Children-at-Risk: The Study of Critical Incidents in School and Its Implications to

Child Protection Intervention

Basic Research Proposal

JOSEFINA S. TAN
School Principal III
Punta National High School

April 2024
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I. Abstract

This study explore the incidents of Children-at-Risk cases in school based on

Deped Order No. 40, s. 2012 also known as Child Protection Policy in the School Year
2023-2024. The study tabulated the reported incidents gathered using purposive sampling
and document analysis obtained from the guidance office. The study revealed 0 cases on
child abuse, discrimination against children, child exploitation, violence against children
in school, corporal punishment, other acts of abuse by a student or learner, and any
analogous or similar acts, while bullying or peer abuse reported 12 cases or 25%, and
other forms of children-at-risk case reported 35 or 75%. The Children-at-Risk reported
cases in school by age includes the following: age 11-13 has 0%, age 14-15 has 12 or
25%, age 16-18 has 26 or 75%, age 18 and above has 8 or 17% cases. The Children-at-
Risk cases in school by gender reported cases for bullying or peer abuse have 11 males
and 1 female; other forms of Children-at-Risk have 20 males and 15 females; with a total
percentage of 66% males and 34% females. The action taken by the school for Children-
at-Risk includes parent-student conference of parties involved, referral to authorities, and
counseling.

Keywords: Children-at-Risk, child protection policy, effects of bullying on academic

performance
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II. Acknowledgment

I would like to acknowledge and warmest gratitude to all the people who made

this work possible:

To the Schools Division Superintendents of Dipolog for allowing this study to be

conducted in school.

To my colleague in Punta National High School, for inspiring me to pursue this

endeavor.

To my family, friends, and loved ones for their moral, financial, and emotional

support.

Above all, to the Almighty Father for the strength, knowledge, and wisdom to

continue and face life's challenges.

The Researcher
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III. Introduction of the Research

A child refers to a human being below the age of eighteen years unless under the

law applicable to the child, the majority is attained earlier (United Nation Convention on

the Rights of the Child).

The state shall defend the right of children to assistance, including proper care and

nutrition and special protection from all forms of neglect, abuse, cruelty, exploitation, and

other conditions prejudicial to their development (Article XV, Section 3).

Children-at-Risk are persons under 18 who experience an intense and/or chronic

risk factor, or a combination of risk factors in personal, environmental, and/or relational

domains that prevent them from pursuing and fulfilling their potential (lausanne.org).

The constitution further provides that all educational institutions shall inculcate

patriotism and nationalism, foster love of humanity, respect for human rights,

appreciation of the role of national heroes in the historical development of the country,

teach the rights and duties of character and personal discipline, encourage critical and

creative thinking, broaden scientific and technological knowledge, and promote

vocational efficiency. (Article XV, Section 3).

The Convention on the Rights of the Child (CRC) aims to protect children from

all forms of physical or mental violence, injury, abuse, neglect or negligent treatment,

maltreatment, and exploitation, including sexual abuse. The same convention establishes

the right of the child to education, and intending to achieve this right progressively, and

based on equal opportunity, it obliges the government to take measures to encourage

regular attendance in school and reduce drop-out rates. Thus, it is mandated that all
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appropriate measures be undertaken to ensure that school discipline is administered in a

manner with the child’s human dignity, and in conformity with the CRC.

Violence against children is present in almost all aspects of a child’s life: in their

home, in school, on the street, at work, in institutions, and even in detention places.

The Department of Education in collaboration with its partners, and stakeholders,

shall ensure that all schools are conducive to the education of children. The best interests

of the child shall be the paramount consideration in all decisions and actions involving

children, whether undertaken by public or private social welfare institutions, courts of

law, administrative authorities, and legislative bodies, consistent with the principle of

First Call for Children, as enunciated in the CRC. Teachers and learning facilitators,

especially in learning centers are their substitute parents and are expected to discharge

their functions and duties with this in mind. In this connection, the Family Code

empowers the school, its administrators and teachers, or the individual, entity or

institution engaged in childcare to exercise special parental authority and responsibility

over the child, while under their supervision, instruction, or custody.

DepEd aims to ensure such special protection from all forms of abuse and

exploitation and care as is necessary for the child’s well-being, considering the primary

rights and duties of parents, legal guardians, or other individuals who are legally

responsible and exercise custody over the child. DepEd recognizes the participatory

rights of the child in the formulation and implementation of policies, and in all

proceedings affecting them, whether they be victims or aggressors, either directly or

through a representative.
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Punta National High School commits to be one with DepEd in child welfare and

protection. Hence, this study aims to determine incidents of children at risk in school and

its implication to child protection intervention of the school.

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IV. Literature Review

A child is any person under the age of eighteen (18) (United Nations Convention

on the Rights of a Child (UN-CRC), those over eighteen but are unable to fully take care

of themselves or protect themselves from neglect, cruelty, abuse, exploitation or

discrimination because of physical or mental ability or condition (D.O. 40, s, 2012 and

RA 7610). Specifically, a child includes pupils or students who may be eighteen (18) or

older but are in school. On the other hand, the children in school are those bonafide

learners who are enrolled in elementary and high school, whether regular or irregular,

transferee, repeater, including those who have been temporarily out of the school, who

are in the school or learning centers or those who are participating in school activities.

Republic Act 7610 refers child abuse as to maltreatment, whether habitual or not,

of the child which qualifies any of the following: 1) Psychological and physical abuse,

cruelty, neglect, and emotional maltreatment; 2) any act by deeds or words which

debases, degrades or demeans the intrinsic worth and dignity of a child as a human being;

3) unreasonable deprivation of his basic needs for survival, such as food and shelter; or 4)

failure to immediately give medical treatment to an injured child resulting in serious

impairment of his growth and development or his permanent incapacity or death [Section

3 (b), RA No. 7610].

DepEd Order No. 40 s. 2012 refers child protection to services, programs, and

procedures intended to prevent and respond to abuse, neglect, violence, exploitation, and

discrimination in public schools.

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Schools and school personnels are mandated to ensure the adoption of child

protection policy as the children second home and parents. The Department of Education

promotes a zero-tolerance policy for any act of abuse, exploitation, violence,

discrimination, bullying and other forms of abuse (DepEd Order No. 40, s. 2012).

School is the place outside the home in which children need to follow rules and

regulations and consequences for their misbehavior as set by the school policy. Schools

may be the first place to notice students’ patterns of aggressive and defiant behavior.

Therefore, prevention and rehabilitation of juvenile delinquency involve schools Cornell,

D. & Heilbrun, A. (2016).

Adolescence is associated with an increased prevalence of health risk behaviors,

including substance use, sexual risk, and aggressive behavior. The vast majority of

substance use is initiated in adolescence. The majority of young people will experience

bullying or aggression during adolescence. Early initiation of health risk behaviors is

associated with negative outcomes throughout adolescence and adulthood, such as

addiction and substance abuse; poor sexual, mental, and physical health: and lower

occupational and educational attainment Hale et al., (2014).

Hale et al., (2014) stated that co-occurrence of risk behaviors is driven by shared

risk factors such as peer influence, direct effects of substance use or aggression on other

risk behaviors. Common risk factors can be found in many domains, including social,

psychological, neighbordood, family and school.

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Bullying is a pattern of behavior, rather than an incident. Children who bully

usually come from a perceived higher social status or position of power, such as children

who are bigger, stronger or popular. Bullying is characterized by intent, power, and

repetition. A person who bullies intends to cause pain, either through physical harm or

hurtful words or behavior repeatedly. Boys are more likely to experience physical

bullying, while girls are more likely to experience psychological bullying. Bullying can

happen both in person and online. Cyberbullying often occurs over social media, text or

instant message, email or any online platform where children interact (United Nations

Children’s Fund – UNICEF).

Children from marginalized communities, poor families, with different gender

identities, with disabilities or migrant and refugee children are most vulnerable of being

bullied.

Risky behavior in students include participation in activities that may cause

mental or physical harm, this include exposure to violence, injuries, sexual risk behavior,

alcohol, tobacco ,and elicit substance use (Bozzini et al., 2021).

In the study of Hoglund & Chisholm (2014), children who were initially

aggressive became excluded by peers, whereas children who showed more symptoms of

anxiety and depression usually became victims of bullying.

According to Eklund (2022) there is an alarming high percentage of children,

regardless of learning disability (LD) type, demonstrated behavioral-emotional problems

of more than 37% in anxiety, affective and Attention-Deficit/Hyperactivity Disorder

(ADHD) problems. Thus, there is a need to draw attention to the importance of assessing
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children with learning disability and requires cooperation among children, teachers and

parents in assessment and support planning.

Shetgiri et al., (2012) revealed that risk clusters for any, moderate, and frequent

bullying differ. Children who fight and carry weapons are at greatest risk of bullying.

Weapon-carrying, smoking, and alcohol use are included in the greatest risk clusters for

moderate and frequent bullying. Risk-group categories may be useful to providers in

identifying children at the greatest risk for bullying and in targeting interventions.

Khamis (2015) stated that there is a high proportion of children involved in

bullying on a regular basis with victims having a higher prevalence ratio than bullies and

bully/victims. Verbal bullying including spreading rumors was the most common type of

victimization, followed by being rejected from a group. Being bullied about one’s

religion or sect comprise one of the most common bullying behaviors in schools.

Students rarely tried to stop a student from being bullied and teachers were reported to

have done relatively little or nothing to counteract bullying. Both bullies and victims are

at-risk for short-term and long-term adjustment difficulties including hyperactivity,

conduct problems, emotional symptoms, and peer problems.

Oliveira, et.al. (2018) found out that bullying has a negative impact on students’

performance in math and that social-emotional skills can help students deal with bullying.

Anti-bullying programs should take into account the social-emotional skills.

Additionally, Huang (2022) showed that both bullying victimization and bullying climate

in school had significant and negative relationships with students’ performance in

science, reading, and math. Students’ sense of belongingness in school partially mediated
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the effects of both bullying victimization and bullying climate on academic performance

in science, math and reading.

Azeredo et al., (2015), increased risks of bullying were associated with class and

school size, location of school, poor class management, schools without anti-bullying

norms and policies, with inferior teacher support, and context with more inequalities in

income among parents.

Exposure to toxic stressors, such as maltreatment or violence, including

individual, family or community stressors can increase the risk of early-onset mental

health problems. In short, young children’s early emotional, behavioral, and social

relationship problem can cause suffering for young children and families, weaken the

developing foundation of emotional and behavioral health, and have the potential for

long-term adverse consequence (Section of Development, 2016).

Mundy, et.al., (2017), stated that children who are hyperactive and inattentive

scored lower in numeracy. Girls with peer problems have low performance in numeracy,

while boys with behavioral and emotional problems are at high risk of academic failure.

Gerd Schulte-Körne (2016) stateted that mental health problems increase the risk

of repeating a grade, truancy, and dropping out of school. The risk of developing an

internalizing or externalizing mental health problem can be lessened by changes in the

school environment and by the implementation of evidence-based school programs.

Gerd Schulte-Körne (2016) suggested that physicians, in collaboration with

school social workers and psychologists, should help teachers recognize and content with

mental health problems among the children and adolescents whom they teach, to enable
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the timely detection of stress factors at school and the initiation of the necessary measures

and screening and aids. Evidence-based preventive programs should be implemented in

schools, and beneficial changes of the school environment should be a further goal.

Olufemi (2018) concluded that students’ factors, parental background, school

factors, and teachers’ factors have significant influence on students’ academic

performance.

Cornell & Huang (2016) emphasized that schools with an authoritative school

climate had lowel levels of student-reported cases of bullying, fighting, gang

membership, suicidal thoughts and substance abuse. These provides new evidence that an

authoritative schools climate is associated with positive student outcomes.

Therefore, all DepEd schools, in collaboration with its partners and stakeholders,

shall ensure that all schools are conducive to the education of children and young people

(Child Protection Policy).

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V. Research Questions

This study aimed to answer the following research questions:

1. What are the prevalent classifications of children-at-risk incidents in the

school community?

2. What are the demographic profiles of the students-at-risks participants in

terms of

a. Age

b. Gender?

3. What actions are taken by the school to address the critical incidents of

Children-at-risk?
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VI. Scope and Delimitation

This study on Children-at-Risk: The Study of Critical Incidents in School and Its

Implication to Child Protection Intervention was conducted at Punta National High

School, Punta, Dipolog City. The data were based on the incident report from the

guidance office recorded in the School Year 2023-2024.

The study utilized content analysis of the incident report of Children-at-Risk

available in the guidance office. Content Analysis is a research design for “a detailed and

systematic review of examination of the contents of a particular body of materials to

identify patterns, themes or biases” Leedy and Ormon (2011) as mentioned by Prieto,

et.al. (2017).

The data were tabulated and interpreted based on the cases indicated in DepEd

Order No. 40, s. 2012 entitled “DepEd Child Protection Policy”.

VII. Research Methodology.

a. Sampling

The data will use purposive sampling based on the records of the schools’

incident reports on prohibited cases indicated in DepEd Order No. 40, s. 2012. The data

were obtained from the guidance office of the school in the School Year 2023-2024.

Purposive sampling is a subjective and judgmental sampling that employs a procedure in

which cases or samples are chosen for a special purpose Prieto, et.al.,(2017).
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b. Data Collection

The data obtained from the incident report of the school guidance office were

tabulated according to the prohibited acts stipulated in DepEd’s Child Protection Policy

employing purposive-document analysis.

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VIII. Discussion of Results and Recommendation

This chapter presents the gathered data which are presented in tabular form, the

data were then analyzed and interpreted.

Children-at-Risk Incidents in School

Table 2

Children-at-Risk Cases in School

Children-At-Risk Cases in School No. of Total Percentage

Cases %
1. Child Abuse 0 0 0%
2. Discrimination against children 0 0 0%
3. Child Exploitation 0 0 0%
4. Violence against children in school 0 0 0%
5. Bullying or peer abuse 12 12 25%
6. Other acts of abuse by a student or 0 0 0%
learner
7. Corporal punishment 0 0 0%
8. Any analogous or similar acts 0 0 0%
9. Other forms of Children-at-Risk 35 35 75%
Cases
(cigarette smoking, suicide attempt
emotional distress, cutting
classes/absenteeism, alcohol
intoxication, family problem)

Table 2 presents the Children-at-Risk Cases in School. The Children-At-Risk cases

include bullying or peer abuse, 12 reported cases with 25% of the total reported cases,

and other forms of Children-at-Risk cases, 35 reported cases with 75% of total reported

cases in the School Year 2023-2024. All other Children-at-Risk cases reported zero

percent. According to Chau et al., (2016) risky behaviours (substance use) are frequent in

adolescents and as a result it may alter their physical and mental capabilities, and may

thus generate school absenteeism, low academic performance, and school dropout
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ideation. Therefore, policy makers, parents, schools and physicians should be more aware

of the problems and help adolescents to reduce risky behavior and to increase resilience

and academic performance.

Children-at-Risk Cases in School by age and gender

Table 3

Children-at-Risk Cases in School by Age

Children-At-Risk Cases in School Age

11-13 14-15 16-18 18 and
above
1. Child Abuse 0 0 0 0
2. Discrimination against children 0 0 0 0
3. Child Exploitation 0 0 0 0
4. Violence against children in school 0 0 0 0
5. Bullying or peer abuse 0 0 12 0
6. Other acts of abuse by a student or 0 0 0 0
learner
7. Corporal punishment 0 0 0 0
8. Any analogous or similar acts 0 0 0 0
9. Other forms of Children-at-Risk Cases 0 12 15 8
(cigarette smoking, suicide attempt
emotional distress, cutting
classes/absenteeism, alcohol
intoxication, family problem)
Total 0 12 27 8
Percentage (%) 0 26% 57% 17%

Table 3 highlights the Children-At-Risk reported cases in School by Age. Age 11-

13 has 0 reported case, age 14-15 has 12 reported cases comprising 25% of the total

reported cases, age 16-18 has 26 reported cases comprising 57% of the total reported

cases, and 18 and Above has 8 reported cases comprising the 17% of the toal reported

cases.
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In the study of Kann et al., (2016) stated that the prevalence of risky behaviors

varies by sex, grade, race or ethnicity and school to school. Monitoring emerging risk

behaviors is important to understand how they might vary over time.

Table 4

Children-at-Risk Cases in School by Gender

Children-At-Risk Cases in School Gender

Male Female
1. Child Abuse 0 0
2. Discrimination against children 0 0
3. Child Exploitation 0 0
4. Violence against children in school 0 0
5. Bullying or peer abuse 11 1
6. Other acts of abuse by a student or 0 0
learner
7. Corporal punishment 0 0
8. Any analogous or similar acts 0 0
9. Other forms of Children-at-Risk Cases 20 15
(cigarette smoking, suicide attempt
emotional distress, cutting
classes/absenteeism, alcohol
intoxication, family problem)
Total 31 16
Percentage (%) 66% 34%

Table 4 indicates the reported Children-At-Risk cases in school by gender. The

reported Children-at-Risk cases for Bullying or peer abuse have 11 males and 1 female.

While other forms of Children-at-Risk cases reported 20 males and 15 females. The total

Children-at-Risk cases in school are composed of 66% Male reported cases, and 34%

Female reported cases. This results is aligned with the study of Nuria Rodriguez-Planas et

al., (2022) that engagement in risky behaviors is traditionally more prevalent among

males than females, and the gap increases as youth move from adolescence to adulthood.
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Action taken by the school

Table 5

Action taken for Children-at-Risk Cases in school

Children-At-Risk Cases in School Action Taken

1. Bullying or peer abuse Parent-student

conference of the
parties involved,
referral to
authorities,
counseling
2. Other forms of Children-at-Risk Parent-student
Cases (cigarette smoking, suicide conference of parties
attempt emotional distress, cutting involved, counseling
classes/absenteeism, alcohol
intoxication, family problem)

Table 5 presents the action taken by the school for Children-at-Risk cases.

Bullying or peer abuse has the following action taken by the school: parent-student

conference of the parties involved, referral to authorities, and counseling. Meanwhile,

Other forms of Children-at-Risk cases have the following action taken by the school:

parent-student conference of parties involved and counseling. Engagement in multiple

risk behaviors in adolescents is n important risk behaviors in adolescence is an

important driver of health inequalities later in life. Early life intervention, for example

via school-based interventions, may be warranted for favourable lifelong health.

Adolescene is a critical period for emerging risk behaviors with consequences for

adult health (Patton et., 2016) as mentione by Akasaki et al., (2019). Lunetti et al.,

(2022) further suggested that positive school climate and its instability predict higher
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academic performance while negative school climate and its instability predict higher

risk behavior.

Recommendation

Based on the result of the study, the following are the recommendations:

1. The school internal and external stakeholders must be aware of the child

protection policy of the school, if possible at the start of the school year.

2. Strict observance of the child protection policy must be imposed in the school

level to make a culture of discipline.

3. Guidance, peer counselling and other forms of intervention programs must give

priotities to make students.

IX. Dissemination and Advocacy Plans

The result of the study will be used as the basis to formulate programs and

policies in relation to Child Protection Policy. It can also be used for training of

teachers to address cases of Children-At-Risk in school.

The method and instrument can be shared with other schools in Dipolog City so

that appropriate programs and policies can be developed. This is all for the betterment of

our primary stakeholders, the students.

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X. References

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risk behaviours in adolescence and health consequences in middle age. Journal of
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Bozzini et al., (2021). Factors associated with risk behaviors in adolescence: a systematic
review. Brazilian Journal of Psychiatry, 43(2), 210–221.
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factors in observational studies. Aggression and Violent Behavior, 22, 65–76.
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Chau, K., Kabuth, B., Odile Causin-Brice, Delacour, Y., Richoux-Picard, C., Verdin, M.,
Armand, I., & Chau, N. (2016). Associations between school difficulties and
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assessment. In K. Heilbrun, D. DeMatteo, & N. E. S. Goldstein (Eds.), APA
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Abuse, Violence, Exploitation, Discrimination, Bullying and Other Forms of
Abuse or Child Protection Policy

Eklund, K. (2022). Learning Disabilities Elevate Children’s Risk for Behavioral-

Emotional Problems: Differences Between LD Types, Genders, and Contexts -
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B., Lowry, R., Emily O'Malley Olsen, Chyen, D., Whittle, L., Thornton, J., Lim,
C., Yamakawa, Y., Brener, N. D., & Zaza, S. (2016). Youth Risk Behavior

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232, DOI: 10.1080/03055698.2020.1749032

Lunetti, C., Laura Di Giunta, Fiasconaro, I., Reout Arbel, Basili, E., Eriona Thartori,
Giulia Gliozzo, Pastorelli, C., & Lansford, J. E. (2022). Perception of school
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Psicologia, 1, 1–15. https://doi.org/10.3280/rip2022oa13391

Mundy, L. K., Canterford, L., Tucker, D., Bayer, J., Romaniuk, H., Sawyer, S., Lietz, P.,
Redmond, G., Proimos, J., Allen, N., & Patton, G. (2017). Academic Performance
in Primary School Children With Common Emotional and Behavioral
Problems. Journal of School Health, 87(8), 593–601.
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Nuria Rodríguez-Planas, Sanz-de-Galdeano, A., & Terskaya, A. (2022). Gender norms in

high school: Impacts on risky behaviors from adolescence to adulthood. Journal of
Economic Behavior & Organization, 196, 429–456.
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Oliveira, A. et.al., (2018). Bullying effect on student’s performance. EconomiA, 19(1),

57–73. https://doi.org/10.1016/j.econ.2017.10.001

Olufemi (2018) , Amos Adekunle Adediran (Ph.D)1 and Dr. W.O. Oyediran2.
FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANC. British
Journal of Education Vol.6, No.10, pp.43-56, Published by European Centre for
Research Training and Development UK (www.eajournals.org)

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Bullies in the United States. Academic Pediatrics, 12(6), 509–522.
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Section On Developmental. (2016). Addressing Early Childhood Emotional and

Behavioral Problems. Pediatrics, 138(6). https://doi.org/10.1542/peds.2016-3025

Weitzman, C., Edmonds, D., Davagnino, J., & Briggs-Gowan, M. J. (2013). YOUNG
CHILD SOCIOEMOTIONAL/BEHAVIORAL PROBLEMS AND
CUMULATIVE PSYCHOSOCIAL RISK. Infant Mental Health Journal, 35(1),
1–9. https://doi.org/10.1002/imhj.21421

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XI. Financial Report

The table below shows the cost estimates of the research with the corresponding

activities;

Activities Materials Needed Estimated

Cost
1. Formulate the research proposal Bond papers and 200.00
printing
Internet connectivity

2. Obtain permission from Division Research Bond papers (20 pcs) 20.00
Committee
3. Determine the respondents/samples Bond papers, staple 500.00
wire
5. Gather data using the content/document Consumables 100.00
analysis
8. Tabulate the data Paper and ballpen 100.00
9. Interpret results
9. Formulate final write-ups and documentation Bond papers and 1000.00
printing
Internet connectivity 1000.00
Total 2,470.00

‌
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