Percorrer por autor "Rodrigues, Evelina D."
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- A call for CARE in animal behaviour: an holistic ethical research frameworkPublication . Badihi, Gal; Taylor-O’Connor, Jennifer; Daly, Gabriela Bezerra de Melo; Komeda, Viola; Daoudi-Simison, Sophia; Rodrigues, Evelina D.; Webster, Michael M.; Altschul, Drew M.; Hobaiter, Catherine; Wiltshire,Charlotte; Klein, Harmonie; Freymann, Elodie; Grund, Charlotte; Soldati, Adrian; Henderson, Matthew; Leroux, Maël M.; Slania, Nora E.; ElseviorDespite increasing awareness of animal welfare, there are vast discrepancies between legal protections and recommended practices for different species, in different countries and at different institutions. While many guidelines are now available, they often target specific research contexts or species, leaving a gap in compre hensive ethical oversight across the entire research process. Within animal behaviour research, there is a bias for considering ethics during only the methodology and design phase. This often means only the immediate impact on animals directly involved in the research is accounted for. Conducting ethical research should extend beyond ensuring animal welfare during data collection and include environmentally sustainable research practices, alongside the ethical treatment of people working within and alongside animal behaviour research. We offer the Consult, Approve, Research and Evaluate (CARE) framework to improve the scientific integrity, transparency and ethical practices within the field of animal behaviour. CARE encourages researchers and academic bodies to (1) Consult existing (academic and traditional) knowledge on the study species, local human—animal interactions, their environment and previously implemented ethical practices and to reflect on personal experience and biases when approaching a study question; (2) seek Approval from relevant bodies (e.g. institutional ethics committees and local and government authorities) even when not mandatory; (3) uphold ethical standards while carrying out Research and (4) Evaluate the short- and long-term impacts of the specific study. Our framework is designed to distribute accountability at every level of the academic system, from individual re searchers to their institutions, funding bodies and publishers. We pitch this framework as a ‘version 1.0’ to recognize the fast-evolving nature of ethical standards in animal behaviour research and to allow space for improvement. CARE provides a necessary infrastructure for addressing systemic biases and ensuring ethically sound, socially responsible and environmentally sustainable animal behaviour research.
- Erratum to “A call for CARE in animal behaviour: An holistic ethical research framework” [Animal Behaviour 231 (2026) 123428]Publication . Badihi, Gal; Taylor-O’Connor, Jennifer; Daly, Gabriela Bezerra de Melo; Komeda, Viola; Daoudi-Simison, Sophia; Rodrigues, Evelina D.; Webster, Michael M.; Altschul, Drew M.; Hobaiter, Catherine; Wiltshire, Charlotte; Klein, Harmonie; Freymann, Elodie; Grund, Charlotte; Soldati, Adrian; Henderson, Matthew; Leroux, Maël M.; Slania, Nora E.; Elsevier
- A narrative synthesis of research evidence for tinnitus-related complaints as reported by patients and their significant othersPublication . Hall, Deborah Ann; Fackrell, Kathryn; Li, Anne Beatrice; Thavayogan, Rachel; Smith, Sandra; Kennedy, Veronica; Tinoco, Catarina; Rodrigues, Evelina D.; Campelo, Paula; Martins, Tânia D.; Lourenço, Vera Martins; Ribeiro, Diogo; Haider, Haúla F.There are a large number of assessment tools for tinnitus, with little consensus on what it is important to measure and no preference for a minimum reporting standard. The item content of tinnitus assessment tools should seek to capture relevant impacts of tinnitus on everyday life, but no-one has yet synthesised information about the range of tinnitus complaints. This review is thus the first comprehensive and authoritative collection and synthesis of what adults with tinnitus and their significant others report as problems in their everyday lives caused by tinnitus.
- A narrative synthesis of research evidence for tinnitus-related complaints as reported by patients and their significant othersPublication . Hall, Deborah Ann; Fackrell, Kathryn; Li, Anne Beatrice; Thavayogan, Rachel; Smith, Sandra; Kennedy, Veronica; Tinoco, Catarina; Rodrigues, Evelina D.; Campelo, Paula; Martins, Tânia D.; Lourenço, Vera Martins; Ribeiro, Diogo; Haider, Haúla F.Background: There are a large number of assessment tools for tinnitus, with little consensus on what it is important to measure and no preference for a minimum reporting standard. The item content of tinnitus assessment tools should seek to capture relevant impacts of tinnitus on everyday life, but no-one has yet synthesised information about the range of tinnitus complaints. This review is thus the first comprehensive and authoritative collection and synthesis of what adults with tinnitus and their significant others report as problems in their everyday lives caused by tinnitus. Methods: Electronic searches were conducted in PubMed, Embase, CINAHL, as well as grey literature sources to identify publications from January 1980 to June 2015 in which participants were enrolled because tinnitus was their primary complaint. A manual search of seven relevant journals updated the search to December 2017. Of the 3699 titles identified overall, 84 records (reporting 86 studies) met our inclusion criteria and were taken through to data collection. Coders collated generic and tinnitus-specific complaints reported by people with tinnitus. All relevant data items were then analyzed using an iterative approach to narrative synthesis to form domain groupings representing complaints of tinnitus, which were compared patients and significant others. Results: From the 86 studies analyzed using data collected from 16,381 patients, 42 discrete complaints were identified spanning physical and psychological health, quality of life and negative attributes of the tinnitus sound. This diversity was not captured by any individual study alone. There was good convergence between complaints collected using open- and closed-format questions, with the exception of general moods and perceptual attributes of tinnitus (location, loudness, pitch and unpleasantness); reported only using closed questions. Just two studies addressed data from the perspective of significant others (n = 79), but there was substantial correspondence with the patient framework, especially regarding relationships and social life. Conclusions: Our findings contribute fundamental new knowledge and a unique resource that enables investigators to appreciate the broad impacts of tinnitus on an individual. Our findings can also be used to guide questions during diagnostic assessment, to evaluate existing tinnitus-specific HR-QoL questionnaires and develop new ones, where necessary.
- Perfis de comportamentos de brincadeira e conhecimento emocional em crianças de idade pré-escolarPublication . Coelho, Leandra Marques; Guedes, Maryse; Rodrigues, Evelina D.; Santos, António José; Veríssimo, ManuelaResumo: A capacidade das crianças para compreender as emoções e as intenções sociais dos outros relaciona-se com a qualidade das interações com os pares. Os comportamentos de brincadeira não-social durante o pré-escolar poderão estar associados a dificuldades no desenvolvimento do conhecimento emocional. O presente estudo teve como objetivos: (1) identificar diferentes perfis de comportamentos de brincadeira social e não-social de crianças em idade pré-escolar, e (2) verificar se o conhecimento emocional das crianças varia de acordo com os diferentes perfis. Participaram no estudo 193 crianças, com uma média de 53.31 meses de idade. As educadoras preencheram a versão portuguesa do Preschool Play Behaviour Scale para discriminar os comportamentos sociais e não-sociais das crianças durante a brincadeira. O conhecimento emocional das crianças foi avaliado através da versão portuguesa do Affect Knowledge Test. A análise hierárquica de clusters identificou três perfis de crianças que apresentam diferentes comportamentos sociais e não-sociais durante a brincadeira: reticentes, solitários-sociais e sociais. O grupo mais representativo da nossa amostra foi o solitáriosocial. As crianças reticentes demonstraram um menor conhecimento emocional por comparação com o grupo de crianças sociais. Os nossos resultados reforçam a existência de diferentes tipos de comportamentos sociais e não-sociais durante a brincadeira e a sua relação com o conhecimento emocional.
- Perfis de comportamentos de brincadeira e conhecimento emocional em crianças de idade pré-escolarPublication . Coelho, Leandra Marques; Guedes, Maryse; Rodrigues, Evelina D.; Santos, António José; Veríssimo, ManuelaA capacidade das crianças para compreender as emoções e as intenções sociais dos outros relaciona- -se com a qualidade das interações com os pares. Os comportamentos de brincadeira não-social durante o pré-escolar poderão estar associados a dificuldades no desenvolvimento do conhecimento emocional. O presente estudo teve como objetivos: (1) identificar diferentes perfis de comportamentos de brincadeira social e não-social de crianças em idade pré-escolar, e (2) verificar se o conhecimento emocional das crianças varia de acordo com os diferentes perfis. Participaram no estudo 193 crianças, com uma média de 53.31 meses de idade. As educadoras preencheram a versão portuguesa do Preschool Play Behaviour Scale para discriminar os comportamentos sociais e não-sociais das crianças durante a brincadeira. O conhecimento emocional das crianças foi avaliado através da versão portuguesa do Affect Knowledge Test. A análise hierárquica de clusters identificou três perfis de crianças que apresentam diferentes comportamentos sociais e não-sociais durante a brincadeira: reticentes, solitários-sociais e sociais. O grupo mais representativo da nossa amostra foi o solitáriosocial. As crianças reticentes demonstraram um menor conhecimento emocional por comparação com o grupo de crianças sociais. Os nossos resultados reforçam a existência de diferentes tipos de comportamentos sociais e não-sociais durante a brincadeira e a sua relação com o conhecimento emocional.