[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-115-2-social-work-032":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"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":23},"sw-115-2-社會工作-032","sw-115-2-social-work-032",115,2,false,32,"就讀高中的服務對象因長期被同學排擠，開始出現割腕行為，但強調自己並不想死。若從社會工作角度判斷，服務對象的行為最可能屬於那類問題與功能？",{"A":15,"B":16,"C":17,"D":18},"外化性問題，是針對排擠者的攻擊行為","內化性問題，作為溝通與宣洩壓力的因應策略","外化性問題，具死亡動機的自殺行為","內化性問題，但行為本身不具備功能性","B",null,[],"本題考點在青少年非自殺性自傷(NSSI)的問題屬性與功能。依兒少問題的內化\u002F外化分類,割腕是指向自身的行為,屬內化性問題;且服務對象表明不想死,符合非自殺性自傷的定義,其功能常是調節情緒、宣洩壓力或向他人傳達痛苦,故選 B。A 錯在割腕指向自己而非攻擊排擠者,不屬外化問題;C 錯在題目明確無死亡意圖,且非外化問題;D 錯在自傷行為通常具有情緒調節與溝通等功能,並非無功能。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"year":9,"session":10},"sw-115-2-social-work-031","根據 Kadushin 對兒童福利服務的功能性三大分類，下列那組服務類型分別對應了：親職教育、托育服務、家庭寄養？",31,{"webId":30,"stem":31,"number":32,"year":9,"session":10},"sw-115-2-social-work-033","身心障礙者生活重建是促進身心障礙自立生活重要的歷程，有關生活重建服務之敘述，下列何者錯誤？",33,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-115-2-social-work-030","有關家庭暴力防治的敘述，下列何者錯誤？",30,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-115-2-social-work-034","中輟學生輔導是學校社會工作的核心重點，對於學校內中輟輔導的資源與分工，下列何者正確？",34,{"webId":42,"stem":43,"number":44,"year":9,"session":10},"sw-115-2-social-work-029","社會工作者透過介入對立的雙方，如離婚的兩造、性騷擾的雙方、爭吵中的家庭成員、勞資爭議的雙方、鄰里對抗和社區糾紛等，使用妥協、協調、調和、溝通雙方的意見與利益，使爭議得到公平合理的解決，係屬於社會工作者所扮演的何種角色？",29,{"webId":46,"stem":47,"number":48,"year":9,"session":10},"sw-115-2-social-work-035","下列何者不是員工協助方案（Employee Assistance Programs, EAPs）涵蓋的面向？",35,1791075275026]