EXPLORING THE EXPERIENCES OF ATENEO DE DAVAO UNIVERSITY
SENIOR HIGH SCHOOL GRADE 12 LEARNERS’ THAT ENGAGE IN PEERSUPPORTED NARRATIVE SHARING IN REGARDS TO
THEIR MENTAL HEALTH
A Qualitative Research
Presented to the Faculty of Ateneo de Davao University Senior High School
In partial fulfillment of the requirements in
INQUIRIES, INVESTIGATIONS, AND IMMERSION
Julien Jaz B. Labor
Paolo Jules C. Naviamos
Peter Andrew R. Davies
Queennie Grace A. Aninipot
Zoie Marie O. Bagamano
Yra B. Zuluaga
Kaye Chienny G. Estampa
Miguel Mourice A. Barcelon
Grade 12 - Calungsod
Humanities and Social Sciences
March 2024
ii
ATENEO DE DAVAO UNIVERSITY
SENIOR HIGH SCHOOL
Central Park Blvd., Davao City, Philippines
APPROVAL SHEET
In Partial Fulfillment of the requirements for the course subject Inquiries,
Investigations, and Immersions under the Humanities and Social Sciences strand, this
study is entitled:
EXPLORING THE EXPERIENCES OF ATENEO DE DAVAO UNIVERSITY SENIOR
HIGH SCHOOL GRADE 12 LEARNERS’ THAT ENGAGE IN PEER-SUPPORTED
NARRATIVE SHARING IN REGARDS TO THEIR MENTAL HEALTH
Has been prepared and submitted by Julien Jaz B. Labor, Paolo Jules C.
Naviamos, Peter Andrew R. Davies, Queennie Grace A. Aninipot, Zoie Marie O.
Bagamano, Yra B. Zuluaga , Kaye Chienny G. Estampa, Miguel Mourice A. Barcelon
who are recommended for the Culminating Performance Task.
_____________________________________
Aubrey Jill G. Baltar
Inquiries, Investigations, and Immersion Teacher
APPROVED in partial fulfillment of the requirements for the course subject
Inquiries, Investigations, and Immersions under the Humanities and Social Sciences
strand by the Office of the HUMSS 12 Chairperson.
Marjorie E. Belida
HUMSS 12 Chairperson
ACCEPTED in partial fulfillment of the requirements for Inquiries, Investigations,
and Immersions.
March 4, 2025
Date
Aujefel Amor Y. Lee
Assistant Director for Academics
Senior High School Unit
iii
ATENEO DE DAVAO UNIVERSITY
SENIOR HIGH SCHOOL UNIT
Central Park Blvd.,
Davao City, Philippines
Declaration of Originality
We declare that this research is original to the best of our knowledge. We declare
further that we undertook this activity.
Julien Jaz B. Labor
Paolo Jules C. Naviamos
Peter Andrew R. Davies
Queenie Grace A. Aninipot
Zoie Marie O. Bagamano
Yra B.Zuluaga
Kaye Chienny G. Estampa
Miguel Mourice A. Barcelon
Researchers
February 20, 2025
iv
ACKNOWLEDGEMENT
The researchers acknowledge with sincere appreciation and gratitude all the
assistance and encouragement afforded them by the following persons, without which this
humble work would not have found recognition and fulfillment, and whom God used to
show His divine order for the success of this study:
Ma’am Aubrey Jill Baltar, their research adviser, who, despite her busy schedule,
rendered her time, patience, and consideration to the researchers. The researchers would
like to thank her for unselfishly sharing her thoughts, insights, expertise, and sympathetic
guidance on this work.
Ma’am Jennyve Cabantog and Sir Neijan Ysette Yamota, for their inspiring
comments and valuable suggestions, which greatly helped complete this research.
Ma’am Aujefel Amor Y. Lee, thank you for allowing the researchers to conduct the
study.
The participants of this study, for their time, cooperation, and willingness to share
their experiences, were essential in completing this research.
The researchers' families, namely Naviamos, Aninipot, Bagamano, Barcelon,
Davies, Estampa, Labor, and Zuluaga, for their moral and financial support, inspiration,
and encouragement.
Warmest and heartfelt thanks to the Grade 12, Section Calungsod Students who
shared their moments even in pressured days for the completion of this study.
Thank you very much to those who were not mentioned but who helped the
researchers in some ways.
Eternal gratitude and adoration to the Lord, the source of blessings and wisdom,
for giving them the courage, strength, and perseverance and for His heavenly guidance in
accomplishing this work. To Him be the glory, honor, and power forever.
The Researchers
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DEDICATION
This study is dedicated to the following:
Family Members
Teachers
Friends
Classmates
(HUMSS, 12 - Calungsod)
Fellow AdDU Students
And
The Almighty Father
“Research that Matters”
vi
ABSTRACT
This study explores the impact of peer-supported narrative sharing on the mental
health of Ateneo de Davao University Senior High School Grade 12 learners. A qualitative
phenomenological research design was employed to gain deeper insights into their
experiences. The study involved 10 participants, two from each academic strand (ABM,
HUMSS, STEM Pre-Science, STEM Pre-Engineering and Architecture, and STEM PreComputer Studies). Data were collected through semi-structured interviews and analyzed
using thematic analysis. Findings indicate that peer-supported narrative sharing positively
and negatively affects learners’ mental well-being. On the positive side, it fosters a sense
of belonging, improves emotional resilience, and enhances communication skills.
However, challenges such as trust issues and emotional vulnerability were also identified.
Participants emphasized the importance of mutual trust in ensuring meaningful and
supportive peer-sharing experiences. Based on these findings, the study recommends
structured peer-sharing programs within the school to maximize its benefits while
establishing guidelines to maintain a safe and respectful discussion environment.
Additionally, further research is suggested to explore the long-term effects of peersupported narrative sharing, particularly its influence on academic performance and
interpersonal relationships. By understanding the experiences of learners engaged in
peer-supported narrative sharing, this study contributes to the growing discourse on
mental health interventions in educational settings. It highlights the potential of peer
support in fostering emotional well-being while underscoring the need for structured
implementation to address its challenges.
Keywords: Peer-supported narrative sharing, Mental health, Qualitative research,
phenomenology, Senior high school learners
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TABLE OF CONTENTS
Page
Title Page ...…………………………………..……………………….………………………………….....i
Approval Sheet……………………..…………………………………………...……………………….....ii
Declaration of Originality ...………..……………………………………………………...………………iii
Acknowledgement Page ….………..…………………………………………….……………………….iv
Dedication ………………..………………………………………………………...……………………….v
Abstract ………………..………………………………………...…………………………………………vi
Table of Contents ………………..……………………………………...………………..………………vii
CHAPTER
1 INTRODUCTION
Background of the Study ……………..…………..……………………………………………..1
Theoretical Framework ……………..………………………..………………………………….5
Research Question ……………..………………………………………..………………………6
Significance of the Study ……………..…………………………………………..……………..7
Scope and Limitations ……………..…………………………………………...................…...7
Definition of Terms ……………..…………………..…………………………………………....9
2 REVIEW OF RELATED LITERATURE .……………………………..………………………………11
3 METHODOLOGY
Research Design ………………................……………………………………………………20
Locale of the Study .………………………………..…………………………………………..21
Unit of Analysis .……………………………………………………..………………………….21
Sampling Methods …………………………………………………..………………………….22
Research Instrument .………………………………………………………..…………………22
Data Collection Procedure …………………………………………………………..………...24
Data Analysis …………………………………………………………………………………...25
Ethical Considerations ……………………………………………………………………..…..26
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4 DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
RQ 1 .…………………………………………..………………….……………………………..29
RQ 2 ……………………………….……………………..………………………………………33
RQ 3 .……………………………………………………………………………………………..38
5 SUMMARY OF FINDINGS, CONCLUSIONS AND IMPLICATIONS
Summary of Findings .……………………………………………………..…………………...42
Implications .………………………………………………………………..……………………47
REFERENCES .…………………………………………………….…………………………….………50
APPENDICES
A.
B.
C.
D.
E.
Permission Letter to the Assistant Director of Academics …………………………….55
Cover Letter and Informed Consent ……………………………………………………..56
Interview Guide …………………………………………………………………………….59
Validation Forms ...…………………………………………………………………………60
Curriculum Vitae ………………………………………………..………..………………...62
1
CHAPTER 1
Background of the Study
The struggle of having poor mental health has been prevalent nowadays. People
tended to seek mental support/therapy by engaging in new hobbies, one-on-one
counseling, etc. Recently, a new kind of mental health intervention called peer-supported
narrative sharing became popular. Peer support was a system of giving and receiving
help founded on key principles of respect, shared responsibility, and mutual agreement
on what was helpful. Peer support was not based on psychiatric models and diagnostic
criteria. It was about understanding another’s situation empathically through the shared
experience of emotional and psychological pain. When people found affiliation with
others, they felt they were 'like' them, and they felt a connection. This connection, or
affiliation, was a deep, holistic understanding based on mutual experience where people
could 'be' with each other without the constraints of traditional (expert/patient)
relationships. (Administrator, 2014) With this method, people were more open and
comfortable reaching out and asking for help since they were guaranteed to get their
needs met mentally and emotionally. However, with this method, people who had more
concerning issues like trauma and other mental health issues did not receive
professional and science-based procedures compared to more trusted methods like
professional counseling. With this research, the researchers explored the experiences of
Ateneo de Davao University Senior High School grade 12 learners who engaged in
Peer-Supported Narrative Sharing regarding their mental health.
On a global scale, peer support emerged as a standard of practice throughout
various diverse settings and showed potential to impact clinical outcomes for service
users worldwide. While these efforts enhanced the professionalism of the peer
2
workforce, hopefully, this strengthened the positive elements of these services rather
than diluting them. (Fortuna et al., 2022) Peer support/peer-supported services included
inpatient, outpatient, digital, and community-based services for people with mental health
conditions and/or substance use challenges by individuals who identified as
experiencing similar lived experiences. More than 30,000 peer support specialists (also
called peer providers, peers, peer specialists, peer supporters, peer mentors, peer
navigators, and certified peer support specialists) in the United States offered
Medicaid-reimbursable services in 43 states. The spread of peer support and its growth
in evidence related to its effects on service users led to significant advancements
(Fortuna et al., 2022).
In the Philippines, peer sharing is a common practice that characterized Filipinos'
strong sense of cultural values and emphasized interpersonal relationships. When facing
struggles in life, Filipinos tended to confide within their social circles, such as their family,
friends, classmates, and colleagues, to seek emotional support and advice. It happens in
different settings, such as workplaces, classrooms, etc. One cultural value linked to this
phenomenon was the Filipino psychology of pakikipagkapwa. Professor Virgilio
Enriquez, the founder of Sikolohiyang Pilipino, stated that pakikipagkapwa meant
connecting and having a sense of shared identity and inner self (Lagdameo-Santillan,
2018). With that, pakikipagkapwa was interconnected with peer narrative sharing, as
sharing personal problems among Filipinos was seen as a way to strengthen bonds and
maintain harmonious relationships.
In Mindanao, many different tribes and communities had conflicts with each
other. Due to this, peer sharing was one of the ways that these different people
understood each other and came to peace. When people of various cultures and
3
traditions interacted, there was a moment when conflict emerged. That was why
Mindanao was known for having many problems with different tribes residing in it.
Different ideals and beliefs clashed, leading to difficulties in understanding each other.
The pride of the ethnic people led them to be stubborn and unwilling to understand and
respect the cultures of others, causing more unrest. These conflicts affected many
residents of Mindanao, whether physically or mentally. Peer support helped these people
recover and connect with others once more. According to an article, in an attempt to help
victims who were affected at a young age, some counselors put them together to help
the children recover from their negative experiences (Coelho et al., 2017). Not only that,
but peer sharing was also helpful when negotiating or communicating with different
groups in Mindanao.
In an ideal scenario, peer narrative sharing is a powerful tool for the educational
experience of learners that contributes significantly to their mental well-being and overall
development. This approach broke barriers surrounding the mental health stigma and
normalized discussions about personal struggles. Peer support and sharing intentionally
brought learners similar experiences to share knowledge for mutual benefit, building
social connections, and reducing loneliness (Pointon-Haas et al., 2023). Therefore, this
research focused on the experiences of peer-supported narrative sharing among teens
between 17 and 18 from all strands of the Ateneo de Davao University Senior High
School Grade 12 Learners (AdDU-SHS). The researchers examined their personal
experiences from sharing their matters with fellow learners, focusing on the inclusivity of
the space created by this process.
Although peer narrative sharing was recognized as a potentially significant tool
for contributing to a learner's positive mental well-being, specific gaps remained. In this
4
research, the researchers examined the fact that most studies focused more on the
short-term effects of peer sharing on the learner's mental health. There was a lack of
studies that tracked learners' well-being over long periods, which hindered the positive
outcomes of peer sharing. Research studies also often focused on adolescents or
college learners, leaving fewer studies on the impact of peer sharing among younger
children. Additionally, there was a gap in the impact of vulnerable learners and an
understanding of the potential negative consequences, such as learners with existing
mental health issues and the triggering of trauma. Addressing these research gaps could
better understand how peer-supported narrative sharing affected learners' mental health
and paved the way for effective interventions and practices.
While sharing personal experiences or stories with others was beneficial to one’s
mental health, knowing that it could bring some negative outcomes was also important.
According to an article by Gaille (2017), not everyone was a good candidate for group
therapy or sharing. Not everyone had the attention span to actively participate in
listening to another. The possibility of conflicts arose as there might not have been
mutual trust within the group. It brought about negative emotions rather than positive
ones. Sharing personal stories or experiences with others makes someone vulnerable,
and other people could take advantage of others' vulnerability.
As such, the consequences of peer-supported narrative sharing on mental health
in Ateneo Senior High School grade 12 learners needed to be studied and understood
as well. This is significant in modern society, where sharing personal stories has become
more common. It helped young teenagers understand what to share and avoid when
sharing in a group. This research aimed to explore the experiences of learners who
5
engaged in peer-supported narrative sharing with the goal of promoting mental
well-being within AdDU SHS.
Theoretical Framework
The researchers used the Social Support Theory as a theoretical lens to
investigate the impact of narrative sharing among peers. Francis Cullen proposed this
theory, which focused on relationships and interactions within a relationship
(Leahy-Warren, 2014). Social Support Theory was highly relevant because it aligned
with the research’s focus on peer interactions and the impact of social bonds on health
outcomes. Narrative sharing, in which individuals recounted personal experiences,
allowed for the exchange of emotional and informational support. The exploration of the
experiences of Ateneo de Davao University Senior High School Grade 12 learners who
engaged in peer-supported narrative sharing regarding their mental health warranted
investigation.
Social Support Theory emphasizes the importance of social relationships in
fostering an individual's well-being. This theory posited that supportive interactions with
peers, family, and the community positively affected mental and physical health
outcomes. In an educational context, peer support plays a critical role in shaping
learners’ emotional well-being, helping them navigate challenges while fostering a sense
of belonging. By connecting the role of social relationships in enhancing well-being with
peer-supported narrative sharing, the research explored how this dynamic interaction
positively affected the health of AdDU Senior High School Grade 12 learners.
In conclusion, Social Support Theory offered a comprehensive lens through
which the impact of peer-supported narrative sharing on learner health could be
6
understood. The theory's emphasis on the beneficial outcomes of social interactions is
directly related to the research’s aim of exploring how peer relationships and narrative
exchanges contributed to the mental well-being of AdDU Senior High School Grade 12
learners. By grounding the analysis in this theoretical framework, it became more
apparent how supportive social networks played a vital role in enhancing mental and
physical health through shared narratives.
Research Questions
This research aimed to explore the experiences of Ateneo de Davao University
Senior High School Grade 12 learners who engaged in peer-supported narrative sharing
regarding their mental health. By investigating how social support, particularly within
peer relationships, impacted learners’ emotional and mental health, the research aimed
to uncover how sharing personal experiences in a supportive environment could
enhance coping mechanisms, resilience, and overall well-being. Specifically, this
research sought to answer the following questions:
1). What are the opinions of AdDU Senior High School Grade 12 learners
regarding the significance of peer-supported narrative sharing on their mental
state?
2). What are the experiences of AdDU Senior High School Grade 12 learners on
the effects of peer-supported narrative-sharing sessions?
3). What are the opinions of AdDU Senior High School Grade 12 learners
regarding the role of mutual trust in fostering cooperation and engagement in
peer-supported narrative-sharing sessions?
7
Significance of the Study
This research was conducted to explore the effects of peer-supported narrative
sharing on the mental health of Ateneo de Davao University Senior High School Grade
12 learners. The beneficiaries of this research were:
Learners of AdDU Senior High School. This research helped AdDU Senior
High School Grade 12 learners identify the benefits and disadvantages of
peer-supported narrative sharing on mental health. This research also
encouraged the learners to practice this conduct in their circle of friends.
Teachers of AdDU Senior High School. This research helped teachers
recognize the importance of peer-supported narrative sharing for their learners.
The results of this research were also applicable to the teachers themselves and
helped them become more open toward their close friends.
Future Researchers. This conducted research further opened doors for future
researchers to refine and expand studies related to peer-supported narrative
sharing. This also served as a source of information about healthy and toxic
behaviors in friendships.
Scope and Delimitation
This qualitative research explored the experiences of 12th-grade senior high
school learners at Ateneo de Davao University regarding peer-supported narrative
sharing in relation to their mental health. This research focused on the learners' opinions
regarding the significance of peer-supported narrative-sharing on their mental state, their
experiences with the effects of peer-supported narrative-sharing sessions, and their
opinions regarding the role of mutual trust in fostering cooperation and engagement in
8
peer-supported narrative-sharing sessions. The research was conducted within the
AdDU-SHS campus through face-to-face interactions or digitally via Google Meet. One
representative from each academic strand in AdDU Senior High School Grade 12 was
selected to participate in the research. This research employed a phenomenological
research design to understand the experiences of these learners truly. Interviews served
as the main instrument for collecting data.
The research focused solely on the learners' experiences and opinions related to
peer-supported narrative sharing and did not delve into the psychological aspects of the
personal problems of the participants. The research was limited only to the Grade 12
learners of AdDU SHS and did not include participants from Grade 11. Weaknesses of
this research included Sample Representation—while each academic strand had a
representative, the small sample size may not have fully represented the range of
experiences within the larger student body. Data Collection Methods—since interviews
were the primary method of collecting data, the degree of familiarity between an
interviewee and the interviewer may have impacted how genuine the data was. This
research's possible limitations included time limitations, as the researchers were only
given until the end of the academic year 2024-2025 to finish the research.
Bias—researchers or participants may have been biased in what they contributed,
whether by the researcher adjusting the data input or the participant intentionally
omitting aspects of their experiences. Lastly, the researchers faced limitations in terms of
knowledge, as they were only learners, not professionals, so their interpretations of the
collected data remained on a surface level.
9
Definition of Terms
This section detailed the fundamental definitions that appeared throughout the
research. The research provided these definitions to promote mutual understanding of
the terminology, enabling clear interpretation of findings and discussion sections.
Disclosing these terms prevented any possible misunderstanding while making the
research more straightforward to understand in full.
Coping Mechanisms: Strategies or methods individuals use to manage and
alleviate stress or emotional difficulties.
Emotional Support: A type of social support involving empathy, reassurance,
and encouragement to someone experiencing emotional difficulties.
Emotional Well-being: The state of having experienced positive emotions,
managed stress effectively, and maintained a sense of balance and purpose in
life.
Inclusivity: The practice of creating an environment where all individuals feel
welcomed, valued, and can participate fully.
Informational Support: A type of social support that includes providing advice,
guidance, and information to help someone solve problems or make decisions.
Instrumental Support: A type of social support involving practical assistance or
resources to help someone manage a situation or achieve a goal.
Long-Term Well-Being: The sustained state of mental, emotional, and physical
health over an extended period, as opposed to short-term effects.
Mental Health Stigma: Negative attitudes and beliefs about mental health issues
that led to discrimination and reluctance to seek help.
10
Narrative Sharing: The act of having exchanged personal stories to foster
connection, understanding, and reflection.
Negative Outcomes: Undesirable or harmful effects from specific interventions
or practices, such as increased emotional distress or interpersonal conflict.
Peer-Supported Narrative Sharing: A method of mental health intervention
where individuals share personal experiences with peers in a supportive
environment. This approach aimed to foster mutual understanding and emotional
support among participants.
Peer-Supported Open Dialogue (POD): A mental health support method
centered on distressed individuals and their support network. It emphasized open
and collaborative dialogue among peers to address mental health concerns.
Resilience: The ability of an individual to have recovered from or adapted to
adversity, stress, or trauma. It often involved the development of coping skills and
a positive outlook.
Social Support Theory: A theoretical framework that highlights the importance
of social relationships in enhancing an individual's well-being. It identified various
types of emotional, informational, and instrumental support that helped
individuals cope with stress and improve their resilience.
Trauma: A deeply distressing or disturbing experience that has long-lasting
emotional and psychological effects.
Vulnerable Learners: Learners who were at higher risk for emotional or
psychological difficulties due to various factors such as trauma, mental health
issues, or socio-economic challenges.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter introduced the topics under review: Experiences and Opinions on
the significance of peer-supported narrative sharing on mental state, the positive and
negative experiences of group self-narrative sharing sessions, and the challenges in
maintaining mutual trust and their impact on overall perceptions. This was significant as
it allowed the researchers and readers to grasp the current range and depth of
information on the research topic. Moreover, the researchers further investigated the
problem to expand their knowledge of the different experiences of Peer-Supported
Narrative Sharing on Senior High School Learners, as its impact on learners was
commonly present but was given little attention.
Opinions Regarding the Significance of Peer-supported Narrative-Sharing on
Mental State
Peer narrative sharing, a relatively new method of mental health intervention, has
shown imminent results in improving an individual's mental state based on various
research findings. In the educational setting, the impact of peer sharing was profound as
it fostered active listening and collaboration among the learners. This segment
thoroughly examined the significance of peer sharing in shaping the learner's emotional
impact, sense of belonging, self-efficacy, and confidence, providing valuable insights into
its potential benefits.
Emotional Impact. Studies have shown that sharing personal narratives among
peers impacted their emotional well-being and how the learners reacted based on their
experiences. As stated by Ahorsu et al. (2021), peer-led intervention had a positive
impact through increased mental health awareness and knowledge of coping strategies
on self-help and helping others among university learners. Furthermore, research
12
findings for this study found that mental health awareness was significantly improved in
62 learners after program implementation. Studies also suggested that peer support was
associated with improvements in mental health, including greater happiness,
self-esteem, effective coping, and a reduction in depression, loneliness, and anxiety
(Richard et al., 2024). This research by Richard et al. was a scoping review based on
study-level data, and no patients had been involved. Moreover, learners tended to feel
personally validated when they received support from others, contributing to positive
coping at university (John et al., 2018). In their findings, it had been found that 68% of
female learners and just 38% of male learners studying physiotherapy had reported
feeling full support from their peers, and learners had reported a 1.5-fold reduction in
peer support from year 1 (70%) to year 3 (53%). Research by van der Meulen (2021)
also stated that emotional peer support entailed social interaction through emotional or
practical help based on what these peers had in common, and many times with benefits
for both. With these research findings, we concluded that there had been evidence that
peer narrative sharing impacted learners' emotional well-being and significantly
improved mental health awareness, highlighting its educational significance.
Sense of Belonging. Research also suggested that interconnectedness had
occurred in peer-sharing discussions, resulting in a strong sense of belonging among
learners. This has contributed to positive relationships among the learners and created
an inclusive classroom environment. According to Saggers et al. (2023), a sense of
belonging at school and positive peer relationships had the potential to reduce the risk of
long-term poorer well-being and quality of life outcomes. In another research finding,
Mcbeath et al. (2017) stated that peer support and a sense of belonging had been
essential protective factors for university learners’ mental health and well-being,
particularly during off-campus work terms or when transitioning to the labor market after
graduation. The researchers' method included semi-structured group interviews
13
conducted with 25 participants selected from a university with a WIL program. Their
study also revealed that peer support and a sense of belonging were essential protective
factors for university learners’ mental health and well-being, particularly during
off-campus work terms or when transitioning to the labor market after graduation.
Moreover, according to research by Riley and White (2016), engagement with
like-minded peers afforded opportunities for belonging and connectedness. Overall,
based on the research findings, there was evidence of interconnectedness or a sense of
belonging in the classroom setting, contributing to the learners’ positive engagement
among peers.
Self-efficacy and Confidence. Studies have shown that support amongst peers
has the potential to improve one’s self-efficacy and confidence significantly. According to
research by Akbay and Aktas (2021), peer support among adolescents has increased an
individual’s self-esteem and perception of self-efficacy. A study group of 462 high school
learners of various grades was observed to observe such results. Additionally, it had
been found that an increase in peer support had decreased an individual’s social anxiety.
Another research by Kong et al. (2018) showed that peer support with intervention
positively affected self-efficacy and their quality of life. Results had been shown among
adults with type 2 diabetes in the span of 6 months. More evidence by Zhang et al.
(2022) supported this claim. Peer support among patients with cancer has been able to
alleviate depression and anxiety, thus improving their quality of life and their self-efficacy.
Peer support provided support to an individual without establishing a sense of hierarchy,
as peers who had gone through the process had already experienced similar
experiences, promoting equality and mutual healing. Lastly, according to research by
Arrifin et al. (2022), peer support has been a helpful tool to improve their self-confidence
and broaden its function as a coping mechanism to improve the quality of life and
well-being of undergraduate learners. In conclusion, peer support significantly affects a
14
person's self-efficacy and confidence. Not only that, but it has improved their quality of
life and has helped decrease the stress on their mental health.
To conclude, the consistent theme across studies highlighted that cultivating
strong, positive peer relationships had been essential for improving learners’ long-term
well-being, particularly for learners transitioning through various academic and
professional stages. Whether in the classroom, during off-campus work terms, or as they
had prepared to enter the labor market, learners who had engaged with like-minded
peers had felt a strong sense of belonging and confidence and had been better
equipped to navigate challenges and sustain their well-being. With this, peer narrative
sharing among learners also brought positive and negative outcomes that impacted their
overall well-being. The researchers provided research findings regarding this in the
succeeding paragraphs.
Experiences on the Effects of Peer-Supported Narrative-Sharing Sessions
The practice of peer-supported narrative-sharing has been found to foster
positive experiences among learners, especially within an educational setting.
Furthermore, Group Self-Narrative sharing has proven to be a powerful tool in academic
and social contexts. It allowed individuals to express themselves and fostered a healthy
relationship between peers. This section explored the positive and negative experiences
that arose from group self-narrative sessions and emphasized the role of peer impact in
enhancing a learner’s academic engagement and success.
Positive Effects. Research by Moneva and Legaspino (2020) highlighted that
peer interactions during these sessions greatly affected a learner’s academic
performance. Based on their study, a total of 243 Senior High School learners from Jago
Biao National High School had been surveyed using a Likert scale questionnaire. The
results showed that peer impact played a significant role in a learner’s engagement in
15
class and academic performance. When learners actively participated in group
discussions and shared personal experiences, they tended to feel more connected to
their peers, which improved performance and motivation in school.
Furthermore, this played a significant role even as early as high school.
According to research conducted by Liu (2023), “According to the research results, we
found that peer relationships among high school learners had a significant impact on
academic performance. The better peer relationships were, the better the learner’s
academic performance became. The author suggested that good peer relationships
should have been used in learners’ daily study life, which did well for their physical and
mental fitness.” This went to show that fostering positive peer interactions had been
important for a learner’s development. By cultivating supportive and encouraging peers,
learners excelled academically and enhanced their overall well-being, creating a
balanced school experience.
Negative Effects. Although there had been plenty of positive results regarding
group self-narrative sharing sessions, participating in such activities also had drawbacks.
According to Gibson et al. (2018), negative effects have been observed on task-oriented
relationships. Through three experiments, the researchers found that when a
higher-status coworker disclosed weaknesses related or unrelated to the task, it led to
negative outcomes. These included a reduction in the coworker’s perceived status,
diminished impact, increased task conflict, and lower relationship quality with the
disclosure. It was also important to note that not everyone was willing to genuinely listen,
and opening up to the wrong group of people could have had undesirable
consequences. According to Ostendorf et al. (2020), the quantity of self-disclosure via
posts had been negatively associated with advantageous decision-making and positively
correlated with tendencies toward problematic social network use. The findings indicated
that high self-disclosure via posts was associated with a tendency to neglect long-term
16
risks. This implied that before engaging in a Group Self-Narrative Sharing Session, it had
been crucial to be mindful of the negative outcomes it could have produced.
Overall, research showed that peer interactions had a positive impact when it
came to learners’ academic performance and well-being. Additionally, it was proven that
strong peer relationships and active participation in group discussions had boosted
learners’ motivation and success in school settings. However, self-narrative sharing also
had its drawbacks. Disclosing personal weaknesses could have done more harm than
good and resulted in a lower perceived status in task-oriented settings. Moreover, it has
been discovered that excessive self-disclosure in online spaces could have resulted in
poor decision-making and problematic behaviors. Maintaining mutual trust had been
crucial in peer-supported narrative sharing, as challenges in this area could have
negatively impacted participants' overall perceptions, potentially undermining motivation,
decision-making, and group dynamics.
Opinions Regarding the Role of Mutual Trust in Fostering Cooperation and
Engagement in Peer-Supported Narrative-Sharing Sessions
Trust among learners was crucial but often challenging, significantly impacting
their perceptions of each other and their willingness to engage in peer-supported
activities like narrative sharing. Trust issues arising from miscommunication, inconsistent
behavior, or dishonesty in schools have led to doubts and conflicts, reducing
cooperation. Without trust, learners often see their peers as untrustworthy, which limits
their participation in supportive interactions and has diminished potential benefits.
Therefore, fostering trust has been essential for improving learner satisfaction and
building a supportive school community.
Trust Building. One major challenge had been communication barriers, which had
led to misunderstandings and eroded trust, especially when there had been differences
17
in communication styles or when clarity had been lacking. Past negative experiences
have contributed to skepticism, making individuals reluctant to trust again (Muhammad,
2023).
Conflict Resolution. Understanding emotions plays a crucial role in how children
navigate conflicts. Studies have found that differences in how kids had been perceived
by their peers and teachers' reactions to misbehavior had often sparked conflicts among
them. Learning to resolve these conflicts had been an important part of growing up. If not
handled well, these disagreements have harmed friendships, slowed the development of
positive social behaviors, and potentially impacted children’s emotional and physical
health (Cao et al., 2023). There have been various strategies to manage conflicts, and
interestingly, older kids, especially teenagers, have tended to lean towards more
assertive methods when dealing with serious conflicts that have challenged their sense
of independence or relationships (Tamm et al., 2018b). Understanding effective conflict
resolution was key to fostering healthy development and maintaining good relationships
among kids and teenagers.
Impact on Perceptions. Maintaining mutual trust had been vital in any
relationship, but it had often come with challenges that had significantly impacted how
individuals perceived and interacted with each other. In school settings, these challenges
have been particularly evident among learners. Miscommunication, inconsistent
behavior, or dishonesty undermined trust, leading to doubts, negative perceptions, and
conflicts that reduced cooperation. Self-esteem also played a crucial role, as higher
self-esteem had been linked to greater peer trust, suggesting that it had indirectly
impacted social adaptation by providing psychological support through trust in peers (Xin
et al., 2019). Research has indicated that peer trust and perceived social support
mediated the relationship between self-esteem and social adjustment, further supporting
the notion that trust within peer relationships significantly impacts learners’ social
18
experiences (Xin et al., 2019). Trust issues had shaped learners’ broader perceptions of
their social environment and had affected their willingness to engage in school activities.
A positive perception of peer relationships, characterized by mutual trust and support,
had enhanced learners’ sense of belonging and overall satisfaction with their school
experience.
Conversely,
difficulties
maintaining
trust
damaged
these
positive
perceptions, making it harder for learners to form meaningful connections and fully
participate in the school community.
Research by Wang and Hu (2021) underscored the importance of peer
relationships in fostering cooperative behaviors among college learners, demonstrating
that solid peer connections positively predicted cooperative tendencies. The research
highlighted that interpersonal trust had been a crucial mechanism through which peer
relationships had impacted cooperation, emphasizing the need to nurture trust in peer
interactions. Additionally, the research noted that social value orientation had moderated
the link between peer relationships and interpersonal trust, indicating that individual
differences in social values had affected the strength of this connection. This finding
paralleled the impact of perceptions on peer-supported narrative sharing; when learners
viewed these interactions as supportive and trustworthy, they were more likely to
participate, fostering greater cooperation and understanding.
The perception of trust and support within peer relationships enhanced the
benefits of narrative sharing, creating a positive cycle where learners felt more
connected, valued, and willing to engage. However, if learners had perceived their peers
as untrustworthy or judgmental, their willingness to share and cooperate would have
diminished, which would have limited the potential for positive interactions. Thus,
fostering positive perceptions of trust and support among peers had been essential for
creating an environment conducive to meaningful engagement and cooperation in
school settings.
19
Synthesis of the Reviewed Literature
This chapter provided the overall effects of peer-supported narrative sharing on
health. By remarking on how peer-supported narrative sharing impacted individuals'
mental states, how it affected them, and how they trusted their peers. From defining
what these themes were for and what topics they fell under that could be related to those
who experienced peer-supported narrative sharing.
Part of the design was to highlight the potential long-term risks of this
phenomenon and how it affected individuals' well-being. For instance, the emotional
impact of sharing personal narratives among peers fostered a sense of belonging within
the group, emphasizing the peers' connectedness and improving mental health
awareness. It also indicated the effects of narrative sharing among peers that impacted
their perception of society, mainly how it developed them as learners, such as helping
them excel academically and socially. However, it was important to note that potential
long-term risks also needed to be addressed. In addition, it stated how narrative sharing
among peers impacted how they maintained mutual trust and how it affected their
perception, where either it developed or contributed to conflict resolution and
trust-building among their peers.
Furthermore, this chapter primarily discussed how peer-supported narrative
sharing impacted their overall perception of society and significantly affected their
well-being and development, which lacked an examination of how peer-supported
narrative sharing in educational settings could benefit while increasing potential risks,
such as learners’ decision-making, including its emotional impact, and provided limited
exploration of how different formats or structures of narrative sharing (e.g., one-on-one,
group setting, storytelling prompts) affected outcomes.
Chapter 3
METHODOLOGY
This chapter outlined the research methodology for the qualitative research
Exploring the Experiences of Ateneo de Davao University Senior High School Grade 12
Learners Who Engage in Peer-Supported Narrative Sharing regarding Their Mental
Health. Using a qualitative approach, the research sought deeper insights into how
sharing personal stories with peers affected learners' emotional and psychological
well-being during their senior year. The chapter covered the research design, locale of
the research, unit of analysis, research instruments, sampling method, data collection
procedure, data analysis, and ethical considerations.
Research Design
This research employed a qualitative phenomenological research design
approach. Qualitative research was conducted to gain insight into how individuals
perceived and engaged with the world around them. According to Bhandari (2024), a
qualitative research approach involves collecting and analyzing non-numerical data
(e.g., text, video, or audio) to understand concepts, opinions, or experiences. It was used
to gather in-depth insights into a problem or generate new research ideas. In addition,
phenomenological research was a qualitative research design that sought to understand
and describe the universal essence of a phenomenon. The approach investigated the
everyday experiences of human beings while suspending the researchers' preconceived
assumptions about the phenomenon (Hassan, 2023).
Primarily, the researchers sought valuable insights from learners who had
practiced or had experienced peer-supported narrative-sharing regarding their opinions,
positive and negative experiences, and how it impacted their overall perceptions, which
was best conducted through a qualitative phenomenological research design approach.
21
Phenomenological research design was beneficial for topics in which the researcher
needed to investigate the audience's thoughts, feelings, and experiences. It was a
valuable tool to gain audience insights and generate awareness about the item being
studied (Dovetail Editorial Team, 2023). Purposive sampling was the sampling method
that was used to conduct this research.
Locale of the Study
The research was conducted at Ateneo de Davao University Senior High School,
located at McArthur Highway, Talomo, Davao City, Davao del Sur. The researchers
chose two learners from each strand, namely Humanities and Social Sciences
(HUMSS), Accountancy, Business and Management (ABM), Science, Technology,
Engineering, and Mathematics (STEM), along with its sub-strands Pre Science, Pre
Engineering and Architecture, and Pre Computer Studies. The research processes and
data collection were carried out through interviews. Furthermore, interviews ensured that
the data collection for the researchers was valid, accurate, and secure. The researchers
chose this locale as it was easily accessible to the learners and was more manageable
to meet during the interviews. The researchers also chose this locale because it allowed
them to gather the experiences of the participants, who were learners from different
strands; interviewing them in the school also helped them feel safer and more
comfortable being interviewed.
Unit of Analysis
The chosen participants for this research were one representing learners of each
strand discipline in Ateneo de Davao Senior High School. The researchers believed that
having representatives from each strand would have given a more reliable and unbiased
result, and this research needed to answer the questions the team had prepared.
22
Factors such as time constraints, accessibility of the location, and relatability and
relevance to the participants were also considered to yield the results that this research
paper wanted to answer. To sum it up, the researchers chose these participants because
they had relevant and reliable characteristics for the collected data that contributed to
the research.
Sampling Method
The researchers determined that a sample size of five (5) fitted the data
collection. In the AdDU SHS, one learner from the ABM, HUMSS, STEM Pre-Science,
STEM Pre-Engineering and Architecture, and STEM Pre-Computer Studies was
interviewed, all in Grade 12. In order to justify the claim, Jones (2024) stated that a small
sample size of 10 was adequate for qualitative research.
Furthermore, the method of choosing the learners was done through Purposive
Sampling, a non-probability sampling. Purposive sampling was a method where the
researcher chose samples based on a particular criterion (Hassan, 2023). In this case,
the researchers only desired learners who served as samples aged 17-18 and from
Grade 12 AdDU SHS. Through this method, one Grade 12 learner who fitted the age
requirement from the five strands was invited to serve as a sample and be involved with
the research.
Research Instrument
The research utilized the semi-structured interview method to gather responses
aligned with the focus topic. A semi-structured interview was a data collection method
that relied on asking questions within a predetermined thematic framework (George,
2023). Hence, the semi-structured interview enabled qualitative researchers to amend
their research questions throughout their studies while maintaining their track (Mashuri,
23
2022). Furthermore, the researchers opted for interviews with open-ended questions to
enable the interviewees to provide detailed answers and for the researchers to collect
richer data. Open-ended questions were free-form survey questions that allowed and
encouraged participants to answer in an open-text format based on their complete
knowledge, feelings, and understanding (Bhat, 2024).
Furthermore, the questionnaire focused on three categories: (1) the opinions of
AdDU Senior High School Grade 12 learners regarding the significance of
peer-supported narrative sharing on their mental state, (2) the experiences of AdDU
Senior High School Grade 12 learners on the effects of peer-supported narrative-sharing
sessions and (3) the opinions of AdDU Senior High School Grade 12 learners regarding
the role of mutual trust in fostering cooperation and engagement in peer-supported
narrative-sharing sessions. The first factor facilitated the three sub-topics under (a)
emotional impact, (b) sense of belonging, and (c) self-efficacy and discipline. Following
the sub-topics of factor number two were (a) the positive experiences and (b) the
negative experiences. Factor number three was then about (a) trust building, (b) conflict
resolution, and (c) impact on perceptions.
Therefore, a semi-structured interview was the most appropriate research
instrument for this qualitative research as it was structured and allowed the researchers
to gather detailed and adequate information. One of their main advantages was that they
were "the best of both worlds" – researchers got some of the organization of structured
interviews while allowing the flexibility to ask open-ended questions based on the
participant’s responses (Boswell, 2024). Unlike a structured format, a semi-structured
interview still offered some flexibility in the types of questions the researchers could ask
the participants, allowing the researchers to ask in-depth questions or pursue different
topics (Garcia et al., 2024). The questions were also open-ended, so the researchers
ensured that participants could freely answer the research questions according to their
24
experiences and personal insights. Thus, this research instrument was suitable as it
facilitated data collection by comprehensively gathering necessary information from the
participants.
Data Collection Procedure
The data collection procedure followed the primary qualitative narrative data
collection method: an in-depth interview. The process and procedure followed eight
steps: (1) request letter permission, (2) develop interview questions, (3) recruit
participants, (4) obtain participants' consent and ensure confidentiality, (5) schedule the
interview, (6) sent the finalized schedule, (7) conducted the actual interview, and (8)
gathered and organized the analyzed data.
Asking for Permission from the Academics Office. The researchers
requested permission from the Assistant Director for Academics in Ateneo de Davao
University Senior High School to obtain consent to conduct interviews and send
questionnaires to potential participants.
Developing Interview Questions. The researchers conducted an in-depth
interview. These interview questions were open-ended and followed a three-factor line of
questioning.
Recruiting of Participants. After receiving authorization for the interview
questions, the researchers selected two participants from Grade 12 learners in ABM,
HUMSS, STEM Pre-Science, STEM Pre-Engineering and Architecture, and STEM
Pre-Computer Science. The participants were chosen based on demographics such as
year level, strand, and their experience in narrative sharing in group settings.
Participant’s Consent and Confidentiality. Once the researchers received
responses from their participants, a final consent letter was sent to the ten (10) identified
and chosen research participants. The purpose of the consent letter was to ensure that
25
the participants agreed to their willingness to participate. This included compliance in
cooperating with the interview and acknowledging that the personal data would be made
available for the reader’s consumption, anonymous or not, and used as a basis for the
research’s findings.
Scheduling the Interview. After the consent form was read and signed, the
researchers set an agreeable schedule for the participants and researchers.
Sending the Finalized Schedule. Once the in-depth interview schedule was
finalized, the researchers sent the participants a final email containing the time, date,
and sample sets of semi-structured questions.
Performing the Interview. According to the participants ' preference, the
in-depth interview was conducted using Google Meet or Zoom, with an estimated
duration of no more than forty-five (45) minutes.
Gathering and Organizing the Analyzed Data. The data collected from the ten
participants was stored and kept in a Google document accessible only to the
researchers—further discussion followed regarding the thorough data analysis
procedure.
Data Analysis
Thematic analysis (TA) is a type of qualitative data analysis process that involves
scrutiny of the data for patterns in the meaning of data to arrive at themes (Villegas,
2023). The TA allowed the exploration of people’s opinions, experiences, and views.
According to Villegas (2023), they included participant observation, interviews, focus
group discussions, and analysis of photographs and other non-numerical data to identify
patterns helpful in understanding a researcher’s research questions.
Due to its flexibility, TA was used in any context, discipline, research question, or
problem. It enabled the identification of multiple themes from qualitative data. Thus, it
26
was appropriate for a broad topic area and various theories. This flexibility allowed a
particular approach to be adopted depending on the researcher's intended research
objective (Turner, 2022). The researchers applied the inductive approach in this analysis
to interpret the concepts and themes from the data received. Six (6) steps were utilized
in this research using the principles of Braun and Clarke.
Familiarizing the Data. Researchers first familiarized themselves with the data
by reading the transcripts and reviewing records to understand the collected information.
Coding the Data. This meant a phrase or sentence revealing meaning, and
pattern was underlined while reading the text.
Generating Themes. This coding step prepared the process where several
related codes were grouped under one theme and searched for patterns.
Reviewing the Themes. The researchers then carefully reviewed these themes
to reflect the data accurately. Once finalized, they defined the themes to understand their
part of the whole analysis more comprehensively.
Writing the Analysis. This highlighted the key conclusions and demonstrated
how the research answered the research questions.
In addition, to better understand the outcomes of each participant, it was possible
to divide the procedure into some significant steps. These helped to determine how
frequently these themes were introduced and what they meant concerning the retrieved
data (Nikolaidis, 2023).
Ethical Considerations
Ethical considerations in research were essential to creating an environment
wherein research participation was informed, voluntary, and confidential—and where
participants were safe from unintended harm due to misconduct, according to the
website Penn LPS. As researchers, we were responsible for ensuring we followed the
27
code of conduct when gathering data. They kept researchers accountable, thus avoiding
misconduct (Mazumdar, 2024). By adhering to ethical standards, the research aimed to
create a safe environment for participants to share their experiences, contribute to
understanding mental health and uphold the integrity of the research process.
Anonymity and Confidentiality. The participants' identities were strictly
maintained throughout the research. Participants' names and any personal identifiers
were replaced with codes or pseudonyms to prevent identification. All data collected was
stored securely in password-protected files, accessible only to the researchers.
Information shared during the research was used solely for research purposes.
Participants could also withdraw at any time without their data being used. After the
research was completed, all personal data was permanently deleted to protect their
privacy. It was crucial to recognize that inadequate anonymity and confidentiality
practices could harm participants and negatively affect the credibility of the research
findings; therefore, understanding and applying these principles was essential for
conducting credible research (Kang & Hwang, 2023).
Principle of Nonmaleficence. The researchers ensured that no harm came to
participants. Since sensitive topics related to mental health arose, care was taken to
prevent emotional distress. This commitment aligned with the ethical principle of
non-maleficence, which required actions that avoided or minimized harm to others;
participating in research should not have caused harm to the research subjects (Alele &
Malau-Aduli, 2023). Participants could stop at any time if they felt uncomfortable, and if
any distress occurred, support was offered. The research was designed to protect the
well-being of all participants, prioritizing their safety and comfort.
Moral Principle of Beneficence. Individuals were treated ethically by honoring
their choices, safeguarding them from harm, and actively working to ensure their
well-being. The concept of "beneficence" typically encompassed acts of kindness or
28
charity that extended beyond mere obligation; this document framed it as a more
substantial ethical duty (Northern Kentucky University, 2024). This research aimed to
benefit participants by creating a supportive environment for sharing personal
experiences, which may have improved their mental health. Through this process,
participants may have experienced increased emotional support, self-awareness, and a
stronger sense of community with their peers. The research was intended to promote
positive outcomes and contribute valuable insights into the role of peer-supported
sharing in mental well-being.
Intellectual Property. Participants retained ownership of their personal stories
and insights shared during the research. Any published findings ensured that individual
contributions were anonymized and presented in a summarized form, preventing specific
participant identification. Proper citations and acknowledgments were made for any
external sources or references used in the research to uphold ethical research practices
(Illinois Institute of Technology, 2023).
Voluntary Participation. Participation in the research was entirely optional. They
had the right to opt out of participating for any reason. Additionally, they could
discontinue participation at any point or not respond to specific questions. Participants
retained the right to withdraw even after signing the consent form (Chaminade University
of Honolulu, 2020).
Informed Consent. It was obtained before any data collection. Participants were
provided with clear information regarding the research purpose, procedures, potential
risks, and benefits, ensuring they could make an informed decision to participate (Siegle,
2023).
CHAPTER 4
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
This chapter presented the data analysis and the impact of peer-supported
narrative sharing that the researchers had gathered from the thoroughly analyzed
interviews of the Grade 12 AdDU SHS learners. As the researchers delved deep into the
research, the readers could understand the determining factors of the impact of
peer-supported narrative-sharing sessions, personal thoughts on the matter, and the
participants' unique experiences. This chapter was vital as it enabled a comprehensive
understanding of the nature of peer-supported sharing and allowed the formation of
accurate conclusions derived from the research. It also allowed the researchers to gain
key findings that benefit future studies. This chapter was divided into three parts: 1)
Opinions of AdDU Senior High School Grade 12 Learners Regarding the Significance of
Peer-Supported Narrative Sharing on Their Mental State, 2) Experiences of AdDU
Senior
High
School
Grade
12
Learners
on the Effects of Peer-Supported
Narrative-Sharing Sessions, and 3) Opinions of AdDU Senior High School Grade 12
Learners Regarding the Role of Mutual Trust in Fostering Cooperation and Engagement
in Peer-Supported Narrative-Sharing Sessions.
Opinions of AdDU Senior High School Grade 12 Learners Regarding the
Significance of Peer-Supported Narrative Sharing on Their Mental State
The opinions of AdDU Senior High School Grade 12 learners regarding the
significance of peer-supported narrative sharing were often positive, praising the impact
of peer-supported narrative sharing. From the gathered data, peer-supported narrative
sharing improved learners’ emotional and mental well-being and helped them establish
strong social connections and support. Learners expressed how the significance of
30
peer-supported narrative sharing had made a positive impact on themselves and others
as well.
Emotional and mental well-being. Emotional and mental health are two of the
major components of healthy living. It referred to the processes of finding ways for
healthy self-expression, being psychologically well-off, and acquiring resources to deal
with the demands of life. As such, it helped individuals stay in control of what happened
to them, accept change, and find the serenity to experience happiness.
“So for me, I think its importance for mental health is that it allows for
more open communication, especially with other people, and it helps you
understand more about the ideal state of how you're supposed to be
acting and how your mental health is very important through
peer-supported narrative sharing. So it gives importance to being able to
know how to treat your emotions and your expressions towards other
people, and what they mean to yourself.”
[So for me, I think its importance for mental health is that it allows for
more open communication, especially with other people, and it helps you
understand more about the ideal state of how you're supposed to be
acting and how your mental health is very important through
peer-supported narrative sharing. So it is essential to know how to treat
your emotions and expressions towards others and what they mean to
you.]
Participant 3
“Students need to be social about their problems, right? As a student, we
have lots of problems, and we share our problems with each other
because we have similar experiences as students, and we can resonate
more about it, may it be problems about our exams or relationships; we
can ask for advice, especially for relationships. For mental health, a
peer-supported narrative could lessen the negativity that you have gained
throughout this semester or this school year. If you have a problem, you
share it with your friends, and it lessens the burden you have on you
because you have vented already. Venting to your friends feels liberating
since you'll feel like your problems will feel less heavy. So I can say that it
is very good for your mental health, and it can help you grow as a
person.”
[It is essential for students to be social about their problems, right? As
students, we have many issues, and we share them because we have
similar experiences as students and can resonate more with them. We
can ask for advice, especially regarding relationships, whether it be
problems with our exams or relationships. For mental health, a
peer-supported narrative could lessen the negativity that you have gained
throughout this semester or this school year. If you have a problem, you
share it with your friends, and it lessens the burden you have on you
because you have vented already. Venting to your friends feels liberating
since you'll feel like your problems will feel less heavy. So I can say that it
31
is very good for your mental health, and it can help you grow as a
person.]
Participant 4
“Uhm- Its important for mental health because I believe it reminds us
we're not alone. And when we share and listen to each other's stories, it
helps us ease the weight of what we're carrying, and it makes us feel
connected with one another.”
[Its essential for mental health because I believe it reminds us we're not
alone. And when we share and listen to each other's stories, it helps us
ease the weight of what we're carrying and reminds us we're not alone.]
“After sessions, I usually feel lighter and more at peace, and there is a
sense of relief, like having a heavy burden lifted up off of my chest. At the
same time, I feel more inspired and hopeful, like I can handle what I am
going through.”
[After sessions, I usually feel lighter and more at peace, and there's a
sense of relief like, having a heavy burden has been lifted up off of my
chest; at the same time, I feel more inspired and hopeful like I can handle
what I'm going through.]
Participant 5
The research showed that telling personal experiences helped people maintain
good mental health, according to Ahorsu et al. (2021). The research closely matched our
understanding of emotional and mental health, which covered safe self-expression,
effective emotional coping, and life skills development. People who participated in the
research confirmed that grouping to talk about their lives helped them heal mentally.
According to Participant 3, sharing emotions with others taught people better emotional
control, and emotional communication benefited them. For Participant 4, talking about
problems with friends made heavy feelings less burdensome and brought more positivity.
Additionally, sharing personal stories helped people feel better and led them to
expect more happiness, according to Participant 5. Studies showed that when people
talked about their life events, they felt better and became more mentally healthy because
they bonded with others (Ahorsu et al., 2021). Offering places to discuss experiences
helped people survive life challenges and build stronger mental well-being.
Social Connection and Support means the connections one makes with people
and how these people, in turn, can help and support a person. Connecting with others
32
helped when someone struggled with many problems that could not be handled alone.
Moreover, it also helped someone develop and grow as a person.
“Uhm, it gives me a whole new perspective or it-, it like gives me another
solution to some mental health issues because most of the time, we just
want to uh-, we just want to be able to relate to other people and we
already, and we can start healing from there along with others.”
[It gives me a whole new perspective, or it gives me another solution to
some mental health issues because most of the time, we just want to be
able to relate to other people, and we can already start healing from there
along with others.]
Participant 1
“So for me, I think its importance for mental health is that it allows for
more open communication, especially with other people, and it helps you
understand more about the ideal state of how you're supposed to be
acting and how your mental health is very important through
peer-supported narrative sharing. So it gives importance to being able to
know how to treat your emotions and your expressions towards other
people, and what they mean to yourself.”
[So for me, I think its importance for mental health is that it allows for
more open communication, especially with other people, and it helps you
understand more about the ideal state of how you're supposed to be
acting and how your mental health is very important through
peer-supported narrative sharing. So it is important to know how to treat
your emotions and expressions towards others and what they mean to
you.]
Participant 3
“As someone who listens to their friends about their problems, issues, and
stories, you get to know how this person feels. Each has their problems,
and they factor into who they are as a person. Their negative experiences
can cause depression and anxiety. My perspective changed because I
can now understand that this certain person is the way he is right now
because of past events, and now that this person is sharing it to me
because I am his friend and he trusts me. That in itself changed my
perspective about mental health in this context.”
[As someone who listens to their friends about their problems, issues, and
stories, you get to know how this person feels. Each has their problems,
and they factor into who they are as a person. Their negative experiences
can cause depression and anxiety. My perspective changed because I
can now understand that this particular person is the way he is right now
because of past events, and now that this person is sharing it to me
because I am his friend and he trusts me. That in itself changed my
perspective about mental health in this context.]
Participant 4
The data gathered from the interviews with the participants showed the impact of
Peer-Supported Narrative Sharing on one’s relationships and how such connections
benefited a person. In the interview, Participant 1 stated that sharing personal stories
33
related a person to another allowed them to heal from their problems together.
Participant 3 said it allowed more communication with people, letting one learn how to
act according to others and themselves. It helps people understand a person’s actions or
perspective and develop mutual trust within a relationship. All of these gathered data
pointed to how Peer-Supported Narrative Sharing enabled people to support each other
through their connections.
Furthermore, Saggers et al. (2023) revealed an evidence-based positive impact
of belongingness at school and peer interaction in diminishing life’s challenges,
improving well-being, and enhancing positive quality of life. They noted that expressing
feelings and experiences during group discussions assisted others in understanding the
bearer, thus reducing their psychological loads and promoting empirical strength.
The Experiences of Addu Senior High School Grade 12 Learners on the Effects of
Peer-Supported Narrative-Sharing Sessions
This section aimed to discuss the responses of five (5) Ateneo de Davao Senior
High School Grade 12 learners interviewed about their effects on peer-supported
narrative sessions. Through an exploration of their experiences, three (3) key themes
emerged from analyzing the transcribed data gathered from the participants interviewed
in this research. These themes were (1) Positive Outcomes of Peer-Supported Narrative
Sharing, (2) Challenges in Narrative Sharing, and (3) Impact on Understanding and
Growth.
Positive Outcomes of Peer-Supported Narrative Sharing. The findings under this
theme highlighted the participants’ experiences after participating in a peer-supported
narrative-sharing session. All participants reported positive impacts resulting from their
involvement in the session. These experiences emphasized the significance of
peer-supported narrative sharing.
34
“As for the positive impacts, I believe that it has brought me closer to that
person because they were willing to communicate with me in that level.
And I think that through the sharing, I would be able to know more about
that person compared to before they shared about themselves.”
[As for the positive impacts, I believe that it has brought me closer to that
person because they were willing to communicate with me in that level.
And I think that through the sharing, I would be able to know more about
that person compared to before they shared about themselves.]
Participant 3
“Uhm- For me, the best thing I've experienced during these sessions is
the deeper connection I've built with my peers. Hearing their stories helps
me see them in a new light, and sharing makes me feel closer to them.”
[For me, the best thing I've experienced during these sessions is the
deeper connection I've built with my peers. Hearing their stories helps me
see them in a new light, and sharing makes me feel closer to them.]
Participant 5
“Personally, the positive impact I have experienced from this in a group is
that I noticed they feel more positive, even if it’s just for a day. I feel that it
is good for our mental health. I feel that our bonds and relationships are
much stronger since we’ve shared each other’s experiences, and I feel
that we would be able to grow together.”
[Personally, the positive impact I have experienced from this in a group is
that I noticed they feel more positive, even if it’s just for a day. I feel that it
is suitable for our mental health. I feel that our bonds and relationships
are much stronger since we’ve shared each other’s experiences, and I
feel that we would be able to grow together.]
Participant 4
“It made me uh- closer to them, and it made me learn new things that I
uh- thought that I was the only one who was going through, but we were
also going through it. So it made me have another perspective on this
particular problem and made me have healthier ways to cope with them.”
[It brought me closer to them and helped me realize that I was not the
only one going through certain things. Giving me a new perspective on
the problem taught me healthier coping methods.]
Participant 2
“Uhm, the positive impact is that I’ve gained some friends because some
of my friends today were from uh just simply talking about our shared
experiences. It helped us relate on a deeper level, and it, and even after
that, we still, we’re still friends till today, and we still do some of those
sessions together, those deep talk sessions which strengthens our bond
even more.”
[I’ve gained friends through sharing our experiences, which has helped us
connect on a deeper level, and even now, we are still friends and continue
to have those deep talks, strengthening our bond.]
Participant 1
Based on the participants' answers, their experiences emphasized how
peer-supported narrative-sharing sessions had positively impacted them. A common
theme among their responses was the strengthened bonds and deeper connections that
35
had formed with their peers through open communication and mutual understanding.
Participants highlighted that these sessions had fostered empathy, allowed them to view
life in a new light, and provided a sense of shared experiences and emotional support.
Additionally, they noted the mental health benefits, including improved coping strategies
and a greater sense of camaraderie, which had contributed to lasting friendships and
personal growth.
These responses collectively demonstrated that peer-supported narrative-sharing
sessions had promoted emotional openness and mutual understanding, which had been
vital in building meaningful relationships. The participants’ experiences suggested that
such interactions had enhanced personal and interpersonal growth and provided a
supportive environment for addressing shared challenges. By fostering empathy and a
sense of belonging, these sessions encouraged the development of healthier coping
mechanisms and contributed to overall well-being.
According to the research conducted by Moneva and Legaspino (2020),
interactions among peers during narrative-sharing sessions significantly enhanced
learner performance. Their findings indicated that the influence of peers had been a
crucial factor in promoting learner engagement and academic achievement. This
collaborative dynamic fostered a supportive learning environment and boosted individual
productivity, ultimately vital to a learner’s overall academic success.
Challenges in Narrative Sharing. The effects of narrative sharing have been
numerous; from the degradation of social relationships to its impact on mental health,
peer-supported narrative sharing has been problematic when faced with challenges. A
study by Gibson et al. (2018) discovered that situations that had revealed vulnerability
and weakness in social contexts had affected a learner’s social dominance and authority,
leading to diminished perceived status from coworkers, increased workflow conflicts, and
lower relationship quality after the narrative disclosure.
36
“It’s when they fool around and don’t take you seriously, even when you
are trying to have a serious conversation. It can really affect you
negatively, especially when you are feeling vulnerable in that state when
you are sharing. Other than that, another challenge that I face is when
they ask for advice, and I don’t know exactly what to say and what advice
to give them; that’s why when they open up to me, I just listen, but when
you do have to give feedback, you have to choose your words carefully.”
[It’s when they fool around and don’t take you seriously, even when you
are trying to have a serious conversation. It can really affect you
negatively, especially when you are feeling vulnerable in that state when
you are sharing.]
Participant 4
The participants shared the same sentiment in this related literature, as it
was evident that whenever they had a negative experience when sharing
their narratives, the information they had shared could be misused by the
hands that did not handle it properly. These challenges were all seen as a
matter of trust and close and honest communication with the people who
would have seen one as a peer and a person desiring connection.
Impact on Understanding and Growth. The findings under this theme
captured the participants' reflections on how the peer-supported
narrative-sharing sessions had influenced their understanding and
personal growth. All participants expressed enhanced self-awareness,
profound insights into others’ experiences, and a greater appreciation for
diverse perspectives. These outcomes underscored the role of narrative
sharing in fostering both individual and collective growth.
“So when it comes to sharing personal stories in a group setting, I think
that it, excuse me, helps in knowing more about the background of what
your peers are experiencing, and it helps understand parang the more
in-depth causes, the roots, and where your experiences are stemming
from or parang behavioral aspects which led to the experience and
perspective. So I guess it helps a lot sharing personal stories helps a lot
in understanding the totality of where parang the origin of the experiences
and perspectives.”
[So when it comes to sharing personal stories in a group setting, I think
that it, excuse me, helps in knowing more about the background of what
your peers are experiencing, and it helps understand parang the more
in-depth causes, the roots, and where your experiences are stemming
from or parang behavioral aspects which led to the experience and
perspective. So I guess it helps a lot sharing personal stories helps a lot
in understanding the totality of where parang the origin of the experiences
and perspectives.]
-Participant 3
“For me, uh- sharing my personal stories and listening to others in a
group has completely changed how I see my peers. Since I've learned so
much about their struggles and it- it's a reminder that everyone has a
story and often it's more complicated and inspiring than I have ever
imagined.”
[For me, sharing my personal stories and listening to others in a group
has completely changed how I see my peers. Since I've learned so much
about their struggles and it's a reminder that everyone has a story, and
often it's more complicated and inspiring than I have ever imagined]
37
-Participant 5
“In a friend group, you can expect everyone to share their personal stories
and it shapes your understanding of them and how you see them as a
person, may it be negative or positive.”
[In a friend group, you can expect everyone to share their personal stories
and it shapes your understanding of them and how you see them as a
person, may it be negative or positive.]
-Participant 4
“Made me understand that I am not the only one who is going through
problems like these, but they also go through the same or similar
problems as me. So, I am not alone in my journey.”
[It made me understand that I am not the only one who is going through
problems like these, but they also go through the same or similar
problems as me. So, I am not alone in my journey.]
-Participant 2
“Uhm, it helped me see or, it helped me develop or formulate on why
these people react the way they do, on why they think they should do this
and that in their uh situation even when it’s different from mine.”
[It helped me see or it helped me develop and formulate in why these
people react the way they do, on why they think they should take do this
and that in their situation even when it’s different from mine.]
-Participant 1
The participants' responses revealed that peer-supported narrative sharing had
significantly enhanced their understanding of others and fostered personal growth. Many
of them had highlighted that sharing their struggles and hearing others' experiences had
helped them develop healthier coping mechanisms and had broadened their
perspectives on challenges. Many had noted how the environment had encouraged
openness and had provided a space for vulnerability, which had led to stronger, more
meaningful relationships. The sessions also highlighted shared struggles, reinforcing that
they had not been alone in their journeys, contributing to a stronger sense of community.
These responses underscored the importance of peer-supported narrative
sharing for emotional support, mutual understanding, and interpersonal growth. These
findings aligned with the concept of shared narratives. According to Ariffin et al. (2022),
peer support has been a tool that has helped improve one's self-confidence and
self-efficacy, resulting in improvements in the quality of life of undergraduate learners.
The participants with clear signs of satisfaction in their school life also tended to practice
the attitude of encouraging one another in order to keep going. It was evident that peer
38
support had greatly improved one's well-being. By providing a platform for empathy,
connection, and personal reflection, these sessions contributed significantly to the
well-being and resilience of individuals, enhancing both individual and collective
emotional health.
Opinions of AdDU Senior High School Grade 12 Learners Regarding the Role of
Mutual Trust in Fostering Cooperation and Engagement in Peer-Supported
Narrative-Sharing Sessions
The opinions of AdDU Senior High School Grade 12 learners regarding the role
of
mutual
trust
in fostering cooperation and engagement in peer-supported
narrative-sharing sessions had unanimously agreed that mutual trust played a key role in
the willingness of the participants to open up with each other. According to the gathered
data, two (2) emerging themes have been identified. These themes were: (1) Mutual
trust was a foundation for communication and connection, and (2) Importance of Mutual
Trust in Shared Experiences.
Trust as a Foundation for Communication, Connection, and Values. Trust played
a key role in this activity in the context of Peer-Supported Narrative Sharing. During
Ateneo de Davao Senior High School Grade 12 learners’ sharing sessions, participants
had to establish trust beforehand to ensure the activity's authenticity and success.
Without this foundation, the activity would have ultimately failed and lost its purpose.
Various common concepts had been identified, such as Participant 1’s opinion of having
needed mutual trust when sharing sensitive information, Participant 3’s belief that one
could not express oneself without trusting the receiving end, Participant 4’s view that the
person they were talking to should have been able to handle the weight of what was
being shared, and Participant 5’s presumption that trust had created a safe space where
people had felt comfortable sharing.
39
“Uh, trust is essential, especially mutual trust, cause usually in these
types of sharing sessions, for sure, there might be sensitive information
that will be talked about, and you have to be able to trust the group that
they won’t share it. What stay, what’s said in the group stays within the
group basically.”
[Trust is essential, especially mutual trust, because usually, in these types
of sharing sessions, there might be sensitive information that will be
talked about, and you have to be able to trust the group that they won’t
share it. What is said in the group stays within the group, basically.]
Participant 1
“For me, I believe that mutual trust is very important when it comes to
peer-supported narrative-sharing sessions. Because, well of course,
ultimately, without it, parang you're not open enough, and you can't
express properly if you don't trust that person. So when there is an equal
level of trust among the participants in the group, it really helps in parang
hindi na siya plastikan bah. It's very real. So everything that you're talking
about is very real as well. So the emotions, the expression. So it's very
important to trust the people that you're talking to whenever it comes to
opening up on experiences and emotions.”
[For me, mutual trust is very important in peer-supported narrative-sharing
sessions. Because, well, of course, ultimately, without it, you're not open
enough and can't express appropriately if you don't trust that person. So
when there is an equal level of trust among the participants in the group, it
really helps in… It is not plastic anymore. It's very real. So everything that
you're talking about is very real as well. So the emotions, the expression.
So it's very important to trust the people that you're talking to whenever it
comes to opening up on experiences and emotions.]
Participant 3
These concepts were a testament to the importance of having a proper
foundation and trust during activities such as peer-supported narrative sharing. Trust has
made communication more manageable, open, and engaging, especially if one trusts
others. According to Lofgren (2023), trust has been the currency of effective
relationships, both personal and professional. Additionally, interpersonal trust is a crucial
mechanism through which peer relationships have impacted cooperation, emphasizing
the need to have nurtured trust in peer interactions (Wang & Hu, 2021). Overall, this
theme implied that Peer-Narrative Sharing had always been accompanied by trust as its
foundation, which assured open and safe communication and connection for the
participants.
The importance of mutual trust in shared experiences has been evident in
fostering meaningful connections and more profound understanding among individuals.
40
This created a safe space for them to openly express their thoughts, feelings, and
experiences without judgment or betrayal. Through trust, individuals developed a greater
appreciation for one another, strengthened each other’s relationships, promoted a sense
of belonging between individuals, and provided a sense of security and confidentiality
when sharing.
“It is really important because it- in times of opening up to one another,
you will feel really comfortable if the person you're opening up, who is
someone really close to you. And also, as problems are personal to
everyone. So, that us- which means you need to open up to someone
who really trusts that It wont- it will be confidential, it will be only for the
both of you.”
[It is really important because, when opening up to one another, you will
feel comfortable if the person you're opening up to is someone close to
you. And also, as problems are personal to everyone. So, that us- which
means you need to open up to someone who really trusts that it will be
confidential, it will be only for the both of you.]
Participant 2
“You can’t just tell your problems to random strangers. It has to be
someone you can trust. I believe trust is really important; you should be
able to trust them to be able to hold the weight of what you are going to
share, and you should have a solid understanding of who they are as a
person.”
[You cannot just tell your problems to random strangers. It has to be
someone you can trust. I believe trust is really important; you should be
able to trust them to be able to hold the weight of what you are going to
share, and you should have a solid understanding of who they are as a
person.]
Participant 4
“Mutual trust in peer-supported and narrative sharing sessions are
important because without it, it's hard to open up and be vulnerable with
others, and I believe that trust creates a safe space where people feel
comfortable sharing your experiences emotions, knowing they won't be
judged or dismissed.”
[Mutual trust in peer-supported and narrative-sharing sessions is
important because it's hard to open up and be vulnerable with others
without it. I believe that trust creates a safe space where people feel
comfortable sharing your experiences emotions, knowing they won't be
judged or dismissed.]
Participant 5
The responses from Participants 2, 4, and 5 highlighted the importance of Mutual
Trust in fostering open and meaningful shared experiences. The participants
emphasized that trust provided a sense of security and comfort, allowing these
individuals to share their experiences with their peers without the sense of being judged
41
or betrayed. The participants emphasized that trust was selective, as problems,
especially personal ones, should have been shared with those they trusted, ensuring
confidentiality. Furthermore, research found that peer trust and social support affected
one's self-esteem and the rate of adaptability of people, as was evident in peer
relationships as one of the significant impacts of a learner’s social experiences (Xin et
al., 2019).
Chapter 5
SUMMARY OF FINDINGS AND IMPLICATIONS
This chapter delved into the key themes and responses explored in the previous
chapter. It aimed to present a cohesive summary, along with the implications and
findings of the research. It highlighted how the researchers viewed this research using
the lens of Social Support Theory by Francis Cullen. Furthermore, this chapter
elaborated on critical responses to significant themes that addressed the research
questions, mainly focusing on Grade 12 AdDU SHS learners' opinions and experiences
in Peer Supported Narrative Sharing regarding their Mental Health and the importance of
mutual trust in fostering cooperation and engagement in said activity. Lastly, this chapter
summarized the findings obtained during data analysis and provided meaningful
implications and recommendations for future research.
Summary of Findings
Mental health has become a growing concern. As cases increased and
professional help became more in demand, people adapted and practiced a new way to
address their mental and emotional burdens, which was called peer-supported narrative
sharing. Peer support was a system of giving and receiving help founded on key
principles of respect, shared responsibility, and mutual agreement on what was helpful.
Peer support was not based on psychiatric models and diagnostic criteria. It was about
understanding another’s situation empathically through the shared experience of
emotional and psychological pain. With this research, the researchers aimed to examine
and determine the impact of peer-supported narrative sharing on health among Ateneo
de Davao University Senior High School Grade 12 learners.
43
​
​
Opinions of AdDU Senior High School Grade 12 Learners Regarding the
Significance of Peer-Supported Narrative Sharing on Their Mental State
This section analyzed the opinions of Ateneo de Davao University Senior High
School Grade 12 learners regarding the significance of peer-supported narrative sharing
on their mental well-being. The responses gathered highlighted various perspectives on
how this practice influenced emotional stability, coping mechanisms, and social
connections among learners.
First, the participants reported that peer-supported narrative sharing helped them
freely express their feelings, through which they achieved stress reduction and emotional
comfort. Learners already found comfort by discussing personal struggles with peers
who shared similar emotional understanding, establishing validating support networks.
Such emotional expression enabled learners to handle their issues better with
intellectual clarity and reduced psychological weight.
Second, participants demonstrated that peer-supported narrative sharing created
open dialogue, which helped learners express emotions better while developing their
emotional intelligence skills. By participating in this discussion, learners developed
essential knowledge about their emotions and learned better ways to handle them
effectively. Open discussion with trusted persons allowed people to build emotional
resilience and better mental stability.
Third, the research established that the sense of belonging and social support
obtained through shared narratives substantially improved mental health. When learners
shared their struggles with others, they felt comforted because they discovered no one
suffered alone. Participants found their connection to others validated them in a way that
eliminated their perceived isolation, emphasizing the critical role of social connections in
mental health care.
44
​
​
Furthermore, the shared experiences of participants brought new perspectives to
each other because these interactions revealed different viewpoints. The participants
stated that hearing their peers speak about their experiences let them learn new
problem-solving approaches that helped them personally and emotionally evolve. People
who shared coping strategies through peer interaction obtained enhanced abilities to
confront challenges.
In conclusion, the participants reported that peer-supported narrative sharing
helped their overall well-being and provided support from other people. Participants
stated that through peer-supported narrative sharing, they were able to express their
emotions comfortably. At the same time, they also improved their emotional intelligence
and understood other people's experiences, which gave them a sense of belonging
within the group. Participants could also learn new solutions that helped them develop
and handle their problems.
Experiences of AdDU Senior High School Grade 12 Learners on the Effects of
Peer-Supported Narrative-Sharing Sessions
This section analyzed the experiences of Ateneo de Davao University Senior
High School Grade 12 learners regarding the effects of peer-supported narrative-sharing
sessions. The findings highlighted key themes on the nature of these sessions, their
positive impacts, challenges encountered, and participants' perceptions of the activity.
First, participants described peer-supported narrative sharing as a process that
allowed individuals to engage in conversations ranging from casual discussions to deep
and meaningful exchanges about personal experiences and emotions. It served as a
safe space where individuals felt listened to and supported by their peers. Some
emphasized that these sessions provided an opportunity to exchange advice and
45
​
​
perspectives, while others highlighted the importance of sharing experiences with those
with similar attributes or challenges.
Second, these sessions positively impacted the participants, particularly in
fostering deeper connections and emotional well-being. Many reported that sharing their
experiences made them feel closer to their peers and helped them gain new
perspectives. Realizing they were not alone in their struggles provided emotional relief
and strengthened their sense of belonging. Some participants even formed lasting
friendships, with their bonds extending beyond the formal setting of the sessions. The
ability to relate to and support one another created a stronger sense of community
among participants, ultimately improving their mental health and social relationships.
Third, despite the benefits, challenges were also identified. Some participants
found it difficult to open up about deeply personal issues due to fear of judgment or
misunderstanding. Others encountered peers who were unresponsive or overwhelmed,
making it difficult to sustain meaningful conversations. Additionally, some experienced
frustration when individuals dominated discussions, leaving little room for others to
share. Providing appropriate advice was another challenge, as participants were
sometimes unsure what to say. The presence of unfamiliar individuals made some
hesitant to share, as they felt less comfortable opening up to strangers.
The research found that peer-supported narrative-sharing sessions positively
impacted relationships and emotional well-being among Grade 12 learners. While
difficulties in opening up and managing group dynamics existed, participants generally
regarded these sessions as meaningful opportunities for connection and self-expression.
The findings suggested that creating a safe and supportive environment was crucial for
maximizing the benefits of such activities in a school setting. Peer-supported
narrative-sharing sessions could effectively promote students' emotional and social
well-being by fostering trust, encouraging active listening, and ensuring inclusivity.
46
​
​
Opinions of AdDU Senior High School Grade 12 Learners Regarding the Role of
Mutual Trust in Fostering Cooperation and Engagement in Peer-Supported
Narrative-Sharing Sessions
This section analyzed the opinions of Ateneo de Davao Senior High School
Grade 12 learners regarding the role of mutual trust in fostering cooperation and
engagement
in
peer-supported narrative-sharing sessions. The gathered data
highlighted how a proper foundation of mutual trust was vital to the participants’
willingness to open up in these sessions.
First, the participants stated that to ensure the authenticity and success of the
activity, mutual trust between participants needed to be established beforehand. Through
it, various responses and insights were also gathered, such as that trust was vital,
especially when sharing sensitive information, and the listener should have had
emotional weight in these sessions. Aside from that, there had to be authenticity in these
sessions as it could have led to genuine connections with each other. Additionally, the
participants’ belief that trust created a safe space, assuring open and secure
communication, was also pointed out.
Second, it was also gathered that when there were high levels of trust, there was
a greater chance of sharing personal information about themselves, and when there was
less trust, they tended to withhold the said information. The participants also highlighted
that a lack of trust between the people involved resulted in low engagement. Additionally,
the participants emphasized that they sought comfort when opening up. They tended to
become selective in these sharing sessions, especially if unfamiliar with the person or
people involved.
Third, specific findings suggested that mutual trust was important in fostering
meaningful relationships and connections among individuals. Through it, a deeper
shared appreciation and understanding of each other were developed, resulting in
47
​
​
unique perspectives. The participants also highlighted that mutual trust was the
foundation of communication and strengthened a person’s core values, helping them
become better leaders. Furthermore, participants also stated that mutual trust built
relationships outside these sharing sessions and broadened their perspectives on
various social interactions.
Implications of the Study
This section discussed the implications of the research for its beneficiaries,
research, and methodology, recognizing the broader significance and application of its
findings to society. Moreover, the results of this research served as a foundation for
future researchers who conducted studies related to Peer-Support Narrative Sharing. In
addition, the thorough process of concluding was guaranteed to be accurate by adhering
to the strict methodology components when gathering data from the studies and the
participants. By meticulously reviewing each stage of the research process, these
implications were thoroughly explored and elaborated upon in the following paragraphs,
providing a deeper insight into the research’s significance.
The learners' mental and emotional well-being has always been a priority of
AdDU Senior High School. However, it had been difficult for the school alone to
safeguard it, so the learners themselves needed to give importance to their emotional
and mental health. This research implied that peer-supported narrative sharing was vital
in AdDU senior high school learners' cognitive and emotional well-being. It suggested
that this practice was capable of helping the learners express themselves freely, which
aided in stress reduction and emotional comfort. The research also implied that this
practice developed the learners' emotional intelligence skills via open dialogue. This
enabled them to establish a sense of belonging within a group or community, avoiding
feelings of isolation and loneliness. The research further suggested that peer-supported
48
​
​
narrative-sharing sessions had positively impacted relationships and emotional
well-being among learners while recognizing that challenges existed, such as difficulties
in opening up and managing group dynamics. Lastly, the research implied that there
needed to be a foundation of mutual trust among the learners who participated in this
practice. This was to encourage the learners to open up freely and to ensure the overall
effectiveness of peer-supported narrative sharing. Assuring the well-being of the learners
had been crucial, for they would soon become the leaders of society, and for them to
become effective leaders, they needed to have a solid grasp of themselves first.
A possible implication of this research for AdDU SHS teachers was that they
were key promoters of peer-supported narrative sharing among their learners. Although
it had been essential for the learners to acknowledge the importance of this practice,
additional encouragement from the teachers had also been vital. Many students looked
up to their teachers and held them in high regard. However, most of them were
uncomfortable with opening up about their problems. Hence, teachers needed to
encourage their learners to participate in peer-supported narrative sharing to lighten the
emotional and mental burden their learners could have been carrying. However, they
also needed to warn them about the potential risks of this practice and remind them to
be careful about the people to whom they opened up. An additional implication of this
research was for the teachers themselves. The results of this research had a universal
impact and were not exclusive to the learners. Adult life had its own set of problems and
struggles, and the importance of mental health needed to be upheld for everyone.
Hence, the teachers themselves could have applied the findings and implications of this
research to their personal lives.
The topic of mental health has been given more importance than ever. Hence,
this research served as a foundation for future researchers willing to explore the topic of
peer-supported narrative sharing further. This research also provided research gaps that
49
​
​
future researchers could have addressed. Additionally, this research served as related
literature for studies concerning peer-supported narrative sharing, social relationships, or
mental health in general.
With this research, the findings concluded that peer-supported narrative sharing
had significant positive implications for the mental health and well-being of the learners.
Benefits such as improved communication and connection to the social group or peer
with whom one interacted and chose to have the narrative-sharing session had been
strengthened. This research contributed to a further understanding of peer-supported
narrative sharing in the school setting.
Though the findings of this research were primarily positive, there were still gaps
that needed to be worked on. Since this research only recorded and interpreted data in a
short time, research about this subject over a more extended period might have revealed
more findings that would have significantly contributed to the knowledge needed to
understand the effects of peer-supported narrative sharing on one's mental health. More
accurate and robust data, such as more consistent results from a more significant
number of participants, was also suggested for researchers who would have conducted
a similar or related study on the subject of peer-supported narrative sharing. Finally,
going beyond the limitation of conducting similar research only in schools or among
students was also recommended. Settings such as workplaces or offices could have
been good places for this subject since schools and offices had similar goal-oriented
relationships.
50
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55
APPENDIX A:
PERMISSION LETTER TO THE ASSISTANT DIRECTORFORACADEMICS
Date of Submission: November 11, 2024
AUJEFEL AMOR Y. LEE
Assistant Director for Academics
Senior High School Unit
Dear Ms. Lee,
Greetings!
I am Paolo Jules C. Naviamos, a Grade 12 learner of the Ateneo de Davao University – Senior
High School, and as part of our curriculum, I am required to take the subjects Applied Inquiries,
Investigations, and Immersion, where I am taught different research methods. I am planning to
conduct a qualitative research study entitled “EXPLORING THE EXPERIENCES OF ATENEO
DE DAVAO UNIVERSITY SENIOR HIGH SCHOOL GRADE 12 LEARNERS WHO ENGAGE IN
PEER-SUPPORTED NARRATIVE SHARING IN REGARD TO THEIR MENTAL HEALTH,” and
the aim is to study and explore peer-supported narrative sharing, a process wherein learners
can share their experiences and thoughts within a group setting and its impact on their mental
health on Grade 12 learners of Ateneo Senior High School of all strands.
In line with this, I would like to ask permission from your office to conduct the study. The
gathering of data includes conducting interviews with fellow SHS students.
For your reference, attached herewith is the statement of the problem and interview questions.
Should you have any questions or concerns, you may contact me through 09688799634 or my
email, pjcnaviamos@addu.edu.ph
Thank you very much, and I look forward to your favorable response.
Sincerely,
Paolo Jules C. Naviamos
Researcher
Noted by:
AUBREY JILL G. BALTAR ​ ​
​
Practical Research 2, Applied Inquiries,
Investigations and Immersion Research Teacher
56
APPENDIX B:
COVER LETTER AND INFORMED CONSENT
Dear Respondent:
Greetings!
We are group 1 from Grade 12 Calungsod of the Ateneo de Davao University – Senior High
School, and as part of our curriculum, we are required to take a class called Applied Inquiries
Investigations and Immersion, where we are taught different research methods. We are
conducting a qualitative research design research study entitled “ EXPLORING THE
EXPERIENCES OF ATENEO DE DAVAO UNIVERSITY SENIOR HIGH SCHOOL GRADE 12
LEARNERS WHO ENGAGE IN PEER-SUPPORTED NARRATIVE SHARING IN REGARD TO
THEIR MENTAL HEALTH.” This study aims to explore the impact of peer-supported narrative
sharing on the mental health and well-being of Ateneo de Davao University Senior High School
Grade 12 Learners.
We need the data from you to understand how peer-supported narrative sharing impacts the
health and well-being of Grade 12 learners. By gathering your experiences and perspectives,
we can see how sharing stories with peers affects your emotional health, stress levels, and
social connections. Your input ensures our study is accurate, relevant, and truly reflects the
impact of narrative sharing on learners like you. This questionnaire will only take forty-five (45)
minutes to answer. All the information gathered from this survey will be confidential. If you have
any queries, please contact me through my email: pjcnaviamos@addu.edu.ph.
Sincerely,
Paolo Jules C. Naviamos
​
57
INFORMED CONSENT
1. I volunteer to participate in the above research study and I understand that this research is
designed to accumulate data about the impact of peer-supported narrative sharing on the health
and well-being of Grade 12 learners at Ateneo de Davao University Senior High School. The
data will help analyze how sharing personal stories with peers affects emotional health, stress
management, and social connections.
2. I am aware that my participation is voluntary, and I am free to withdraw or discontinue my
participation without giving any reason.
3. I do not have any hesitation if my responses to the group are recorded for analysis. I am also
aware that the copies of the responses will be returned to me.
4. I understand that I have the option not to include my name and that the researcher will not
identify me by name in any reports using personal information obtained from this survey. My
privacy as a participant in this study will remain secure by assigning me an alias.
5. I have read and understood the explanation provided to me, and I am free to ask questions
and be answered to my satisfaction.
6. I have been given a copy of this consent form.
I hereby agree to participate in this research study. I am signifying my consent and proof that I
have read and understood the presented information above:
o​ I agree to participate in this study.
o​ I do not want to participate in this study.
58
APPENDIX C:
RESEARCH INSTRUMENT
IDI for Phenomenology
Good morning!
First, I would like to thank you for allowing me to talk to you about your experience with
peer-supported narrative sharing. This interview aims to explore your experience in
peer-supported narrative sharing in regard to your mental health, as a student of Ateneo de
Davao Senior High School. For this interview, I would like to get your verbal consent that you
understand what this interview is about, so feel free to ask if you wish to know more about it.
Please be assured that your privacy will be respected, thus your name will not appear in any
print or online document. Moreover, your personal information, as well as responses will be
treated with confidentiality so that they cannot be traced back to you. You may also stop this
interview if you do not wish to continue, and the information you have given will be promptly
deleted. May I now proceed with the interview with your informed consent?
A.​ What are the experiences and opinions of AdDU Senior High School Grade 12
learners regarding the significance of peer-supported narrative sharing on their
mental state?
a.​ In what way have you grown personally through sharing your stories with peers?
b.​ How do you describe the emotional changes that you experience after
participating in peer-supported narrative-sharing sessions?
c.​ How does your perspective on mental health issues change as a result of hearing
and sharing narratives in a peer-supported context?
d.​ How does peer-supported narrative sharing contribute to your sense of belonging
within a group?
e.​ What is the effect of engaging in peer-supported narrative-sharing sessions to
your self-efficacy and confidence?
B.​ What are the positive and negative experiences of AdDU Senior High School
Grade 12 learners on the effects of group self-narrative sharing sessions?
a.​ What positive impacts have you personally experienced during group
self-narrative sharing sessions in terms of building relationships with your peers?
b.​ What are the challenges or difficulties you have experienced while participating in
group self-narrative sharing sessions?
c.​ How did these affect your perception of the activity?
d.​ In what ways do you think the group setting during self-narrative sharing impacts
the level of trust and openness among participants?
e.​ How did sharing personal stories in a group setting shape your understanding of
your peers' experiences and perspectives?
C.​ How do the challenges faced in maintaining mutual trust within a group setting
impact the overall perceptions of AdDU Senior High School Grade 12 learners?
a.​ What difficulties do you face when trying to build and keep trust with your group
members during activities or projects?
59
i.​
How does this affect your experience working in a group at AdDU Senior
High School?
b.​ How do problems with trust in your group affect your feelings or mental state?
i.​ How does this impact your involvement in the group?
c.​ When there is a lack of trust in your group, how does it affect your ability to
communicate, work together, and complete tasks?
i.​ How does this affect the group's success?
d.​ How does the level of trust in your group impact your academic performance?
i.​ Social interactions?
ii.​
And overall experience in AdDU Senior high school?
e.​ When trust breaks down in your group, what steps do you take to fix it?
i.​ How well do you think these steps work to improve group cooperation?
60
APPENDIX D:
VALIDATION FORM 1
61
VALIDATION FORM 2
62
APPENDIX E:
CURRICULUM VITAE
QUEENNIE GRACE A. ANINIPOT
Address: Centro Sibulan Santa Cruz Davao Del Sur
Age: 18 years old
Gender: Female
Civil Status: Single
Birthday: January 11, 2007
Birthplace: Davao City
Mother’s Name: Helen Grace A. Aninipot
Father’s Name: Arnel B. Aninipot
E-mail Address: queenniegrace56@gmail.com
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
Senior High
2022 - 2025
Junior High
2019-2023
Elementary
2013-2019
University
Sibulan National High
School
Sibulan Elementary
School
63
CURRICULUM VITAE
ZOIE MARIE O. BAGAMANO
Address: Elenita Heights, Catalunan Grande, Davao City
Age: 17 years old
Gender: Female
Civil Status: Single
Birthday: May 06, 2007
Birthplace: Madonna & Child Hospital, Cagayan De Oro
Mother’s Name: Mary Hazel O. Bagamano
Father’s Name: Ramil Aian M. Bagamano
E-mail Address: zmobagamano@addu.edu.ph
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
Senior High
2022 - 2025
Central Mindanao
University Laboratory
High School
Junior High
2019-2023
Don Carlos Adventist
Elementary School
Elementary
2013-2019
University
64
CURRICULUM VITAE
Miguel Mourice Abendan Barcelon
Address: P2 Lacson, Calinan, Davao City, Davao del Sur
Age: 19 years old
Gender: Male
Civil Status: Single
Birthday: Month date, year
Birthplace: Bulacan, Quezon City
Mother’s Name: Jovanne D. Abendan
Father’s Name: Jomel Boy T. Barcelon
E-mail Address: mmabarcelon@addu.edu.ph
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
Senior High
2022 - 2025
Holy Cross College of
Calinan
Junior High
2018-2022
Calinan Central
Elementary School
Elementary
2013-2018
University
65
CURRICULUM VITAE
DAVIES, PETER ANDREW, R.
Address: La Vista Monte Ph. 2, Angelica St., Matina Pangi, Davao City
Age: 18
Gender: Male
Civil Status:
Birthday: December 07, 2006
Birthplace: Davao Doctors Hospital
Mother’s Name: Ruvy Joy R. Davies
Father’s Name: Emlyn Davies
E-mail Address: pardavies@addu.edu.ph
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
University
Senior High
2023 - 2025
Mabini National
Highschol
Junior High
2019-2023
Ateneo de Davao
University
Elementary
2013 - 2019
66
CURRICULUM VITAE
KAYE CHIENNY GABO ESTAMPA
Address: Purok Waling-Waling, Lapu-Lapu Extension, Digos City, Davao del Sur
Age: 17 years old
Gender: Female
Civil Status: Single
Birthday: March 25, 2007
Birthplace: Digos City, Davao del Sur
Mother’s Name: Menchie G. Estampa
Father’s Name: Emmanuel B. Estampa
E-mail Address: kayechienny@gmail.com
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
University
Senior High
2023- Present
Cor Jesu College
Junior High
2019-2023
Cor Jesu College
Elementary
2013-2019
67
CURRICULUM VITAE
Julien Jaz Banaria Labor
Address: Purok 4B, Zillovia, Talacogon, Agusan del Sur
Age: 17 years old
Gender: Female
Civil Status: Single
Birthday: May 17, 2007
Birthplace: Zillovia, Talacogon, Agusan del Sur
Mother’s Name: Arlyn Banaria Labor
Father’s Name: Julius Ensencio Labor
E-mail Address: jjblabor@addu.edu.ph
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
University
Senior High
2022 - 2025
Agusan del Sur National
Science High School
Junior High
2018-2022
Zillovia Elementary
School
Elementary
2011-2018
68
CURRICULUM VITAE
PAOLO JULES CABALLERO NAVIAMOS
Address: Prk. Acacia, Brgy. Amas, Kidapawan City, Cotabato
Age: 18 years old
Gender: Male
Civil Status: Single
Birthday: July 28, 2006
Birthplace: Kidapawan City, Cotabato
Mother’s Name: Ruby C. Naviamos
Father’s Name: Nelnor C. Naviamos
E-mail Address: paolonaviamos1@gmail.com
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
University
Senior High
2023 - 2025
Notre Dame of
Kidapawan
College-IBED
Junior High
2019-2023
Elementary
2013-2019
Notre Dame of
Kidapawan
College-IBED
69
CURRICULUM VITAE
YRA BAÑO. ZULUAGA
Address: Purok 4, Upper Tibungco, San Lorenzo Ruiz, Davao City
Age: 18 years old
Gender: Female
Civil Status: Single
Birthday: February 22, 2007
Birthplace: Davao Doctors Hospital, Davao City
Mother’s Name: Juliefer B. Zuluaga
Father’s Name: Ryan M. Zuluaga
E-mail Address: ybzuluaga@addu.edu.ph
EDUCATIONAL ATTAINMENT
School
Level
School Year
Ateneo de Davao
University
Senior High
2023 - 2025
Ateneo de Davao
University
Junior High
2019-2023
Elementary
2015-2019
Ateneo de Davao
University