Investigation of the effects of school-based cognitive activity training on cognitive skills, academic performance and quality of life in refugee children

In this study, this was aimed to examine the effects of school-based cognitive activity training on cognitive skills, academic performance and quality of life in refugee children. Thirty-four children aged between 13-16 years who were exposed to war and trauma were included in the study. Children were randomly divided into the intervention group (n=17) and the control group (n=17). Loewenstein Occupational Therapy Cognitive Assessment to determine the cognitive skill levels of children; Reading Speed ​​Test and Minnesota Handwriting Test to assess their academic performance; the Pediatric Quality of Life Inventory was used to assess their quality of life. As a result of the initial evaluation of both groups, cognitive activity training was given to the intervention group for 1 hour a day, 2 days a week, for a total of 10 weeks. Secondary evaluations were repeated at the end of the training sessions for the intervention group and at the end of the 10th week for the control group. As a result, it was found that the cognitive activity training given to refugee children had a statistically significant positive effect on all cognitive skill parameters, reading speed and handwriting skills reflecting academic performance, and quality of life (p<0.05). In the light of these findings, it was determined that school-based cognitive activity training for cognitive skills in refugee children is an effective rehabilitation approach that improves cognitive skills, academic performance and quality of life. For this reason, it is very important to evaluate cognitive skills and include in the intervention program when planning an occupational therapy program as an effective rehabilitation approach for refugee children. Keywords: Refugees, Cognitive Function, Cognitive Therapy, Academic Performance, Occupational Therapy