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Sharing a channel Wired Networks Wireless Networks Title ABC/123 Version X 1 Week One Assignment Worksheet PSY/410 Version 5 University of Phoenix Material Week One Assignment Worksheet Matching Match the definitions to the correct theoretical model. 1. _____ Experiences as a child affect life. Child is influenced by caretaker but also has a part in development. 2. _____ 2–3 years of age and the body wants to retain and eliminate. 3. _____ When a stimulus elicits a specific response 4. _____ 6–12 years of age; skills and activities are the focus, rather than sexual exploration.

5. _____ Overall, people are good. Humans strive for health and wellbeing. Persons develop a sense of self and create a value system based on experiences, with the goal of self-actualizing. 6. _____ This is the part of the personality that mediates desires and the reality of the operational world. 7. _____ People are unique, values are important, and overall the goal is to find fulfillment.

Individual experiences assist with confronting and understanding the negative world. 8. _____ This develops in time and becomes the moral compass of the personality. 9. _____ When learning is completed through observation alone; reinforcement or conditioning are absent. 10. _____ Thoughts are called schema, which is the knowledge that guides processing. This processing then leads the person to behave based on the thinking processes.

11. _____ Focus is on the mouth, and sensation is achieved by sucking. 12. _____ Information processing at a basic level and mental processing, which includes thinking, planning, and making decisions 13. _____ Includes two driving forces of life and death; life is sexual in nature and includes libido, and death includes aggression and destructive actions. Pleasure is derived here. 14. _____ The person has a goal and, with reinforcement, the behavior is repeated or withdrawn. 15. _____ Self-touch and exploration causes pleasure.

16. _____ When there is a predisposition for developing a disorder and stress is present in these persons with the predisposition 17. _____ Sexual relations become the focus for pleasure. A. Diathesis-stress models B. Psychoanalytic theory personality – Id C. Psychoanalytic theory personality – Ego D. Psychoanalytic theory personality – Superego E. Psychoanalytic theory stages – Oral F. Psychoanalytic theory stages – Anal G. Psychoanalytic theory stages – Phallic H. Psychoanalytic theory stages – Latency I. Psychoanalytic theory stages – Genital J. Attachment theory K. Behavior classical conditioning L. Behavior operant conditioning M. Behavior observational learning N. Existential perspective O. Humanistic perspective P. Cognitive behavioral perspective Q. Cognitive theory Essay In 150 to 200 words, describe the goals of clinical assessment and diagnosis. Explain how these goals affect treatment. // Server.c by Dr. Junwan Kim // This program MUST be used for only csci315 at UDC // #include #include #include #include #include #include #include #include #define PORTNUM 2400 #define MAXRCVLEN 500 int main(int argc, char argv[]) { char msg = "HI CSCI315\n"; char buffer[MAXRCVLEN + 1]; int len, consocket; struct sockaddr_in dest; struct sockaddr_in serv; int mysocket; socklen_t socksize = sizeof(struct sockaddr_in); memset(&serv, 0, sizeof(serv)); serv.sin_family = AF_INET; serv.sin_addr.s_addr = htonl(INADDR_ANY); serv.sin_port = htons(PORTNUM); mysocket = socket(AF_INET, SOCK_STREAM, 0); bind(mysocket, (struct sockaddr )&serv, sizeof(struct sockaddr)); do{ listen(mysocket, 1); consocket = accept(mysocket, (struct sockaddr )&dest, &socksize); send(consocket, msg, strlen(msg), 0); while(len=recv(consocket, buffer, MAXRCVLEN, 0)>0){ if(strncmp(buffer, "exit", 4) == 0){ break; } printf("Server Received: %s ", buffer); memset(buffer, 0, strlen(buffer)); } printf("Goodbye !\n"); close(consocket); }while(consocket); close(mysocket); return EXIT_SUCCESS; } // //Client.c by Dr. Junwhan Kim //This MUST be used for only CSCI315 at UDC // #include #include #include #include #include #include #include #include #define MAXRCVLEN 500 #define PORTNUM 2300 int main(int argc, char argv[]) { char buffer[MAXRCVLEN + 1]; // for receiving int len, mysocket; struct sockaddr_in dest; char msg[MAXRCVLEN + 1]; // for sending mysocket = socket(AF_INET, SOCK_STREAM, 0); memset(&dest, 0, sizeof(dest)); dest.sin_family = AF_INET; dest.sin_addr.s_addr = htonl(INADDR_LOOPBACK); dest.sin_port = htons(PORTNUM); connect(mysocket, (struct sockaddr )&dest, sizeof(struct sockaddr)); len = recv(mysocket, buffer, MAXRCVLEN, 0); if(len #include #include #include #include #include #include #include #define PORTNUM1 2300 #define PORTNUM2 2400 #define MAXRCVLEN 500 int main(int argc, char argv[]) { char msg = "HI CSCI315 from Inter-server\n"; char buffer[MAXRCVLEN + 1]; int len, consocket; struct sockaddr_in dest; struct sockaddr_in serv; struct sockaddr_in client; int server_socket; int client_socket; // For server socklen_t socksize = sizeof(struct sockaddr_in); memset(&serv, 0, sizeof(struct sockaddr_in)); serv.sin_family = AF_INET; serv.sin_addr.s_addr = htonl(INADDR_ANY); serv.sin_port = htons(PORTNUM1); server_socket = socket(AF_INET, SOCK_STREAM, 0); bind(server_socket, (struct sockaddr )&serv, sizeof(struct sockaddr)); // Write your code for for client here // socket, connect, and recv here // printf("As a client, I Received %s \n", buffer); // memset(buffer, 0, strlen(buffer)); printf("Server starts...\n"); do{ listen(server_socket, 1); consocket = accept(server_socket, (struct sockaddr )&dest, &socksize); send(consocket, msg, strlen(msg), 0); while(len=recv(consocket, buffer, MAXRCVLEN, 0)>0){ printf("Received: %s ", buffer); // As a client, send "buffer" here if(strncmp(buffer, "exit", 4) == 0){ break; } memset(buffer, 0, strlen(buffer)); } printf("Goodbye !\n"); close(consocket); }while(consocket); close(client_socket); close(server_socket); return EXIT_SUCCESS; }

Sample Paper For Above instruction

Introduction

The theoretical models outlined in psychology provide frameworks for understanding human behavior and development. Matching these models to their corresponding definitions facilitates accurate assessment and diagnosis, which are essential in crafting effective treatment plans. The primary goals of clinical assessment and diagnosis are to understand the client's problems, formulate treatment strategies, and evaluate progress. These goals influence treatment by guiding clinicians to select appropriate interventions, establish realistic expectations, and monitor outcomes effectively.

Matching Definitions to Theoretical Models

1. Experiences as a child affect life. Child is influenced by caretaker but also has a part in development.

J. Attachment theory

This definition emphasizes the importance of early relationships and their impact on later development, aligning with attachment theory which explores how early bonds influence behavior and emotional regulation throughout life.

2. 2–3 years of age and the body wants to retain and eliminate.

F. Psychoanalytic theory stages – Anal

Freud’s anal stage involves control, retention, and release of waste, marking this critical developmental period.

3. When a stimulus elicits a specific response.

K. Behavior classical conditioning

Classical conditioning involves learning through association, where stimuli evoke specific responses.

4. 6–12 years of age; skills and activities are the focus, rather than sexual exploration.

I. Psychoanalytic theory stages – Genital

This stage relates to the development of mature sexual interests and the honing of skills during middle childhood.

5. Overall, people are good. Humans strive for health and wellbeing. Persons develop a sense of self and create a value system based on experiences, with the goal of self-actualizing.

O. Humanistic perspective

This perspective views humans as inherently good, motivated by growth and self-actualization, emphasizing personal fulfillment.

6. This is the part of the personality that mediates desires and the reality of the operational world.

C. Psychoanalytic theory personality – Ego

The ego balances innate desires with reality, acting as mediator in personality dynamics.

7. People are unique, values are important, and overall the goal is to find fulfillment.

O. Humanistic perspective

This aligns with humanistic theories focusing on individual uniqueness and the pursuit of personal growth.

8. Individual experiences assist with confronting and understanding the negative world.

P. Cognitive behavioral perspective

Cognitive-behavioral approaches emphasize how personal experiences shape thoughts and behaviors, aiding individuals to face challenges.

9. This develops in time and becomes the moral compass of the personality.

D. Psychoanalytic theory personality – Superego

The superego forms through internalization of societal standards and functions as a moral compass.

10. Thoughts are called schema, which is the knowledge that guides processing. This processing then leads the person to behave based on the thinking processes.

Q. Cognitive theory

Here, schemas are mental structures that influence perceptions and actions, central to cognitive models.

11. Focus is on the mouth, and sensation is achieved by sucking.

E. Psychoanalytic theory stages – Oral

This early stage centers around oral fixation and related behaviors.

12. Information processing at a basic level and mental processing, which includes thinking, planning, and making decisions.

P. Cognitive behavioral perspective

This involves understanding how basic mental processes influence behavior and decision-making.

13. Includes two driving forces of life and death; life is sexual in nature and includes libido, and death includes aggression and destructive actions. Pleasure is derived here.

B. Psychoanalytic theory personality – Id

The id is the primitive part of personality driven by instincts, including libido and aggression.

14. The person has a goal and, with reinforcement, the behavior is repeated or withdrawn.

K. Behavior classical conditioning

Classical conditioning involves reinforcement or punishment shaping behavior over time.

15. Self-touch and exploration causes pleasure.

E. Psychoanalytic theory stages – Oral

Self-exploration during the oral stage provides pleasure and develops later behaviors.

16. When there is a predisposition for developing a disorder and stress is present in these persons with the predisposition.

A. Diathesis-stress models

This model integrates vulnerability and stress as factors in disorder development.

17. Sexual relations become the focus for pleasure.

I. Psychoanalytic theory stages – Genital

This stage involves mature sexual intimacy and focused pleasure-seeking behaviors.

Conclusion

Matching theoretical models to their definitions enhances clinicians' understanding of human development and behavior. This understanding directly impacts assessment accuracy and treatment planning. Recognizing the role of early experiences, personality structures, developmental stages, and cognitive processes allows therapists to develop individualized intervention strategies. The accurate diagnosis based on these models ensures targeted treatment, improving outcomes and promoting psychological healing and growth.

References

• Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy. Cengage Learning.
• McLeod, J. (2013). An Introduction to Counseling. Open University Press.
• Beck, A. T. (2011). Cognitive therapy approaches. In T. D. C. Hersen & P. M. S. Turner (Eds.), Handbook of clinical psychology (pp. 445-455). Springer.
• Freud, S. (1923). The ego and the id. SE, 19: 12-66.
• Erikson, E. H. (1968). Identity: Youth and crisis. WW Norton & Company.
• Rogers, C. R. (1951). Client-centered therapy. Houghton Mifflin.
• Bandura, A. (1977). Social learning theory. Prentice Hall.
• Cronin, T. J., & Landrum, M. (2009). Integrative approaches to psychotherapy. Routledge.
• Siegel, D. J. (2012). The developing mind: How relationships and the brain interact to shape who we are. Guilford Press.
• Beutler, L. E., et al. (2012). Integrative models of psychotherapy: Developing personalized treatment. Routledge.