[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-112-1-human-behavior-026":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"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":10},"sw-112-1-人類行為與社會環境-026","sw-112-1-human-behavior-026",112,1,false,26,"某位青少女案主很難獨立，不容易建立成熟的親密關係、面對職涯無法選擇、拒絕擔負更多責任的職位和機會。作為服務青少年的社會工作者，應如何介入服務？",{"A":15,"B":16,"C":17,"D":18},"協助削弱人際界線","協助強化情感投射","協助案主堅持己見","協助培養獨立自主","D",null,[],"本題考點是青少年期發展任務未竟時的介入方向,理論根基為 Erikson「自我認同對角色混淆」。題幹的青少女難以獨立、無法建立成熟親密關係、逃避責任與職涯選擇,正反映自我認同尚未穩固、過度依賴的狀態。發展性介入應朝向填補該階段任務,協助其發展獨立自主的能力,故選 D。A 削弱人際界線會加深糾結與依附混亂,反而不利分化與自主。B 強化情感投射是把內在情緒歸咎他人的防衛,無助於認同建立。C 協助『堅持己見』只是固著立場,與培養能承擔責任、做選擇的自主能力不同,均非切合其發展缺口的方向。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"session":10},"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？",106,{"webId":29,"stem":30,"number":31,"year":27,"session":10},"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？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":10},"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":37,"stem":38,"number":39,"year":27,"session":10},"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":41,"stem":42,"number":43,"year":27,"session":10},"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":45,"stem":46,"number":47,"year":27,"session":10},"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？",6,1784109501242]