Pre- and Post-Intervention Assessment of Socialization, Knowledge and Attitude Regarding Child Abuse Prevention among Adolescents

Abstract

Child abuse has long-term psychological, social, and behavioural repercussions for teenagers, making it a serious public health and human rights issue. Strengthening adolescents’ socialization, knowledge, and attitudes is essential for effective prevention, yet conventional adult-led approaches often limit active participation. Child-led interventions highlighted the peer engagement and participatory learning, which may enhance preventive outcomes. The present study aimed to evaluate the effectiveness of a child-led intervention on socialization, knowledge, and attitude regarding prevention of child abuse among adolescents. Methods: A quantitative quasi-experimental time-series design was adopted with study and control groups. A total of 54 adolescents were selected using simple random sampling and allocated equally to the study group (n=27) and control group (n=27). The study group received a structured child-led intervention consisting of an information booklet, storytelling, and video-based peer learning, while the control group continued routine school activities. Data were collected using structured tools to assess socialization, knowledge, and attitude during pre-test and post-test phases. Descriptive and inferential statistics were used for analysis. Results: Post-test findings revealed greater improvement in socialization scores in the study group compared to the control group, with a higher difference in mean percentage and more consistent outcomes. Knowledge about prevention of child abuse improved in the study group, whereas a decline was observed in the control group. Attitudinal assessment demonstrated a shift from negative toward neutral attitudes in the study group, indicating initiation of favourable change following the intervention. Conclusion: The child-led intervention was effective in improving adolescents’ socialization and knowledge and initiating positive attitudinal change regarding prevention of child abuse. Child-centred, participatory approaches should be incorporated into school-based prevention programs to strengthen adolescent protective competencies.