[{"data":1,"prerenderedAt":47},["ShallowReactive",2],{"q-sw-106-2-human-behavior-029":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"人類行為與社會環境","human-behavior",{"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-106-2-人類行為與社會環境-029","sw-106-2-human-behavior-029",106,2,false,29,"面對學齡前兒童與學齡兒童的各種攻擊、暴力的警訊與行為時，社會工作者建議父母、照顧者應有的處遇原則，下列陳述何者較不適當？",{"A":15,"B":16,"C":17,"D":18},"進行行為管教技巧，並給予直接的訓誡","進行不相容反應技巧，不理會攻擊行為","進行暫停程序的技巧，將孩子從場所中移開","進行角色楷模的策略，採用非攻擊性的衝突解決策略的楷模與導師","A",null,[],"本題考點是兒童攻擊行為的行為處遇原則。依社會學習理論與行為改變技術,處理學齡前與學齡兒童的攻擊行為,應避免以直接訓誡、斥責回應,因為訓誡一方面給予攻擊行為關注(可能形成增強),另一方面示範了以強制壓制他人的互動模式,故 A 是較不適當的原則,為本題答案。B 不相容反應技巧透過不理會攻擊、增強與攻擊不相容的正向行為來消弱攻擊行為;C 暫停程序(time-out)將孩子暫時移離增強情境,屬標準行為技術;D 依 Bandura 觀察學習原理,提供非攻擊性衝突解決的楷模與導師,皆屬適當作法。",1,[25,28,31,35,39,43],{"webId":26,"stem":27,"number":23,"year":9,"session":23},"sw-106-1-human-behavior-001","Mary Ainsworth（1978）提及依附理論時認為，嬰兒會將主要照顧者視為基地，需要探索環境時離開，需要安慰及安全感時返回，進而將嬰兒的反應分為不同的依附模式。若嬰兒在母親離開時會生氣，哭泣許久；在母親回來後，雖會尋求肢體上的接觸，但可能即刻推開，甚至打母親或不易安撫。請問，此為何種依附模式？",{"webId":29,"stem":30,"number":10,"year":9,"session":23},"sw-106-1-human-behavior-002","密集性家庭維繫服務目的是增強家庭成員解決風險與問題的能力。下列何者不是密集性家庭維繫服務的主要目標？",{"webId":32,"stem":33,"number":34,"year":9,"session":23},"sw-106-1-human-behavior-003","有關基因與環境對人類行為的影響，下列敘述何者正確？",3,{"webId":36,"stem":37,"number":38,"year":9,"session":23},"sw-106-1-human-behavior-004","人類能因應環境的變化，是因為人類已做了學習的準備；其中，新的反應是可以透過對榜樣的觀察和模仿而習得。請問，以上是符合那一論點？",4,{"webId":40,"stem":41,"number":42,"year":9,"session":23},"sw-106-1-human-behavior-005","「當施虐者累積壓力到一定程度，無法控制情緒及行為時，會有暴力行為出現使得部分壓力得以紓解，進而與受暴者有一段蜜月期；但是，施虐者隨著壓力的累積，仍有暴力行為的出現。」以上有關親密關係暴力的討論，符合何項觀點的敘述？",5,{"webId":44,"stem":45,"number":46,"year":9,"session":23},"sw-106-1-human-behavior-006","「學齡兒童可能因父母離異而出現焦慮或情緒調適之困難，但是也有可能在瞭解離異事件背後的因素，而表現得更為成熟、正向、積極地面對生活。」這樣的生活適應符合下列何項觀點？",6,1784109471588]