Effectiveness of Sociodrama on Knowledge Regarding Good Touch and Bad Touch Among School Age Children in Selected Schools at Sultanpur, Uttar Pradesh Khushi Gupta¹, Swati Singh¹, Damini Gaur¹, Anshika Maurya¹, Anamika Singh¹, Dr. Mariamma c John2 ¹B.Sc. Nursing Final Year, Sultanpur Institute of Nursing and Paramedical Sciences, Sultanpur, Uttar Pradesh. 2Principal, Sultanpur Institute of Nursing and Paramedical Sciences, Saifullaganj, Sultanpur, Uttar Pradesh

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Abstract Background of the Study: Child sexual abuse is a serious child-protection and public-health concern. Limited knowledge about personal safety and safe and unsafe touch may increase children's vulnerability. Interactive educational approaches such as sociodrama can provide opportunities for children to observe, discuss, practice, and respond to safety situations. The present study assessed the effectiveness of sociodrama on knowledge regarding good touch and bad touch among school age children in selected schools at Sultanpur, Uttar Pradesh. Methods: A quantitative evaluative approach with a quasi-experimental pre-test post-test control-group design was adopted. A total of 120 school children aged 8–12 years were selected by non-probability purposive sampling, with 60 children in the experimental group and 60 in the control group. Crystal Convent Public School constituted the experimental setting and Raj Memorial Academy constituted the control setting. Knowledge was assessed using a self-structured 20-item multiple-choice tool. The experimental group received seven structured sociodrama sessions over approximately two weeks, while the control group received no intervention during the study period. Descriptive statistics, paired t-test, unpaired t-test, and chi-square test were used. Results: In the experimental group, the mean knowledge score increased from 7.86 (SD 3.68) in the pre-test to 17.80 (SD 1.50) in the post-test, with a mean difference of 9.94 and a reported paired t value of 19.377. In the control group, the mean score increased from 7.41 (SD 2.70) to 8.20 (SD 2.62), with a mean difference of 0.79 and a reported t value of 1.37. The post-test mean was 17.80 in the experimental group and 8.20 in the control group; the reported unpaired t value was 24.633, indicating a statistically significant difference. Significant associations with pre-test knowledge in the experimental group were reported for age, class standard, mother's education, and number of siblings. Conclusion: The findings indicate that structured sociodrama was effective in improving knowledge regarding good touch and bad touch among the participating school children. Sociodrama may be considered as an engaging school-health education strategy for child-safety education