Parental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting

Basit Öğe Kaydı
dc.authorid0000-0002-5795-8901
dc.authorid0000-0002-5530-5501
dc.contributor.authorAri-Arat, Ceren
dc.contributor.authorCetinkaya, Elif
dc.contributor.authorOz, Koray
dc.date.accessioned2026-02-28T12:17:57Z
dc.date.available2026-02-28T12:17:57Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractObjectivesUnderstanding the factors that influence parental acceptance during the preschool period when many children with developmental disabilities are diagnosed is crucial. Mindfulness in parenting is the intentional, nonjudgmental attention a person gives to their child and their parenting actions and is associated with processes of acceptance. This research examines the relationship between parental acceptance and mindfulness in parenting among parents of preschool children with developmental disabilities.MethodsThe investigation included 120 parents of preschool-aged children (3-6 years) with developmental disabilities in Turkey.ResultsThe findings reveal that parental acceptance of children with developmental disabilities varies according to the father's education level and the child's age. A significant correlation was found between mindfulness in parenting and parental acceptance. Notably, mindfulness in parenting accounted for approximately 19.2% of the variance in parental acceptance of children with developmental disabilities (R2 = 0.192).ConclusionsThe results underscore the importance of interventions aimed at enhancing mindfulness in parenting, particularly in supporting the acceptance processes during the preschool years. This is especially critical for younger children and for fathers with lower educational levels. The study also highlights the need for further research to deepen our understanding of the acceptance process.
dc.identifier.doi10.1080/20473869.2025.2475344
dc.identifier.issn2047-3869
dc.identifier.issn2047-3877
dc.identifier.scopus2-s2.0-105000259659
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1080/20473869.2025.2475344
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6042
dc.identifier.wosWOS:001445281000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofInternational Journal of Developmental Disabilities
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectMindfulness in parenting
dc.subjectparental mindfulness
dc.subjectacceptance
dc.subjectdevelopmental disability
dc.subjectspecial needs
dc.subjectparent
dc.titleParental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting
dc.typeArticle

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