[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-108-1-social-work-036":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"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":10},"sw-108-1-社會工作-036","sw-108-1-social-work-036",108,1,false,36,"政府結合民間團體提供適合場所，提供中輟生輔導資源與中介教育措施，每班以 8～15 人為限，學生仍在社區環境中，可以提供更多社福資源，以協助學生問題的處理。這屬於下列何種中介教育模式？",{"A":15,"B":16,"C":17,"D":18},"慈暉班","高關懷班","資源式中途班","合作式中途班","D",null,[],"本題考點是中介教育(中途學校\u002F班)各模式的辨識。題幹描述『政府結合民間團體提供適合場所、提供中輟生輔導資源與中介教育、每班 8～15 人、學生仍留在社區環境、可連結更多社福資源』,關鍵特徵是政府與民間『合作』且設於社區、提供中介教育,對應合作式中途班,故 D 正確。A 慈暉班屬住宿型、收容家庭功能不彰或需夜間安置的學生,強調全時照顧,與本題留在社區不符。B 高關懷班是在原校內針對高關懷、瀕臨中輟學生開設的彈性課程,並非結合民間團體另設場所。C 資源式中途班多指運用學校既有資源在校內提供的中介方案,亦非政府結合民間於社區另設。關鍵在『政府結合民間團體、社區設點』指向合作式。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"session":10},"sw-106-1-social-work-001","下列何者並非後現代女性主義的行動方向？",106,{"webId":29,"stem":30,"number":31,"year":27,"session":10},"sw-106-1-social-work-002","瑞摩（Reamer, 2013）認為在專業歷史發展中，社會工作的價值經歷過一些改變。總而言之，在過去一些年來，有六個主要取向是明顯的，以下那一項是錯誤的？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":10},"sw-106-1-social-work-003","Munson（2002）在其《Handbook of Clinical Social Work Supervision》一書中將督導風格區分為「主動性（active）」和「反應性（reactive）」風格。以下那一項不是主動性督導風格的展現？",3,{"webId":37,"stem":38,"number":39,"year":27,"session":10},"sw-106-1-social-work-004","轉移作用（transference reactions）在下列那一種情況下較少發生？",4,{"webId":41,"stem":42,"number":43,"year":27,"session":10},"sw-106-1-social-work-005","在進行方案規劃時，常需要運用現有研究結果建議的資料，請問這種方式評量需求是屬於那一類的需求評量？",5,{"webId":45,"stem":46,"number":47,"year":27,"session":10},"sw-106-1-social-work-006","沛恩（Payne, 2005）在《Modern Social Work Theory》一書中提出反身－治療性觀點（reflexive-therapeutic views）為社會工作理論三類觀點之一，這類理論認為藉由促進成長及自我實現，以尋求個人、團體或社區的最大福祉。在服務的過程中，社會工作者及案主會相互影響。以下那一個社會工作理論或觀點非屬於反身-治療性的社會工作理論類別？",6,1784109473322]