39,"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,{"webId":41,"stem":42,"number":43,"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":45,"stem":46,"number":47,"year":9,"session":10},"sw-114-1-direct-service-027","在評鑑過程，評鑑委員若需調閱團體工作紀錄，應如何處理以符合倫理原則？①評鑑屬於保密原則之例外，評鑑委員有權自由調閱團體工作紀錄 ②提供去除可辨識個人身分資訊的團體工作紀錄 ③評鑑委員必須簽署保密同意書，並僅能在機構內閱讀團體工作紀錄 ④經團體工作者同意後，可調閱團體工作紀錄",27,1787299281619]