[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-109-1-direct-service-019":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-109-1-社會工作直接服務-019","sw-109-1-direct-service-019",109,1,false,19,"當工作者或其他團體成員在發表意見時，團體中有位成員與另一位成員經常在竊竊私語，而每當有此種情況發生時，工作者以負向批評的語言加以反應。幾次之後，即使成員只是轉頭並未說話，但工作者仍以負向言語加以回應。前述情況可以用下列何者解釋？",{"A":15,"B":16,"C":17,"D":18},"認知行為理論","社會學習理論","操作制約","古典制約","D",null,[],"本題考點在於辨識學習理論中的古典制約(classical conditioning)。原本工作者是針對成員『竊竊私語』給予負向反應,經多次連結後,即使成員只是『轉頭』未說話也引發相同的負向回應,顯示中性刺激(轉頭)因與原刺激反覆配對而制約化並引發反應,屬古典制約(含刺激類化),故 D 正確。A 認知行為理論著重認知與行為的交互作用,範圍過廣且非本情境重點;B 社會學習理論強調透過觀察與模仿他人學習,與本題非觀察學習不符;C 操作制約著重行為後果(增強或懲罰)如何塑造行為,而本題強調的是中性刺激經連結後自動引發反應,屬刺激—反應的制約歷程而非後果塑造。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"session":10},"sw-106-1-direct-service-001","試問處遇性團體與任務性團體有何不同？",106,{"webId":29,"stem":30,"number":31,"year":27,"session":10},"sw-106-1-direct-service-002","「轉介」是服務案主過程中常用到的技巧，請問社會工作者在轉介時，最需要遵循那一個原則以避免案主拒絕？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":10},"sw-106-1-direct-service-003","一位逃家少女跟社工說：「我對於爸爸管教的方法實在無法接受，爸爸很明顯的偏愛哥哥，家裡有好吃的都先給哥哥吃，我什麼都沒有，還得幫忙照顧妹妹，妹妹也只會撒嬌，我變成了家人的眼中釘，既然如此，那乾脆離開這個家，省得家人看到我就覺得礙眼…..」聽完這個少女對家人的描述後，社工回答：「雖然我不是你，但是聽起來，你覺得難受，也很受傷，因為妳覺得爸爸偏心。」請問這位社工所用的是那一種技巧？",3,{"webId":37,"stem":38,"number":39,"year":27,"session":10},"sw-106-1-direct-service-004","社會工作發展中十分具有影響力的慈善組織會社（Charity Organization Society, COS），下列敘述何者正確？",4,{"webId":41,"stem":42,"number":43,"year":27,"session":10},"sw-106-1-direct-service-005","試問綜融社會工作實務的內涵是？",5,{"webId":45,"stem":46,"number":47,"year":27,"session":10},"sw-106-1-direct-service-006","社會工作者遇到案主有嚴重的情感轉移問題，造成處遇上的障礙，工作者必須轉換處遇的方式，以下那一種模式最適宜？",6,1784109481805]