{'fraction_non_alphanumeric': 0.02847571189279732, 'fraction_numerical': 0.0016750418760469012, 'mean_word_length': 6.119047619047619, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Abstract 1. Psychosocial Development of Pediatric Patients with Craniofacial Anomalies: Differences in the Elementary, Middle, and High School Years

PURPOSE: Children with craniofacial anomalies are at risk for bullying and psychosocial disturbances, including anger, anxiety, depression, and non-reciprocated peer relationships. To date, the significance of educational stage differences on psychosocial outcomes has not been adequately examined. The purpose of this study is to delineate differences in psychosocial well-being among craniofacial patients in elementary, middle, and high school.