Behavioral in the context of "Systems"

Therapeutic effect refers to the response(s) after a treatment of any kind, the results of which are judged to be useful or favorable. This is true whether the result was expected, unexpected, or even an unintended consequence. An adverse effect (including nocebo) is the converse and refers to harmful or undesired response(s). What constitutes a therapeutic effect versus a side effect is a matter of both the nature of the situation and the goals of treatment. No inherent difference separates therapeutic and undesired side effects; both responses are behavioral/physiologic changes that occur as a response to the treatment strategy or agent.

Personality describes the behavioral, cognitive, and emotional patterns that make up a person’s unique adjustment to life. Personality is relatively stable, but can change over time due to experiences and developmental processes. Although there is no consensus definition of personality, most theories in personality focus on traits, motivation, skills, and identity.

Research in personality psychology generally attempts to explain the characteristics of a person that underlie differences in behavior. Personality characteristics are related to many life outcomes, such as work and relationship success, to mental health, well-being and longevity. Over time, psychologists have taken many different approaches to study personality, which can be organized across dispositional, biological, intrapsychic (psychodynamic), cognitive-experiential, social and cultural, and adjustment domains. The various approaches used to study personality today reflect the influence of the first theorists in the field, a group that includes Sigmund Freud, Alfred Adler, Gordon Allport, Hans Eysenck, Abraham Maslow, and Carl Rogers.

Existential crises are inner conflicts characterized by the impression that life lacks meaning and by confusion about one's personal identity. They are accompanied by anxiety and stress, often to such a degree that they disturb one's normal functioning in everyday life and lead to depression. Their negative attitude towards meaning reflects characteristics of the philosophical movement of existentialism. The components of existential crises can be divided into emotional, cognitive, and behavioral aspects. Emotional components refer to the feelings, such as emotional pain, despair, helplessness, guilt, anxiety, or loneliness. Cognitive components encompass the problem of meaninglessness, the loss of personal values or spiritual faith, and thinking about death. Behavioral components include addictions, and anti-social and compulsive behavior.

Existential crises may occur at different stages in life: the teenage crisis, the quarter-life crisis, the mid-life crisis, and the later-life crisis. Earlier crises tend to be forward-looking: the individual is anxious and confused about which path in life to follow regarding education, career, personal identity, and social relationships. Later crises tend to be backward-looking. Often triggered by the impression that one is past one's peak in life, they are usually characterized by guilt, regret, and a fear of death. If an earlier existential crisis was properly resolved, it is easier for the individual to resolve or avoid later crises. Not everyone experiences existential crises in their life.

A hormone (from the Greek participle ὁρμῶν, "setting in motion") is a class of signaling molecules in multicellular organisms that are sent to distant organs or tissues by complex biological processes to regulate physiology and behavior. Hormones are required for the normal development of animals, plants and fungi. Due to the broad definition of a hormone (as a signaling molecule that exerts its effects far from its site of production), numerous kinds of molecules can be classified as hormones. Among the substances that can be considered hormones, are eicosanoids (e.g. prostaglandins and thromboxanes), steroids (e.g. oestrogen and brassinosteroid), amino acid derivatives (e.g. epinephrine and auxin), protein or peptides (e.g. insulin and CLE peptides), and gases (e.g. ethylene and nitric oxide).

Hormones are used to communicate between organs and tissues. In vertebrates, hormones are responsible for regulating a wide range of processes including both physiological processes and behavioral activities such as digestion, metabolism, respiration, sensory perception, sleep, excretion, lactation, stress induction, growth and development, movement, reproduction, and mood manipulation. In plants, hormones modulate almost all aspects of development, from germination to senescence.

Gordon William Allport (November 11, 1897 – October 9, 1967) was an American psychologist. Allport was one of the first psychologists to focus on the study of the personality, and is often referred to as one of the founding figures of personality psychology. He contributed to the formation of values scales and rejected both a psychoanalytic approach to personality, which he thought often was too deeply interpretive, and a behavioral approach, which he thought did not provide deep enough interpretations from their data. Instead of these popular approaches, he developed an eclectic theory based on traits. He emphasized the uniqueness of each individual, and the importance of the present context, as opposed to history, for understanding the personality.

Allport had a profound and lasting influence on the field of psychology, even though his work is cited much less often than that of other well-known figures. Part of his influence stemmed from his knack for exploring and broadly conceptualizing important topics (e.g. rumor, prejudice, religion, traits). Another part of his influence resulted from the deep and lasting impression he made on his students during his long teaching career, many of whom went on to have important careers in psychology. Among his many students were Jerome S. Bruner, Anthony Greenwald, Stanley Milgram, Leo Postman, Thomas Pettigrew, and M. Brewster Smith. His brother Floyd Henry Allport, was professor of social psychology and political psychology at Syracuse University's Maxwell School of Citizenship and Public Affairs (in Syracuse, New York) from 1924 until 1956, and visiting professor at University of California, Berkeley. A Review of General Psychology survey, published in 2002, ranked Allport as the 11th most cited psychologist of the 20th century.

Self-neglect is a behavioral condition in which an individual neglects to attend to their basic needs, such as personal hygiene, appropriate clothing, feeding, or tending appropriately to any medical conditions they have. More generally, any lack of self-care in terms of personal health, hygiene and living conditions can be referred to as self-neglect. Extreme self-neglect can be known as Diogenes syndrome.

Psychomotor learning is the relationship between cognitive functions and physical movement. Psychomotor learning is demonstrated by physical skills such as movement, coordination, manipulation, dexterity, grace, strength, speed—actions which demonstrate the fine or gross motor skills, such as use of precision instruments or tools, and walking. Sports and dance are the richest realms of gross psychomotor skills.

Behavioral examples include driving a car, throwing a ball, and playing a musical instrument. In psychomotor learning research, attention is given to the learning of coordinated activity involving the arms, hands, fingers, and feet, while verbal processes are not emphasized.

An institutional review board (IRB), also known as an independent ethics committee (IEC), ethical review board (ERB), or research ethics board (REB), is a committee at an institution that applies research ethics by reviewing the methods proposed for research involving human subjects, to ensure that the projects are ethical. The main goal of IRB reviews is to ensure that study participants are not harmed (or that harms are minimal and outweighed by research benefits). Such boards are formally designated to approve (or reject), monitor, and review biomedical and behavioral research involving humans, and they are legally required in some countries under certain specified circumstances. Most countries use some form of IRB to safeguard ethical conduct of research so that it complies with national and international norms, regulations or codes.

The purpose of the IRB is to assure that appropriate steps are taken to protect the rights and welfare of people participating in a research study. A key goal of IRBs is to protect human subjects from physical or psychological harm, which they attempt to do by reviewing research protocols and related materials. The protocol review assesses the ethics of the research and its methods, promotes fully informed and voluntary participation by prospective subjects, and seeks to maximize the safety of subjects. They often conduct some form of risk-benefit analysis in an attempt to determine whether or not research should be conducted.