[{"data":1,"prerenderedAt":49},["ShallowReactive",2],{"q-sw-115-2-social-work-034":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-034","sw-115-2-social-work-034",115,2,false,34,"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？",{"A":15,"B":16,"C":17,"D":18},"導師扮演全方位關鍵性輔導角色","教務處負責生活教育輔導工作","輔導室維護學生的受教權","學務處主責學生心理輔導工作","A",null,[],"本題考點在學校中輟輔導的行政分工。依學校中輟生輔導分工架構,導師最了解學生出缺席與生活狀況,是發現、通報、聯繫家長與持續關懷的第一線,扮演全方位關鍵性輔導角色,故選 A。B 錯在生活教育輔導屬學務處職責,教務處主責學籍、課程與復學安置等受教權相關事務;C 錯在維護受教權主要屬教務處,輔導室負責心理輔導與諮商;D 錯在心理輔導屬輔導室,學務處主責生活教育、出缺席管理與協尋。",1,[25,29,33,37,41,45],{"webId":26,"stem":27,"number":28,"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":30,"stem":31,"number":32,"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,{"webId":34,"stem":35,"number":36,"year":9,"session":10},"sw-115-2-social-work-032","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？",32,{"webId":38,"stem":39,"number":40,"year":9,"session":10},"sw-115-2-social-work-036","醫務社會工作者針對罹患乳癌病人籌組病友自助團體，下列何者並非自助團體的功能？",36,{"webId":42,"stem":43,"number":44,"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":46,"stem":47,"number":48,"year":9,"session":10},"sw-115-2-social-work-037","下列何者不是心理衛生（mental health）的主要概念？",37,1791075275044]