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      The relationship between bullying, learning disorders and psychiatric comorbidity

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          Abstract

          Background

          Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results.

          Methods

          The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status.

          Results

          Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls.

          Conclusion

          Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced.

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          Most cited references62

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          Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives

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            Research electronic data capture (REDCap)--a metadata-driven methodology and workflow process for providing translational research informatics support.

            Research electronic data capture (REDCap) is a novel workflow methodology and software solution designed for rapid development and deployment of electronic data capture tools to support clinical and translational research. We present: (1) a brief description of the REDCap metadata-driven software toolset; (2) detail concerning the capture and use of study-related metadata from scientific research teams; (3) measures of impact for REDCap; (4) details concerning a consortium network of domestic and international institutions collaborating on the project; and (5) strengths and limitations of the REDCap system. REDCap is currently supporting 286 translational research projects in a growing collaborative network including 27 active partner institutions.
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              Cyberball: a program for use in research on interpersonal ostracism and acceptance.

              Since the mid-1990s, research on interpersonal acceptance and exclusion has proliferated, and several paradigms have evolved that vary in their efficiency, context specificity, and strength. This article describes one such paradigm, Cyberball, which is an ostensibly online ball-tossing game that participants believe they are playing with two or three others. In fact, the "others" are controlled by the programmer. The course and speed of the game, the frequency of inclusion, player information, and iconic representation are all options the researcher can regulate. The game was designed to manipulate independent variables (e.g., ostracism) but can also be used as a dependent measure of prejudice and discrimination. The game works on both PC and Macintosh (OS X) platforms and is freely available.
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                Author and article information

                Contributors
                lior.weinreich@med.uni-muenchen.de
                Journal
                BMC Psychiatry
                BMC Psychiatry
                BMC Psychiatry
                BioMed Central (London )
                1471-244X
                21 February 2023
                21 February 2023
                2023
                : 23
                : 116
                Affiliations
                GRID grid.5252.0, ISNI 0000 0004 1936 973X, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, , University Hospital, LMU Munich, ; Nussbaumstrasse 5a, 80336 Munich, Germany
                Article
                4603
                10.1186/s12888-023-04603-4
                9942640
                36810014
                b8e99af4-68ff-490e-ab04-c1c8a2d032f0
                © The Author(s) 2023

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                : 8 December 2021
                : 9 February 2023
                Funding
                Funded by: Universitätsklinik München (6933)
                Categories
                Research
                Custom metadata
                © The Author(s) 2023

                Clinical Psychology & Psychiatry
                childhood bullying,learning disorders,psychiatric comorbidity,path modeling

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