María Álvarez-Voces
Biographic Data
| ID | 7056385 |
|---|---|
| NAME | María Álvarez-Voces |
| GIVEN NAMES | María |
| FAMILY NAME | Álvarez-Voces |
| SIGNATURE | ÁLVAREZ-VOCES M |
| AFFILIATIONS | Universidade de Santiago de Compostela |
| ORCID | 0000-0003-0675-5538 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Gender differences in antisocial behavior depend on population context
Most evidence on gender differences in antisocial behavior comes from community samples, and it remains unclear whether these patterns generalize to higher risk contexts. This cross-sectional comparative study examined whether gender differences in antisocial behavior (aggressive and non-aggressive forms) and related factors are context dependent by comparing community adolescents and juvenile justice adolescents in Spain. Environmental factors (…
Externalizing and internalizing problems in elementary school
Mental health in childhood interacts with peer group relationships. However, research on the connection between peer status and variables of a heterogeneous nature such as internalizing and externalizing problems remains inconclusive. This study aims to assess sociometric status and its association with possible combinations of internalizing and externalizing symptoms, as well as to explore gender differences. Cross-sectional data collected in a …
Primary Versus Secondary Callous-Unemotional Traits
Callous-Unemotional (CU) traits are key predictors of conduct problems. Although primary and secondary CU variants have been identified, longitudinal evidence and the role of gender remain limited. This study examined CU subtypes, predictors, and outcomes using data from the ELISA Project ( n = 2,163; 49.4% girls; M age T1 = 4.26; M age T6 = 10.92). Children were classified as Low CU/Low Anx (77.9%), Primary CU (11%), Anxiety (8.9%), or Secondary…
Promoting social-emotional learning in early elementary school in Spain
The EmPeCemos-Universal program includes SEL in the curriculum during school hours. • The program targets universal prevention with actions for all children. • Staff training is provided before implementing the SEL program. • Intervention follows evidence-based SAFE approach and allows for repeated practice. • Children showed improvements in emotional regulation, empathy and problem-solving. Previous research has confirmed the positive effects of…
Leveraging Random Forests explainability for predictive modeling of children's conduct problems
Conduct problems are among the most complex, impairing, and prevalent challenges affecting the mental health of children and adolescents. Due to their multifaceted nature, it is important to develop predictive models that capture the intricate interactions among contributing factors. This longitudinal study aims to: (1) evaluate the utility and effectiveness of Random Forest models for classifying children with varying levels of conduct problems,…
Fearlessness as an Underlying Mechanism Leading to Conduct Problems
Conduct problems (CP) in childhood and adolescence have a significant impact on the individual, family, and community. To improve treatment for CP, there is a need to improve the understanding of the developmental pathways leading to CP in boys and girls. Prior research has linked the child's fearlessness and callous-unemotional (CU) traits, as well as experiences of parental warmth and punitive parenting, to CP. However, few studies have tested …
Gender Differences in Co-developmental Trajectories of Internalizing and Externalizing Problems
No prominent works on this page.
Fearlessness as an Underlying Mechanism Leading to Conduct Problems
Conduct problems (CP) in childhood and adolescence have a significant impact on the individual, family, and community. To improve treatment for CP, there is a need to improve the understanding of the developmental pathways leading to CP in boys and girls. Prior research has linked the child's fearlessness and callous-unemotional (CU) traits, as well as experiences of parental warmth and punitive parenting, to CP. However, few studies have tested …
Gender Differences in Co-developmental Trajectories of Internalizing and Externalizing Problems
Leveraging Random Forests explainability for predictive modeling of children's conduct problems
Conduct problems are among the most complex, impairing, and prevalent challenges affecting the mental health of children and adolescents. Due to their multifaceted nature, it is important to develop predictive models that capture the intricate interactions among contributing factors. This longitudinal study aims to: (1) evaluate the utility and effectiveness of Random Forest models for classifying children with varying levels of conduct problems,…
Gender differences in antisocial behavior depend on population context
Most evidence on gender differences in antisocial behavior comes from community samples, and it remains unclear whether these patterns generalize to higher risk contexts. This cross-sectional comparative study examined whether gender differences in antisocial behavior (aggressive and non-aggressive forms) and related factors are context dependent by comparing community adolescents and juvenile justice adolescents in Spain. Environmental factors (…
Externalizing and internalizing problems in elementary school
Mental health in childhood interacts with peer group relationships. However, research on the connection between peer status and variables of a heterogeneous nature such as internalizing and externalizing problems remains inconclusive. This study aims to assess sociometric status and its association with possible combinations of internalizing and externalizing symptoms, as well as to explore gender differences. Cross-sectional data collected in a …
Primary Versus Secondary Callous-Unemotional Traits
Callous-Unemotional (CU) traits are key predictors of conduct problems. Although primary and secondary CU variants have been identified, longitudinal evidence and the role of gender remain limited. This study examined CU subtypes, predictors, and outcomes using data from the ELISA Project ( n = 2,163; 49.4% girls; M age T1 = 4.26; M age T6 = 10.92). Children were classified as Low CU/Low Anx (77.9%), Primary CU (11%), Anxiety (8.9%), or Secondary…
Promoting social-emotional learning in early elementary school in Spain
The EmPeCemos-Universal program includes SEL in the curriculum during school hours. • The program targets universal prevention with actions for all children. • Staff training is provided before implementing the SEL program. • Intervention follows evidence-based SAFE approach and allows for repeated practice. • Children showed improvements in emotional regulation, empathy and problem-solving. Previous research has confirmed the positive effects of…
Child and Adolescent Psychosocial and Emotional Development (5 works) · Psychopathy, Forensic Psychiatry, Sexual Offending (4 works) · Developmental psychology (3 works) · Psychology (3 works) · Bullying, Victimization, and Aggression (2 works) · Child Abuse and Trauma (2 works) · Externalization (2 works) · Longitudinal study (2 works) · Adolescent development (1 work) · Aggression (1 work)