Group#5-Final Paper

Effects of Childhood Experiences to
Social Interactions among Junior High School Students
of Dominican School Manila
In Partial Fulfillment of the Requirements for Elective
X – SAINT LORENZO RUIZ
BARRINUEVO, Julliana Louise C.
CARIASO, Jan Rupert Ian M.
LINSANGAN, Hillary Blance A.
MANGUBAT, Hannah Nicole R.
MELOSANTOS, Janvie Ramer C.
SIMBAHAN, Krystal Ria G.
S.Y. 2020-2021
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ABSTRACT
This research aims to know the prevalent social interaction as well as the gravity
of the relationship between childhood experiences and social interactions among Junior
High School students of Dominican School Manila. To systematically find out this
relationship, the researchers used a survey tool from which they can measure the
Positive and Adverse Childhood Experiences as well as the Positive and Negative
Social Interactions of the respondents who voluntarily accomplished the survey links
on a specified time frame.
From the gathered and tabulated data, it was found out that the prevalent positive social
interaction is “Shows respect to teachers and neighbors” with a 100% score while the
prevalent negative social interaction is “Stubborn, sullen and irritable” with a 47.5%
score. After using the Pearson’s Correlation Coefficient, it was found out that there is a
low positive correlation between positive childhood experiences and positive social
interactions (+0.41) as well as the adverse childhood experiences and negative social
interactions (+0.42). On the other hand, a low negative correlation was found out on
positive childhood experiences and negative social interactions (-0.33) while a
negligible correlation was found out on adverse childhood experiences and positive
social interactions (-0.11). The researchers concluded from the results that childhood
experience is only a part of the development of social interaction and this can be further
explored on future studies that can identify other factors apart from childhood
experiences.
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ACKNOWLEDGEMENT
This research is a product of the collaborative efforts of all the members who
invaluably offered their time, effort and knowledge until its completion. This
research undertaking will not materialize without the help and intervention of the
following of which we would like to express our sincerest gratitude.
God the Almighty Father, for giving the wisdom to finish this research work,
for allowing the researchers to be systematic to follow their timeline, for giving them
the strength to believe in their own capabilities, and for giving them faith not to be
discouraged until they finished all their work.
Ms. Sheryl Lynn Dimaayo, their research adviser, for her assistance at every
stage of this research until its completion.
Mr. Kenny Ryan Bito, Ms. Maria Luisa Ducusin, and Ms. Junalyn
Corminal, their defense panelists, for their positive advice and criticism that taught
them to act actively to achieve their research objective the best way they can.
Ms. Ma’am Czarina Arielle Contreras, representing the Guidance and
Counseling Center of Dominican School Manila, for her insightful comments and
suggestions that made this research a coherent one.
Researchers’ Families, for all their precious guidance and support to make
this research a better one and for their unwavering support and belief in them.
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TABLE OF CONTENTS
CONTENT: PAGE:
Title Page………………………………………………………….………………...i
Abstract…………………………………………………….………………………ii
Acknowledgement…………………………………………………………………iii
Table of Contents…………………………………………………….……………iv
Chapter I: Introduction
Introduction…………………………………………………………….…………..1
Statement of the Problem…………………………………………………………..2
Hypothesis…………………………………………………………….……………3
Conceptual Framework……………………………………………………………..3
Significance of the Study…………………………………………………...………4
Scope and Limitation……………………………………………………...………..6
Definition of Terms……………………………………………………………...…7
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Chapter II: Review of Related Literature and Studies
Literature…………………………………………………………………………...8
Study………………………………………………………………………………14
Chapter III: Methodology
Research Design…………………………………………………………………..22
Determination of Sample Size……………………………………………………..23
Sampling Design and Technique…………………………………………………..23
The Subject………………………………………………………………………..23
Research Instrument and Validation of Research Instrument……………………...24
Data Gathering Method and Procedure…………………………………………....25
Statistical Treatment………………………………………………………………26
Chapter IV: Results and Discussions
Table 1 – Childhood Experiences
Table 1.1 – Positive Childhood Experiences………………………………28
Table 1.2 – Adverse Childhood Experiences………………………………29
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Table 2 – Social Interactions
Table 2.1 – Positive Social Interactions……………………………………30
Table 2.2 – Negative Social Interactions…………………………………...31
Table 3 – Correlation between Childhood Experiences

and Social Interactions…………………………………………………………..32
Chapter V – Summary of Findings, Conclusion, Recommendation
Summary of Findings……………………………………………………………..33
Conclusion………………………………………………………………………...34
Recommendation………………………………………………………………….35
Bibliography……………………………………………………………………...36
Appendix
Appendix A – Survey Form………………………………………………...39
Appendix B – Demographics of Respondents………………………………43
Appendix C – Survey Form of Respondent…………………………………44
Curriculum Vitae………………………………………………………………...53
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CHAPTER I
Introduction
Junior High School is a stage where one student is expected to build more
friendships and relationships with others. This is the stage where developmental
milestones are experienced like physically because of the onset of puberty,
cognitively because this is the stage where critical thinking develops,
communication skills evolve verbally or non-verbally and social and emotional
growth begins to progress. Social interaction is important for our overall health. It
helps us cope with stress and anxiety and provides emotional support that keeps us
strong. Social interaction can enhance our health and behavior through good
intervention and influence. Childhood experiences both good and bad can play a role
on how one interacts socially as it shapes our personality, thoughts and social
interplay. For instance, one can be surrounded with a safe, supportive and loving
environment during childhood that makes it easy for him/her to get along and
connect with others, while on the other hand, one can have a traumatic childhood
experience that made it difficult for him/her to trust and interact with other people.
Social interaction is a factor in developing communication skills and help
people gain self-confidence. Childhood experiences can affect one’s behavior
meaning it has the potential to also affect the person’s social interactions. This
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research aims to analyze the effects of different childhood experiences of Junior
High School student of Dominican School Manila and how it will affect their social
interaction.
Childhood experiences of Junior High School Students will be considered as
the independent variable while the effects to social interaction will be the dependent
variable respectively.
Statement of the Problem
This research targets to know the effects of Childhood Experiences to Social
Interactions among Junior High School Students of Dominican School Manila.
Specifically, it aims to answer the following questions.
1. What social interaction is prevalent among Junior High School Students of
Dominican School Manila?
2. Is there a significant relationship between childhood experiences and social
interaction among Junior High School Students of Dominican School Manila?
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Hypothesis
The researchers hypothesized that childhood experiences have no significant
effect on the social interaction among Junior High School Students of Dominican
School Manila.
Conceptual Framework
Childhood Experiences
Effects
Social Interaction
of
Junior High Scool Students
Childhood experiences are those experiences broken down into positive and
negative segment personally experienced by children. Positive childhood
experiences (PCE) demonstrate to children the sense of being supported and
reassured that they are not alone in their struggles. Learning how to trust when life
is uncertain, difficult or frightening can certainly make a big difference in children

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when they flourish into adulthood. While adverse childhood experiences (ACE) are
traumatic events inclusive of abuse, neglect and household dysfunctions.
Experiences from childhood would have an effect on a child's social interaction
when they reach their Junior High School years because this is the time when they
learn how to interact and build connection with others.
A study conducted by Christina Bethell of John Hopkins University identified
the detrimental effects of Adverse Childhood Experiences (ACE) for the rest of a
person's life and this study further urged researchers like Jennifer Jones from the
Montana Institute to study the opposite childhood experiences that affects mental
health among adults and it showed a lower chance of depression and mental health
problems. Positive and adverse experiences then will be a good topic to explore and
connect to other social skills of a person in order to understand it better and know
the effects on their social interaction.
Significance of the Study
The result of this study will be beneficial to the following people.
1. Students
The research benefits the students as the information given by the study will
enable them to understand more about other perspectives. The students will
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understand how to interact with others and approach them. Students can be
enlightened on the relevance of their childhood experiences on how they interact
with others and even outside the school campus.
2. Teachers
The study will benefit the teachers by giving them knowledge and an idea on how
to handle the students. They will have an easier time on approaching and talking to
their students. With this study, the teachers can understand traits and personalities
of the students and by knowing the effects that can encourage them to adjust on how
they treat a particular student in a manner for them to have a better social interaction
skill in the future.
3. Parents
This study will be a significant endeavor in helping not only the students but also
their parents since it will greatly benefit them by helping them raise their awareness
on how they would apply this in their real-life situation. This will guide them on how
they would treat their children and what are the points that they should avoid for
them to have good social interactions in the future.
4. Guidance Counselor
This research will also be able to help the guidance counselor in their work and
provide them future references and information that will help them on their field of
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interest. Some students have difficulties on having social interactions due to their
childhood experience and guidance counselors are one of the people who helps them
in their problem. Through this study, they can know the cause of the difficulties of
the student that would enable them to find ways to help solve it.
5. Future Researchers
Future researchers who will tackle this topic relative to childhood experiences
and social interactions will have a good insight to understand it better. This will
also serve as an additional knowledge and reference to make an extensive study and
arrive at a resulting research that will have a wide scope of beneficiary.
Scope and Limitation
This study aims to identify the childhood experiences among Junior High
School Students of Dominican School Manila during their 6-11 years of age.
Furthermore, it aims to know the effects of this experiences on their social
interaction during the pandemic period now that they are in Junior High School level.
This study will be done through an online platform by providing a link of the survey
questionnaire containing yes or no questions and open-ended questions that the
respondent will answer by themselves. Forty random Junior High School students
from grade levels 7 to 10 from Dominican School Manila will be invited to answer
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the survey link at their own available time to avoid bias and pressure. Identified
childhood experiences broken down into positive and adverse segments and social
interactions broken down into positive and negative segments as well will be
answered according to the respondent’s experience to get the scores of each
variable and enable the researchers to analyze its relationship from the gathered data.
Definition of Terms
For better understanding, here are the key terms used with their operational
definitions relative to their usage in the study.
1. Positive Childhood Experiences (PCE) – are positive experiences in
childhood within their family circle and non-family circle occurring between
the age of 6-11 years old.
2. Adverse Childhood Experience (ACE) – are traumatic experiences in
childhood within their family circle and non-family circle occurring between
the age of 6-11 years old.
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CHAPTER II
Review of Related Literature and Studies
This chapter presents the literatures and studies related to this research. Those
were included in this chapter helped in familiarizing information that are similar to
the present study.
Literature
Positive Childhood Experiences
As stated by Mary Kreitz, positive childhood experiences (PCE) were defined
by Christina Bethell of Johns Hopkins University, as a “feeling safe in our families
to talk about emotions and things that are hard and feeling supported during hard
times.” PCE’s indicated among the family were being able to talk openly to a family
member or as a family about feelings and the feeling of being heard, accepted and
supported; belief that a family stood by them during difficult times; feeling safe and
protected by an adult in the home and lastly a kid at liberty asking parents a question.
There are also other forms of non-family PCE’s like a feeling supported by friends;
having a sense of belongingness and connection with a larger group who has “got
your back” like in school, church, clubs, neighborhood and others; enjoyment of
participation in community traditions and relationship with at least one non-parent
adult who takes genuine interest in them.
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According to this literature, these types of experiences have the most healing
effects among children rather than things that can be bought. These experiences help
children learn to trust others even when life is uncertain, difficult or frightening.
When there are people who are willing to talk honestly about things that are hard to
understand, scary, embarrassing or painful the result among the children is they are
reassured and not alone in their struggles by finding meaning or purpose in their
struggles. The literature of Mary Kreitz is relevant to this research undertaking
because it presented the different Positive Childhood Experiences and its effect on
children.
It was also stated in an article entitled Positive Early Experiences Pay Off
for Lifetime by Eraina Schauss, that the social competence and emotional well-
being that develop early in life are linked to a child's later ability to adapt and succeed
in school and that forms a meaningful relationship throughout life. Sensitive and
supportive relationships among children during infancy and early childhood tend to
have better academic and social outcomes in school.
The physical health and success of adults in the workforce are strongly related
to their early social-emotional development. On another note, children who miss
out on the positive early experiences supporting healthy social-emotional
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development are at higher risk for later problems. Outcomes of childhood behavior
problems and adult criminal behavior have been linked to bad experiences in early
social and emotional development. This information can be applied to this research
study since it gives us an idea how early positive experiences affect our lifetime,
specifically how it helps adults be successful.
Adverse Childhood Experiences (ACE)
Similarly, it was quoted in the website of Child Welfare that Adverse
Childhood Experiences (ACEs) are traumatic events occurring before age 18. ACE
considers all types of abuse and neglect as well as parental mental illness, substance
use, divorce, incarceration, and domestic violence. There has been a significant
relationship between the number of ACE’s a person experienced and a variety of
negative outcomes in adulthood inclusive of poor physical and mental health,
substance abuse and risky behavior according to a landmark study in 1990. It was
found out that the more ACE’s experienced, the greater the risk for these outcomes.
The list of Adverse Childhood Experiences mentioned here can be used for this
research study.
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Social Development
In a literature from Lumen Learning, it says that adolescent development
includes biological, cognitive, and social changes. Social changes were found to be
particularly notable as adolescents become more autonomous from their parents,
spending more time with their peers and begin exploring romantic relationships and
are full of curiosity over sexuality. Adjustments during adolescence reflect in their
identity formation that often involves a period of exploration followed by
commitments to specific identities. Adolescent period is characterized by risky
behavior which is made more likely by changes in the brain in which reward-
processing centers develop more rapidly than cognitive control systems making
adolescents more sensitive to appreciation than to possible negative punishments.
Despite these conclusions, there are other factors such as country of residence,
gender, ethnicity, and sexual orientation that shape development in ways that lead to
diversity of experiences across adolescence. This literature shows some factors of
social changes that are connected to teen development which is relevant to this
research study because the target respondents are teenagers.
Experience and Development
From a literature by Kendra Cherry, it concludes that culture can play a major
role in how a child is raised and nurtured. It is important to remember that interaction
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of influences dictate how a child develops. Genetics, environmental influences,
parenting styles, friends, teachers, schools and culture are just some of the major
factors that combined all together to determine how a child develops to become the
person they will be in the future. This literature shows the major factors that will
help in determining how a child develops to become the person they will be in the
future; therefore, it shows relevancy to this study.
Social and Personality Development in Childhood
In a recent article by Ross Thompson, social and personality development in
childhood emerges through the interaction of social influences, biological
maturation and the child’s perspective of the social world. This interaction is
characterized in a discussion of the influence of significant relationships and the
development of social understanding inclusive of the growth of personality and the
development of social and emotional stability in childhood. Social and personality
development continues from adolescence through the adult years and it is influenced
by the same set of factors of social, biological, and interactive influences discussed
for childhood. Evolving social relationships and roles, biological and physical
maturation and how the child digests good and bad experiences form the bases for
social development throughout life. This article helps in concluding that childhood
experiences do have a relationship to social interactions.
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Positive Childhood Experiences May Have Greater Impact than the Bad
From the article of Rachael Zimlich, researchers at Johns Hopkins Bloomberg
School of Public Health in Baltimore, Maryland published a study in JAMA
Pediatrics which reveals that positive childhood experiences are similarly important
as negative experiences and can actually help offset the fallout from adverse events.
Lead author Christina Bethell, PhD, a professor and researcher at Johns Hopkins
Bloomberg School of Public Health, says the most important thing about the report
is that it offers hope. She quoted, "We found that even among adults with multiple
adverse experiences in childhood, those that also had positive experiences-such as
caring, warm, and nurturing relationships with friends and a sense of belonging in
school and the community-fared much better”. Bethell added, "The association
between lower rates of depression and poor mental health and positive childhood
experiences remained stable across all adults who experienced adverse childhood
events, regardless of how many such experiences they reported having. These
findings contribute to the growing evidence on ways to buffer the effects of
adversity, with a focus on positive relational experiences and adult mental and
relational health in an entire population of adults age 18 years and older." The
absence of positive experiences and parental support can be very stressful and
traumatic for children. The lifelong negative effects that adverse childhood
experiences have on adult’s mental health are well established but new research
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suggests that positive childhood experiences can help mitigate and lessen the
damage. This article reveals that positive childhood experiences are better for
children than adverse childhood experiences because these childhood experiences
impact the adult's mental health so with these findings, it is then relevant to this
research study.
Study
A study entitled “Childhood Amnesia in Children: A Prospective Study
Across Eight Years” by Carole Peterson, Darcy Hallett, and Cassy Compton-
Gillingham states that kids begin forming explicit memories around the 2 years old
age but the majority are still implicit memories until about 6 years of age. This was
a prospective study of earliest memories across 8 years for 37 children who were of
age 4-9 years initially. From the three interviews (initially and after 2 and 8 years
old) children provided their three earliest memories and those from earlier interviews
that were not spontaneously provided later were cued. There was little consistency
in the earliest memory or overlap across interviews in spontaneous memories. The
youngest group forgot over half their initial memories although few were forgotten
by older children. For consistency of content, 25%-32% of information by former 6-
to 9-year-olds was the same after 8 years, but < 10% provided by the youngest
children was the same and 22% was contradictory. Emotion and contextual
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coherence predicted memory retention. This study helps in determining the age
range of the so-called childhood experiences in this research study to have a more
conclusive result.
A study of Godwin S. Ashiabi and Keri O’neal entitled “Child Social
Development in Context: An Examination of Some Propositions in
Brofenbrenner’s Bioecological Theory” has developmental outcomes respective
of positive and negative social behaviors. Positive social behaviors include getting
along with other children, understanding other people’s feelings, trying to resolve
conflicts with classmates, family or friends and showing respect for teachers and
neighbors. While negative social behaviors were pointed as arguing too much,
bullies, cruel or mean to others, disobedient, stubborn, sullen or irritable. This article
stated all the social interactions, both positive and negative, that can be used for this
research study.
From a survey entitled, “The Relationship Between Adverse Childhood
Experiences and Social Communications: A Survey Study”, speech-language
pathologists work with individuals who have experienced various levels of
adversity. The researcher, Chey Robertson, from the communication sciences and
disorders program investigated the relationship between ACEs and social
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communications that includes social cognition, social interaction and pragmatics.
ACEs mentioned were physical, emotional and sexual abuse; physical and emotional
neglect. It also includes household dysfunction such as a household member has
mental illness, witnessing domestic violence at an early age, incarceration of a
household member, household member with drug or alcohol addiction and legal
separation of parents. The aim of this study is to focus on the association between
ACEs and social communication as it is important for health professionals and
educators to consider all the factors that might influence an individual’s ability or
inability to communicate effectively. This survey was used to collect information
about participants’ ACEs and social communications skill. A survey was cascaded
to college students at a Midwest university from October 2018 to January 2019 and
the survey included an ACE and social communication questionnaire. The analysis
of the data focused on a correlation between the total ACE score and social
communication inclusive of social cognition, social interaction, and pragmatics. A
statistical treatment using T-tests were also used to compare significant ACE scores
and social communication. Furthermore, t-tests were run to compare each ACE with
social communication and the results of the study partially support the hypothesis as
a weak relationship was found between the total number of ACEs individuals were
exposed to and social communication. Additionally, a significant difference was
found when comparing individuals who had experienced ACEs (specifically
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physical abuse, sexual abuse, emotional neglect, and/or a household member with a
mental illness, such as depression, or suicidal ideation) and their social
communication (social cognition, social interaction, and pragmatics) difficulties.
This reveals that ACEs have a relationship with social communication, which can
be applied to our research study since it includes the same variables.
According to a study entitled “Positive Childhood Experiences and Adult
Mental and relational Health in a Statewide Sample” by Christina Bethell, PhD,
MBA, MPH; Jennifer Jones, MSW; Narangerel Gombojav, MD, PhD; et al,
associations between adverse childhood experiences (ACEs) and risks for adult
depression, poor mental health, and insufficient social and emotional support have
been documented. Few are known about how positive childhood experiences (PCEs)
co-occur with and may modulate the effect of ACEs on adult mental and relational
health. To evaluate associations between adult-reported PCEs and (1) adult
depression and/or poor mental health and (2) adult-reported social and emotional
support (ARSES) across ACEs exposure levels.
Data were from the cross-sectional 2015 Wisconsin Behavioral Risk Factor
Survey, were a random digit-dial telephone survey of Wisconsin adults 18 years and
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older having the total base of 6,188. Data were weighted to be representative of the
entire population of Wisconsin adults in 2015 and were analyzed between September
2016 to January 2019.
The definition of adults with a depression diagnosis (ever) and/or 14 or more
poor mental health days in the past month while the definition of PCEs includes 7
positive interpersonal experiences with family, friends, and in school/the
community. Standard Behavioral Risk Factor Survey of ACEs and ARSES variables
were used. It was found out that positive childhood experiences show dose-response
associations with depression and ARSES after accounting for exposure to ACEs.
The proactive promotion of PCEs for children may reduce risk for adult depression
and promote adult relational health. Joint analysis of PCEs and ACEs may better
target needs and interventions and enable a focus on building strengths to promote
well-being. The findings support prioritizing possibilities to foster safe, stable and
nurturing relationships for children to consider the health outcomes of positive
experiences. By this study, it is explained that positive childhood experiences show
some connection with depression, adult-reported social and emotional support after
accounting adverse childhood experiences exposure.
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From a similar study by Clarkson Freeman entitled, “Prevalence and
Relationship Between Adverse Childhood Experiences and Child Behavior
Among Young Children”, the exposure to adverse childhood experiences (ACEs)
such as child abuse and neglect impact a child's socioemotional development.
Drawing from the methods employed, the present study utilized data from the
National Survey of Child and Adolescent Well Being to examine the prevalence of
ACEs among children from birth to 6 years, and the relationship of ACEs to
emotional and behavioral outcomes from 59 to 97 months after the close of
investigation or assessment. Logistic regression was used to examine the cumulative
impact of ACEs on child behavior outcomes and by the age of 6, approximately 70%
of children experienced three or more ACEs, and there were strong relationships
between ACEs. Numerous ACEs were associated with long term behavioral
problems and the results supported a dose–response effect. Three or greater ACEs
more than quadrupled the risk of experiencing internalizing problems and almost
quadrupled the risk of experiencing either externalizing or total problems at 59 to 97
months’ post investigation. Based on these findings, it is crucial for both early
screening or assessment to get it done as soon as possible to measure an increased
collaboration between child welfare and early positive childhood experiences. In
short, it shows the relationship between adverse childhood experiences and child
behavior. With that, it would be helpful in completing the research conclusion.
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According to the study by Sarah Reise entitled “Adverse Childhood
Experiences and Health Anxiety in Adulthood” childhood experiences are
thought to incline an individual to the development of anxiety later in life.
Significant relations were seen between adverse childhood experiences, health
anxiety and associated constructs. The current study examined the cumulative
influence of multiple types of childhood adversities on health anxiety in adulthood.
Adults 18–59 years of age (N = 264) completed a battery of measures to assess
adverse childhood experiences, health anxiety, and associated constructs (i.e.,
negative affect and trait anxiety). Increased exposure to adverse childhood
experiences is associated with higher levels of health anxiety in adulthood; this
relationship is mediated through negative affect and trait anxiety. Discoveries
support the drawn-out negative effect of cumulative antagonistic youth encounters
and emphasize the significance of addressing negative affect and trait anxiety in
efforts to prevent and treat health anxiety. The result of this study is relevant to our
study since it shows the negative effect of adverse childhood experiences.
According to study by Christina D. Bethell, Paul Newacheck, Eva Hawes, and
Neal Halfon, entitled “Adverse Childhood Experiences: Assessing the Impact on
Health and School Engagement and the Mitigating Role of Resilience”, they
evaluated the pervasiveness of antagonistic youth encounters and relationship

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among them and variables influencing youngsters' turn of events and long-lasting
wellbeing. They found lower rates of school engagement and higher rates of chronic
disease among children with adverse childhood experiences. Their findings suggest
that building resilience—defined in the survey as “staying calm and in control when
faced with a challenge,” for children ages 6–17—can ameliorate the negative impact
of adverse childhood experiences. They discovered higher numbers of school
engagement among kids with adverse childhood experiences who showed
versatility, just as higher numbers of resilience among kids with such encounters
who have received care in a family-focused clinical home. They recommend filling
the knowledge gaps and using current knowledge about childhood experiences to
address childhood trauma in health systems as they evolve during ongoing reform.
Through this research, the researchers concluded that adverse childhood experiences
have a negative effect on school engagement and chronic diseases, then it might have
an effect on a student’s social interaction.
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CHAPTER III
Methodology
Research Design
The researchers will use the correlational survey research design for this
study. As stated by Nemanja Jovancic, correlational survey is a type of research
design that allows the researcher to establish the relation between two closely related
topics or variables. Hence, this was utilized in order to determine the relationship of
childhood experiences and social interactions of Junior High School students of
Dominican School Manila. These two variables are closely connected to each other
since childhood experiences, both good and bad, can play a role on how interacts
socially as it shapes our personality, thoughts, and social interplay. Since this study
is applicable in real-life situations, correlational survey is the best option. The
researchers will be gathering quantitative and qualitative data and apply a statistical
tool to analyze it. This is to determine whether the correlation of the two variables
is very high, high, moderate, low, or negligible.
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Determination of Sample Size
The target respondents for this research will belong from the Junior High
School Department of Dominican School Manila from Grade 7 to Grade 10. A total
of 40 students will be invited to answer the survey link given by the researchers.
Sampling Design and Technique
An incidental sampling technique will be utilized to randomly select 40 Junior
High School Students of Dominican School Manila. The researchers will provide a
survey link to the class presidents of each class from Grade 7 to 10 in order to allow
their classmates to accomplish the survey at their own available time, this is to avoid
bias and pressure.
The Subject
In this study, 40 students from Junior High School Department of Dominican
School Manila will be selected randomly to participate in the research. The
researchers have chosen this department since Junior High School is a stage where
student is expected to build more friendships and relationships with others.
Moreover, there will be no restrictions in picking them which means no matter what
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past experiences and personalities they have, they can still answer the survey
questions.
Research Instrument and Validation of Research Instrument
To achieve the accurate data needed for this study, a survey link will be
provided by the researchers where the Junior High School students can give their
answer. The survey contains a yes or no question plus open-ended questions,
pertaining to the respondent’s childhood experiences and social interactions.
The research instrument that will be used for this research study is validated
by the Guidance and Counseling Center of Dominican School Manila, specifically
Ma’am Czarina Arielle Contreras. Two things were suggested that made our survey
form better and ready to disseminate. First, we added a parental consent since our
respondents are still minors. Second, we added trigger warning for the part that asks
regarding adverse childhood experiences. According to her, respondents might have
previous trauma about those matters so it is best to inform them beforehand. After
editing our survey form in accordance to their concerns, they gave their approval
that we are good to go.
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Data Gathering Method and Procedure
INPUT PROCESS OUTPUT

The researchers aim To achieve the purpose The researchers will be
to know the effects of the research, the gathering the data and
of childhood researchers will apply a statistical
experiences to randomly select 40 treatment. In this way,
social interactions Junior High School the researchers will be
among Junior High students from grade able to know the
School Students of levels 7 to 10 from effects of childhood
Dominican School Dominican School experiences to social
Manila. Manila. Then, survey interactions among
link containing a yes or Junior High School of
no question and open- Dominican School
ended questions will Manila.
be provided by the
researchers wherein
respondents will be
invited to answer it at
their own available
time.
The purpose of this descriptive quantitative and qualitative research is to
determine the positive and adverse childhood experiences among Junior High
School Students of Dominican School Manila during their 6-11 years of age and its
effect to their positive and negative social interactions in the present time during the
pandemic period.
To achieve it, the researchers will be providing a survey link that contains a
yes or no questions plus open-ended questions to the class presidents of each class
in order to send it to their group chats. The target respondents are forty random
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students from grade levels 7 to 10 from Dominican School Manila that will be
invited to answer the survey link at their own available time.
Afterwards, the researchers will tabulate the gathered data and get the scores
for positive and adverse childhood experiences as well as positive and negative
social interactions. Correlation statistical tool will be then applied to the collected
data to determine the relationship between childhood experiences and social
interactions. As a result, the researchers will recognize the effects of childhood
experiences to social interactions.
Statistical Treatment
To determine the effects of childhood experiences to social interactions, the
researchers will be applying the correlation statistical tool in order to know the
statistical association between the two. Utilizing this will figure out if the
relationship between the two variables is very high, high, moderate, low, or
negligible to make the results more conclusive.
Pearson Correlation Coefficient Formula:
26
Where:
rxy – the correlation coefficient of the linear
relationship between the variables x and y
xi – the values of the x-variable in a sample
x̅ – the mean of the values of the x-variable
yi – the values of the y-variable in a sample
ȳ – the mean of the values of the y-variable
Correlation Interpretation:
27
CHAPTER IV
Results and Discussion
This chapter provides an outline of the data collected through presentation of
graphs and tables that will be helpful to answer the statement of the problem of this
research study.
Table 1 – Positive Childhood Experiences

Number of Students
Positive Childhood Experiences Percentage
who answered yes
Being able to talk openly to a
24 60%
family member
A family stood by them during
37 92.5%
difficult times
Feeling safe and protected by an
38 95%
adult in the home
Feeling supported by friends
38 95%
Having a sense of belongingness
and connection with a larger
group who has “got your back” 28 70%
like in school, church, clubs,
neighborhood and others
Enjoyment of participation in
26 65%
community traditions
Relationship with at least one
non-parent adult who takes 27 67.5%
genuine interest in them
Table 1.1 – Positive Childhood Experiences
Table 1.1 shows the different positive childhood experiences
that the respondents experienced.
28
Interpretation:
This table shows all the positive childhood experiences with the number of
students who said “yes” and its corresponding percentage. These are “Being able to
talk openly to a family member” with 24 yes (60%), “A family stood by them during
difficult times” with 37 yes (92.5%), “Feeling safe and protected by an adult in the
home” with 38 yes (95%), “Feeling supported by friends” with 38 yes (95%),
“Having a sense of belongingness and connection with a larger group who has got
your back like in school, church, clubs, neighborhood and others” with 28 yes (70%),
“Enjoyment of participation in community traditions” with 26 yes (65%), and
“Relationship with at least one non-parent adult who takes genuine interest in them”
with 27 yes (67.5%).
Number of Students
Adverse Childhood Experiences Percentage
who answered yes
Physical Abuse 2 5%
Emotional Abuse 7 17.5%
Sexual Abuse 1 2.5%
Physical Neglect 1 2.5%
Emotional Neglect 6 15%
Mental illness among family
members 5 12.5%
Incarcerated or imprisoned
relative 1 2.5%
Parent/s treated violently 2 5%
29
Substance abuse among family
members 2 5%
Separated Parents 13 32.5%
Table 1.2 – Adverse Childhood Experiences
Table 1.2 shows the different adverse childhood experiences
that the respondents experienced.
Interpretation:
This table shows all the negative childhood experiences with the number of
students who said “yes” and its corresponding percentage. These are “Physical
Abuse” with 2 yes (5%), “Emotional Abuse” with 7 yes (17.5%), “Sexual Abuse”
with 1 yes (2.5%), “Physical Neglect” with 1 yes (2.5%), “Emotional Neglect” with
6 yes (15%), “Mental Illness among family members” with 5 yes (12.5%),
“Incarcerated or imprisoned relative” with 1 yes (2.5%), “Parent/s treated violently”
with 2 yes (5%), “Substance abuse among family members” with 2 yes (5%), and
“Separated Parents” with 13 yes (32.5%).
Table 2 – Social Interactions

Positive Social Number of Students
Percentage
Interactions who answered yes
Gets along with other
36 90%
children
Tries to understand other
39 97.5%
people’s feelings
Tries to resolve conflicts
with classmates, family, 38 95%
or friends
Shows respect for
40 100%
teachers and neighbors
30
Table 2.1 – Positive Social Interactions
The Table 2.1 shows the current positive social interactions of the respondents.
Interpretation:
In this table, the positive social interactions are presented together with the
number of students who said “yes” and its corresponding percentage. The mentioned
positive social interactions are “Gets along with other children” with 36 yes (90%),
“Tries to understand other people’s feelings” with 39 yes (97.5%), “Tries to resolve
conflicts with classmates, family, or friends” with 38 yes (95%), and “Shows respect
for teachers and neighbors” with 40 yes (100%).
Negative Social Number of Students

Percentage
Interactions who answered yes
Argues too much 12 30%
Bullies or is cruel or
mean to others 3 7.5%
Disobedient 9 22.5%
Stubborn, sullen, or
19 47.5%
irritable
Table 2.2 – Negative Social Interactions
The Table 2.2 shows the current negative social interactions of the respondents.
Interpretation:
In this table, the negative social interactions are presented together with the
number of students who said “yes” and its corresponding percentage. The mentioned
negative social interactions are “Argues too much” with 12 yes (30%), “Bullies or
31
is cruel or mean to others” with 3 yes (7.5%), “Disobedient” with 9 yes (22.5%), and
“Stubborn, sullen, or irritable” with 19 yes (47.5%).
Table 3 – Correlation between Childhood Experiences and Social Interactions

CORRELATION INTERPRETATION
Positive Childhood
Experiences and Positive 0.41 Low Positive Correlation
Social Interactions
Positive Childhood
Experiences and Negative -0.33 Low Negative Correlation
Social Interactions
Adverse Childhood
Experiences and Positive -0.11 Negligible Correlation
Social Interactions
Adverse Childhood
Experiences and Negative 0.42 Low Positive Correlation
Social Interactions
Table 3 – Correlation between Childhood Experiences and Social Interactions
Table 3 shows that correlation between positive and negative childhood
experiences and positive and negative social interactions.
Interpretation:
This table shows the correlations of the Childhood Experiences and Social
Interactions, both broken down into two parts: positive and negative. Positive
Childhood Experiences and Positive Social Interactions has low positive correlation
(+0.41). Positive Childhood Experiences and Negative Social Interactions has low
negative correlation (-0.33). Adverse Childhood Experiences and Positive Social
Interactions has negligible correlation (-0.11). Adverse Childhood Experiences and
Negative Social Interactions has low positive correlation (+0.42).
32
CHAPTER V
Summary of Findings, Conclusion, and Recommendation
Summary of Findings
The researchers have gathered data to achieve the needed conclusion of this
research undertaking. This research aims to know the prevalent social interactions
among the Junior High School Students of Dominican School Manila. In accordance
with the data collected, the prevalent positive social interaction is “Shows respect
for teachers and neighbors” with 40 students saying “yes” (100%). On the other
hand, the prevalent negative social interaction is “Stubborn, sullen, or irritable” with
19 students saying “yes” (47.5%).
Furthermore, this research also aims to know the effects of childhood
experiences to social interactions. The correlation between childhood experiences
and social interaction is determined using the Pearson Correlation Coefficient
Formula. A low positive correlation was found between positive childhood
experiences and positive social interactions (+0.41) as well as between adverse
childhood experiences and negative social interactions (+0.42). This only means that
the two variables move in the same direction, whether it will increase or decrease. A
low negative correlation was found between positive childhood experiences and
negative social interactions (-0.33). In which if positive childhood experiences
33
increase, negative social interactions decrease and vice versa. In short, the two
variables move in the opposite direction. Meanwhile, the correlation between
adverse childhood experiences and positive social interactions is negligible (-0.11)
which means that there is no any relationship between the two. Overall, the low
correlation signifies that the effect of childhood experiences to social interactions is
weak. Hence, there are other factors that can affect social interactions of people and
not just childhood experiences.
Conclusion
Based on the data collected, the researchers conclude that the prevalent
positive social interaction among those specified in the survey link accomplished
voluntarily by Junior High School students from Dominican School Manila is
"Shows respect for teachers and neighbors" with 40 respondents saying "yes" which
is 100%. While the prevalent negative social interaction is "Stubborn, sullen, or
irritable" with 19 respondents saying "yes" which is 47.5%. The researchers also
conclude that the childhood experiences do not greatly affect their current social
interactions. For the reason that the resulting correlation of the two variables is
mostly low and the other is even negligible. Specifically, there was a low positive
correlation between positive childhood experiences and positive social interactions
34
as well as between adverse childhood experiences and negative social interactions.
There was a low negative correlation between positive childhood experiences and
negative social interactions while adverse childhood experiences and positive social
interactions has negligible correlation. This only means that there are many other
factors that can affect the development of social interactions and childhood
experiences both positive and negative is only a part of them. With that being said,
the researchers then reject the null hypothesis.
Recommendation
The conclusion of this research stated that childhood experiences are not the only
one that can affect social interactions. Therefore, this will be an avenue for other
research undertaking to dig deeper on other underlying factors that affects social
interaction. The researchers recommend to study the effects of mental disorders, culture
and traditions, or academic performance to social interactions. The effects of childhood
experiences are recommended too such as to emotional capacity and development or to
overall wellness of a person.
For the improvement of this study, the researchers also recommend to expand
the sample of the research in such a way that it is not restricted to only one school and
increase the number of respondents to make a good representative of the population.
35
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https://www.childwelfare.gov/topics/preventing/preventionmonth/resources/ace/
Ashiabi, G. S., & O’Neal, K. K. 2015. Child Social Development in Context: An

Examination of Some Propositions in Bronfenbrenner’s Bioecological Theory.
journals.sagepub.com. Retrieved at: https://doi.org/10.1177/2158244015590840
Bethell C, Jones J, Gombojav N, Linkenbach J, Sege R. September 9, 2019. Positive

Childhood Experiences and Adult Mental and Relational Health in a Statewide
Sample: Associations Across Adverse Childhood Experiences Levels.
jamanetwork.com. Retrieved at:
https://jamanetwork.com/journals/jamapediatrics/fullarticle/2749336
Bethell, Christina D., et al. 2014. Adverse Childhood Experiences: Assessing the
Impact on Health and School Engagement and The Mitigating Role of Resilience.
healthaffairs.gov. Retrieved at: https://doi.org/10.1377/hlthaff.2014.0914
Catherine S. June 28, 2015. Pearson Correlation Coefficient: Formula, Example

& Significance. study.com. Retrieved at: https://study.com/academy/lesson/
pearson-correlation-coefficient-formula-example-significance.html
Cherry, Kendra. November 27, 2019. Experience and Development.

www.verywellmind.com. Retrieved at: https://www.verywellmind.com/experience-
and-development-2795113
Freeman, Clarkson, Pamela A. September 2014. Prevalence and Relationship

Between Adverse Childhood Experiences and Child Behavior Among Young
Children. onlinelibrary.wiley.com. Retrieved at:
https://onlinelibrary.wiley.com/journal/10970355
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Jaadi, Zakaria. October 15, 2019. Everything you need to know about interpreting
correlations. towardsdatascience.com. Retrieved at:
https://towardsdatascience.com/eveything-you-need-to-know-about-interpreting-
correlations-2c485841c0b8
Jovancic, Nemanja. December 7, 2020. Correlational Research: The What, The

How, and The Why. leadquizzes.com. Retrieved at:
https://www.leadquizzes.com/blog/correlational-research/
Kreitz, Mary. April 3, 2020. Positive Childhood Experiences.

childandadolescent.org. Retrieved at: https://www.childandadolescent.org/positive-
childhood-
experiences/#:~:text=Feeling%20supported%20by%20friends.,takes%20genuine%
20interest%20in%20you.
Peterson C, Hallett D, Compton-Gillingham C. Childhood Amnesia in Children: A

Prospective Study Across Eight Years. pudmed.gov. Retrieved at:
https://pubmed.ncbi.nlm.nih.gov/28972273/
Reiser, Sarah. 2014. Adverse childhood experiences and health anxiety in

adulthood, Child Abuse & Neglect, Volume 38, Issue 3, 2014, Pages 407-413.
Retrieved at: https://doi.org/10.1016/j.chiabu.2013.08.007
Robertson, Chey Maree. 2019. The Relationship Between Adverse Childhood

Experiences and Social Communication: A Survey Study.
cornerstone.lib.mnsu.edu. Retrieved at:
https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1944&context=etds
Schauss, Eraina. January 30, 2016. Guest column: Positive early experiences pay
off for lifetime. commercialappeal.com. Retrieved at:
https://www.commercialappeal.com/story/opinion/2016/01/30/guest-column-
positive-early-experiences-pay-off-for-lifetime/90389232/
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Social Development. courses.lumenlearning.com. Retrieved at:
https://courses.lumenlearning.com/suny-hccc-ss-152-1/chapter/social-
development/
Thompson, Ross. 2020. Social and personality development in childhood.

nobaproject.com. Retrieved at: http://noba.to/gdqm6zvc
Zimlich, Rachael. November 26, 2019. Positive childhood experiences may have
greater impact than the bad. contemporarypediatrics.com. Retrieved at:
https://www.contemporarypediatrics.com/view/positive-childhood-experiences-
may-have-greater-impact-bad
38
Appendix
Appendix A – Survey Form
DRAFT VALIDATED
39
40
41
42
Appendix B – Demographics of Respondents
NUMBER OF
DEMOGRAPHICS PERCENTAGE
STUDENTS
Grade Level:
➢ 7 6 15%
➢ 8 3 7.5%
➢ 9 8 20%
➢ 10 23 57.5%
Gender:
➢ Male 13 32.5%
➢ Female 27 67.5%
Area of Residence during
Childhood Years (6-11
years old):
➢ Urban or City 39 97.5%
➢ Rural or Province 1 2.5%
43
Appendix C – Survey Form of a Respondent
44
45
46
47
48
49
50
51
52
CURRICULUM
VITAE
The Researchers’ Profile
53
BARRINUEVO,
JULLIANA LOUISE C.
1431-D San Diego St. Sampaloc, Manila
BIRTHDAY: December 2, 2004
AGE: 16 Years Old
E-MAIL ADDRESS: jaibarrinuevo1204@gmail.com
CONTACT NO#: 09275874879
NATIONALITY: Filipino
EDUCATIONAL BACKGROUND:
• Our Lady of Divine Grace (2008-2011)

• Dominican School Manila (2011-2021)
ACHIEVEMENT/S:
• HONORS/ACADEMIC AND BEHAVIOR AWARD/S

➢ Academic Achievement Certificate for 1st Quarter (2020-2021)
➢ Academic Achievement Certificate for 2nd Quarter (2019-2020)
➢ Most Cheerful (2008-2009)
• OTHER AWARD/S
➢ Chamber Theater Champion (2019-2020)
➢ Champion in Volleyball Game (2017-2018)
54
ORGANIZATIONS:
• CLUBS/ORGANIZATIONS
➢ DomNet Organization (2019-2020)
➢ Red Cross Club (2019-2020)
➢ Veritas Club (2017-2018, 2018-2019)
➢ Performing Arts Club (2016-2017)
➢ Children of Mary Club (2015-2016)
55
CARIASO,
JAN RUPERT IAN M.
Sun Residences Welcome Rotonda, Quezon City
BIRTHDAY: August 26, 2004
AGE: 16 Years Old
E-MAIL ADDRESS: iancariaso.0826@gmail.com
CONTACT NO#: 09173083626

• Divine World College of San Jose (2017-2018)
ORGANIZATIONS:
• CLASROOM ORGANIZATION
➢ Class Sergeant at Arms (2018-2019)
➢ Class Vice President (2017-2018)
➢ Young Chef (2018-2020)
56
LINSANGAN,
HILLARY BLANCE A.
Pambuan, Ginundusan, Gapan City, NE
BIRTHDAY: July 6, 2005
AGE: 15 Years Old
E-MAIL ADDRESS: harieblancelinsangan@gmail.com
CONTACT NO#: 09773966803
• Gapan South Central School (2008-2009)

• The Great Shepherdess Montessori Center, Inc. (2009-2017)
• Village Montessori School (2017-2019)
ACHIEVEMENT/S:

➢ Most Friendliest (2009-2010)
• OTHER AWARD/S
➢ Essay Competition – 1st Place (2012-2013)
➢ Best in Drawing (2008-2009)
ORGANIZATIONS:
➢ Class Secretary (2016-2017)
57
➢ Class Muse (2015-2016)
➢ Class Srgt. at Arms (2012-2013)
➢ Treasurer (2010-2011)
➢ Class President (2009-2010)
➢ Class Treasurer (2008-2009)
➢ Writing Guild (2019-2020)
58
MANGUBAT,
HANNAH NICOLE R.
317 Osorio St. Tondo, Manila
BIRTHDAY: July 15, 2005
AGE: 15 Years Old
E-MAIL ADDRESS: hannah.leah.nicole05@gmail.com
CONTACT NO#: 0966509648198
• Al-Dura International School (2008-2012)

• Durat Al-Sharq International School (2012-2020)
ACHIEVEMENT/S:

➢ Most Obedient (2015-2016)
➢ Most Honest (2014-2015)
➢ Bronze Medalist (2010-2012)
➢ Gold Medalist (2008-2009)
• OTHER AWARD/S
➢ Club 100 (2019-2020)
➢ 2nd Place in Science Investigatory Project (2019-2020)
➢ Champion in Volleyball Game (2016-2017)
59
ORGANIZATIONS:
➢ Class Secretary (2014-2015)
➢ Volleyball Varsity (2018-2020)
➢ Student-Teacher (2018-2020)
60
MELOSANTOS,
JANVIE RAMER C.
811-A Maceda St. Sampaloc, Manila
BIRTHDAY: January 19, 2005
AGE: 16 Years Old
E-MAIL ADDRESS: janvie_melosantos@yahoo.com
CONTACT NO#: 09260545109
• Dominican School Manila (2010 – 2021)
ACHIEVEMENT/S:

• OTHER AWARD/S
➢ Chess Champion (2016-2019)
ORGANIZATIONS:
➢ Class Auditor (2019-2020)
➢ Cyberkada/Robotics Club Treasurer (2019-2020)
61
➢ Cyberkada/Robotics Club (2017-2019)
➢ Veritas Club (2016-2017)
➢ Mathenique Club (2015-2016)
➢ Children of Mary Club (2014-2015)
62
SIMBAHAN,
KRYSTAL RIA G.
1247 Algeciras St. Sampaloc, Manila
BIRTHDAY: May 11, 2004
AGE: 16 Years Old
E-MAIL ADDRESS: krystalsimbahan@gmail.com
CONTACT NO#: 09084867395
• Dominican School Manila (2009 – 2021)
ACHIEVEMENT/S:

➢ Rank 1 Silver Medalist (2016-2020)
➢ Best in Robotics and Computer Awardee (2019-2020)
➢ Best in Christian Living Awardee (2018-2020)
➢ Outstanding Performance in Co/Extra-Curricular Awardee (2017-2019)
➢ Best in Achieve 3000 Awardee (2016-2017)
➢ Loyalty Awardee (2016-2017)
➢ Best in Deportment (2010-2011)
63
• OTHER AWARD/S
➢ Ma-Com-Sci Amazing Race Competition Champion (2019-2020)
➢ AraLinks Quest Champion (2019-2020)
➢ AraLinks Quest 2nd Runner Up (2018-2020)
➢ 1 vs 21 Quiz Bee Champion (2018-2019)
➢ Champion in Volleyball Game (2018-2019, 2016-2017)
➢ Volleyball Mythical Six (2016-2017)
➢ Most Active Girl Scout (2017-2019)
ORGANIZATIONS:
➢ Class President (2017-2020)
➢ DomNet Grade Level Representative (2019-2020, 2017-2018)
➢ Supreme Student Council Auditor (2018-2019)
➢ Girl Scout of the Philippines (2016-2020)
➢ Sandiwa Club Member (2017-2018, 2019-2020)
➢ Herald Editorial Writer (2017-2018)
64

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Effects of Childhood Experiences to

Social Interactions among Junior High School Students

of Dominican School Manila

In Partial Fulfillment of the Requirements for Elective

X – SAINT LORENZO RUIZ

BARRINUEVO, Julliana Louise C.

CARIASO, Jan Rupert Ian M.

LINSANGAN, Hillary Blance A.

MANGUBAT, Hannah Nicole R.

MELOSANTOS, Janvie Ramer C.

SIMBAHAN, Krystal Ria G.

on a specified time frame.

positive childhood experiences and negative social interactions (-0.33) while a

following of which we would like to express our sincerest gratitude.

discouraged until they finished all their work.

stage of this research until its completion.

Ms. Ma’am Czarina Arielle Contreras, representing the Guidance and

suggestions that made this research a coherent one.

Statement of the Problem…………………………………………………………..2

Significance of the Study…………………………………………………...………4

Scope and Limitation……………………………………………………...………..6

Chapter III: Methodology

Determination of Sample Size……………………………………………………..23

Sampling Design and Technique…………………………………………………..23

Research Instrument and Validation of Research Instrument……………………...24

Data Gathering Method and Procedure…………………………………………....25

Chapter IV: Results and Discussions

Table 1 – Childhood Experiences

Table 1.1 – Positive Childhood Experiences………………………………28

Table 1.2 – Adverse Childhood Experiences………………………………29

Table 2.1 – Positive Social Interactions……………………………………30

Table 2.2 – Negative Social Interactions…………………………………...31

Table 3 – Correlation between Childhood Experiences

Chapter V – Summary of Findings, Conclusion, Recommendation

Appendix A – Survey Form………………………………………………...39

Appendix B – Demographics of Respondents………………………………43

Appendix C – Survey Form of Respondent…………………………………44

milestones are experienced like physically because of the onset of puberty,

cognitively because this is the stage where critical thinking develops,

communication skills evolve verbally or non-verbally and social and emotional

Social interaction is a factor in developing communication skills and help

people gain self-confidence. Childhood experiences can affect one’s behavior

Childhood experiences of Junior High School Students will be considered as

Statement of the Problem

This research targets to know the effects of Childhood Experiences to Social

Interactions among Junior High School Students of Dominican School Manila.

Specifically, it aims to answer the following questions.

1. What social interaction is prevalent among Junior High School Students of

Dominican School Manila?

2. Is there a significant relationship between childhood experiences and social

interaction among Junior High School Students of Dominican School Manila?

The researchers hypothesized that childhood experiences have no significant

negative segment personally experienced by children. Positive childhood

experiences (PCE) demonstrate to children the sense of being supported and

is uncertain, difficult or frightening can certainly make a big difference in children

traumatic events inclusive of abuse, neglect and household dysfunctions.

Experiences from childhood would have an effect on a child's social interaction

learn how to interact and build connection with others.

A study conducted by Christina Bethell of John Hopkins University identified

the effects on their social interaction.

Significance of the Study

The result of this study will be beneficial to the following people.

enlightened on the relevance of their childhood experiences on how they interact