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    Examination of the Effects of a Play-Based Mindfulness Training Program on Resilience, Emotion Regulation Skills, and Executive Functions of Preschool Children
    (Mdpi, 2026) Icen, Betul Kapkin; Celik, Osman Tayyar
    Background/Objectives: The cognitive processes underlying learning are critical for educational practices. While mindfulness-based approaches to strengthening these cognitive processes have become widespread, studies focusing on game-based development of executive functions, particularly in preschool settings, are limited. The primary objective of this study is to develop a play-based mindfulness intervention program for preschool children and to examine the effects of this program on preschool children's resilience, emotion regulation skills, and executive functions. Methods: The study employed a pretest-post-test control-group experimental design. The study group consisted of 40 children (20 experimental and 20 control) aged 5-6 years, attending a kindergarten in Malatya province, T & uuml;rkiye. The Devereux Early Childhood Assessment Scale (DECA-P2), Emotion Regulation Scale (ERS), and Childhood Executive Functions Inventory (CHEXI) were used as data collection tools. Independent-samples t-tests were used for baseline analysis, and a two-way repeated-measures ANOVA was used to evaluate the program's effects. Results: Findings showed that there was a statistically significant difference between the pre-test and post-test mean scores of the children in the experimental group compared with those in the control group for resilience, emotion regulation, and executive function (p < 0.05). Conclusions: Strong evidence was obtained that play-based mindfulness training has positive effects on the cognitive and emotional development of preschool children.
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    Social Skills and Peer Relationships as Serial Mediators Between Mindfulness and Spiritual Well-Being in Adolescence
    (Mdpi, 2025) Kay, Mehmet Akif; Kahraman, Umit; Icen, Betul Kapkin; Arikan, Amine Nur; Celik, Osman Tayyar; Cay, Mehmet Emin
    Objectives: This study aimed to investigate the mediating roles of social skills and peer relationships in the association between mindfulness and spiritual well-being (SWB) among adolescents. Drawing on the mindfulness-to-meaning theory, the research sought to clarify how mindfulness supports adolescents' spiritual well-being through social and relational mechanisms. Method: A correlational research design was employed with a sample of 761 adolescents attending high schools in T & uuml;rkiye. Data were collected using the Mindful Attention Awareness Scale, Social Skills Scale, Peer Relations Scale, and the Three-Factor Spiritual Well-Being Scale. The hypothesized serial mediation model was tested using PROCESS Macro Model 6 with 5000 bootstrap samples. Results: Mindfulness was positively associated with SWB. Both social skills and peer relationships showed significant mediating effects. The serial indirect effect through social skills and peer relationships was also significant. Conclusions: Findings highlight mindfulness as a key psychosocial resource that enhances adolescents' spiritual well-being through improved social skills and supportive peer relationships. School-based mindfulness programs should integrate peer interaction and social skills components to promote adolescents' holistic development.
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    The Happiness Experiences of Refugee Children at School: a Phenomenological Study
    (Springer, 2025) Celik, Osman Tayyar; Kahraman, Umit; Kacmaz, Cihangir; Icen, Betul Kapkin
    This study utilized the phenomenological research approach to examine the school happiness experiences of refugee children who migrated to T & uuml;rkiye. This research builds on Bronfenbrenner's ecological model. The research was conducted with 27 Syrian refugee middle school students studying in Malatya, and data were collected using a semi-structured interview form. The data were analyzed through content analysis. The findings revealed that friendship, language, and communication skills, activities suited to their interests and talents, and teacher support were of critical importance in the school happiness experiences of refugee students. While refugee students expressed great happiness in spending time with their friends, they also experienced negative situations such as bullying and social exclusion. Language and communication problems constituted a significant barrier in the school adaptation process of refugee students and led to their isolation. Additionally, activities suited to their interests and talents reinforced their sense of belonging to the school and contributed to their social acceptance. Consequently, strategies should be developed to positively enhance friendships, strengthen language and communication skills, encourage activities suited to their interests and talents, and increase teacher support to improve the school happiness of refugee students and support their social integration.